PHYSICS 8

(A CONTEXTUALIZED LESSON PLANS)

By

CASANDRA S. DAWEY
 PREFACE

Contextualizing the lesson is a great help to the students as well as to the teachers.
Students learn better when they are taught knowledge of actual experience.

Date of development: June-August 2015

Resource Location: Division of Mountain Province
District of Sagada
Ankileng NationalHigh School
Learning Area: Science
Grade Level: Grade 8
Learning Type: Teaching Material
Quarter/ Week: 1st quarter, Weeks1-5, & 7
Competencies:
Laws of Motion
 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
 Infer that when a body exerts a force on another, an equal amount of
force is exerted back on it
 Demonstrate how a body responds to changes in motion
Work, Power, and Energy
 Identify situations in which work is done and in which work is not done
 Describe how work is related to power and energy
 Differentiate potential and kinetic energy
Heat
 Differentiate between heat and temperature at the molecular level

It is hoped that through the use of this material, the learners will gain more
understanding about the topics.

-The Author
 FORCES

I. Objectives
At the end of the lesson, the learners should be able to:
1. Define force
2. Identify the different forces acting on an object
3. Differentiate balance and unbalance force

II. Subject Matter

 Force
Reference:
 Teacher’s Manual and Curriculum Guide
Materials:
 Notes, chalk and board, rope, plastic bottle with water, marble

III. Procedure
A. Activity
1. Group students into 4.

2. Let 2 members of group 1 demonstrate “sanggol.” Other members of the group

observe the demonstration and share their observations in class afterwards.
Note: The demonstration can be done by two males, two females, or a male
and a female.

3. Let members of group 2 and members of group 3 perform “ginnuyudan” or tug-of-

war. Group 4 observes the demonstration and share what they observe in class
afterwards.
Caution: Performers should be careful. They might incur bruises in arms/legs if
the activity is done in a concrete area.

B. Analysis
Observational:
Let members of group 1 who did not perform the “sanggol” to share in class
what he/she observes from the demonstration.
Let group 4 members share what they observe in the “ginnuyudan.”
Reflective:
Are there forces acting on the bodies? What causes them to stay in place or
move? Briefly explain your answer and share it in class.
C. Abstraction
(Observations from the activity may be given as concrete examples.)
1. Define force.
a. Force refers to strength, effort or power (layman’s term). It is the intensity of
influence that causes movement of a body or other effects (push or pull). It can
make objects move, move faster, stop or change in their motion (Physics).

2. Discuss the following with the students.

a. Gravitational force – the attraction between any two bodies with mass
- It increases with mass. If the mass of either object increases, the
gravitational force between them also increases.

Ex: An apple fruit with a mass of 250 g falls faster to the ground than an
apple fruit with a mass of 200g.

- As the earth attracts objects around it, these objects also attract the earth.
But the Earth is more massive than them so their attraction is not as great
as the gravitational pull of the Earth.

b. Balance force
- Forces are equal in magnitude and opposite in direction.
- Forces lie along the same line of action.
- Forces act on the same object.
- Balance forces acting on an object make the object either stays at rest or
continues to move at constant velocity.

c. Unbalanced forces
- Forces are not equal in magnitude, thus their algebraic sum is not equal to
zero.
- Unbalanced forces cause the change in body’s state of motion.
Ex: Both hands in the “sanggol will move towards the hand with lesser force
because they are pushing each other.
The rope in the “ginnuyudan” will move towards the group with greater force
because both groups are pulling the rope.

d. Different forces acting on objects:

- tension force, normal force frictional force, and gravitational force
 Ex: picture frame hanging on the wall (tension force and gravitational force)
Ball on top of the table (normal force and gravitational force)
Ball rolling on the floor (frictional force)

e. Formula of net Force

Fnet = Fn + Fg
- We combine forces to determine the net or unbalanced force (limited to forces
which act along the same line of action). Unlike signs are used to indicate the
forces acting in opposite direction.

D. Application
Decisional:
a. Alvin and Albert had their “sanggol.” Alvin exerts 75N of force. Albert exerts 60N of
force, though he is bigger than Alvin. What will be th F net?
Given: F1 = 75N F2 = 60N Required=Fnet
Solution: Fnet = Fn + Fg Fnet = F1 – F2
= 75N – 60N = 15N

b. Group 2 exerts 200 N of force, while group 3 exerts 175 N of force in their
“ginnuyudan.” What will be the net force on the rope? Will the rope move? If yes, in
what direction will it move?
Given: F1 = 300N F2 = 275N Required= Fnet
Solution: Fnet = Fn + Fg Fnet = F1 – F2
= 300N – 275N = 25N
*Yes, the rope will move towards where the greater force is, which is group 3.

IV. Evaluation

1. Grade 8 students are having an indigenous game which is the “banga breaking.” They
hang plastic bottles (in place of bangas) with water (instead of coins), in preparation
for the game.
Note: The teacher will hang a plastic bottle with water in it using a rope for the
students to observe the bottle.

a. Are there forces acting on the plastic bottles? If yes, identify the forces.
b. What causes the plastic bottles to stay in place? Briefly explain your answer.
 2. Teen ager boys are fond of playing “holen.” It is observed that when they let the
marble role towards the hole, sometimes it stops rolling before reaching the hole.
Note: The teacher may role a marble on the table or in the floor for the students to
observe the movement of the marble.

a. Are there forces acting on the object/s? If yes, identify the forces.
b. Why did the marble slow down in rolling? Why did it eventually stop? Briefly explain
your answer.

V. Assignment
In your own understanding and in your own words, what is motion?
 LAW OF INERTIA

I. Objectives
At the end of the lesson, the learners should be able to:
1. Explain the law of inertia
2. Demonstrate Newton’s first law of motion

II. Subject Matter

 Law of Inertia
Reference:
 Teacher’s Manual and Curriculum Guide, Conceptual Physics by Paul G. Hewitt
Materials:
 Notes, chalk and board, balls

III. Procedure
A. Activity
1. The teacher briefly narrates what the gardeners do during garden time.
2. After the short narration, students may add/share something about gardening,
aside from what the teacher already shared.

B. Analysis
Observational:
From the narration or from your actual observation, when a gardener sprays water with
pesticide and insecticide in his garden, which is difficult or heavier to carry, a sprayer
which is full tanked or a sprayer which is only half filled?
Note: Teacher may let students to carry a bag full of books and a bag with few
books.
When a man carrying a sack of tomato got slip and tomatoes from the sack scattered
around, which rolled farther, bigger tomatoes or the smaller ones?
Note: Teacher may demonstrate it using balls with varied masses.

Reflective:
Briefly explain your observations and share them in class.

C. Abstraction
1. Law of inertia – states that an object at rest will stay at rest or an object will stay in
motion and travel in a straight path as long as no external net force acts on it.
 *net force – combination of all the forces acting on an object

2. Inertia – property of an object to resist any change in its state of motion (at rest or
in motion)

3. A massive object which has more inertia is more difficult to move from rest, slow
down, speed up or change its direction. Therefore, mass is a measure of inertia.
Ex: A sprayer which is full tanked is more difficult to carry than a sprayer which
is half filled.
Tomatoes which are less massive will roll farther than those which are more
massive.

*mass – measure of the amount of material in an object and depends only on the
number of and kind of atoms that compose it
*weight – measure of the gravitational force acting on an object and depends on an
object’s location

4. Two kilograms of anything has twice the inertia and twice the mass of anything
else. In the same location where mass and weight are proportional, two kilogram of
anything will weigh twice as much as one kilogram of anything. Volume and mass
are proportional only when the materials are the same or when the equal masses
occupy the same volume, that is when they have the same density.
Ex: Bananas are denser than bread, so two kilograms of bananas occupy less
volume than one kilogram of bread.

D. Application
1. Let student volunteers to perform the following:
Assume that an arm chair is a car and some students are sack of tomatoes.
Student 1 sit in the chair and student 2 will push the chair. Next, student 3 (who is
about the same mass with student 1) will join student 1 in the chair then student 2 will
push it again.

Let another group do similar situation. This time, let students 1 and 2 sit on the
chair then student 3 pushes it. Then let another 3 students (total mass is the same
with the total mass of students 1 and 2) sit on the same chair before student 3 pushes
it.
 Ask the class what they have observed from the situations. Then let the
students who pushed the car shares in class his/her experiences in pushing the car
with a sack of tomato and pushing the same car with more sacks of tomato.
Note: Demonstration may be done by males, females, or both male and
females.
Caution: Be careful, students may fall down from the chair.

a. Briefly explain why is it easier to push a car with lesser load (situation 1)?
b. Briefly explain your observation when student 3 in situation 2 pushed the same car
in different situation with the same amount of force and the same masses of load,
though numbers of sacks of tomatoes differ in each load.

IV. Evaluation
1. (a)Does a 200 g tomato have twice inertia as a 100 g tomato? (b) twice mass? (c)
twice volume? (d) twice weight in the same location? Briefly explain your answers.

2. (a)Do 2 kg tomatoes have twice inertia as 1 kg plain sacks? (b) twice mass (c) twice
volume? (d) twice weight when weighed in the same location? Briefly explain your
answers.

V. Assignment
What is Newton’s second law of motion?
 LAW OF ACCELERATION

I. Objectives
At the end of the lesson, the learners should be able to:
1. Explain the law of acceleration
2. Solve for acceleration
3. Describe how the net force acting on an object affects its acceleration

II. Subject Matter

 Law of Acceleration
Reference:
 Teacher’s Manual and Curriculum Guide, Conceptual Physics by Paul G. Hewitt
Materials:
 Notes, chalk and board, chair

III. Procedure
A. Activity
1. Call on some volunteer students. Let student 1 pushes an empty chair. Next let
student 2 sits in the same chair; then student 1 again pushes the chair.

2. Let another pair do the same procedure.

Note:If in any case that somebody owns a “bag-baggoon,” an improvised toy car
made of wood, you can barrow it and use it in the activity instead of using a chair.
However, students who know how to use the toy car will be the ones to do the
demonstration to avoid accident and waste of time.

B. Analysis
Observational:
What are your observations from the activities?

There are times that the engines of a truck, which is to be used in delivering tomatoes,
gets a problem and turns off. So volunteers will push the truck whether it is loaded of
tomatoes or not to help the driver starts the engine (kadyot). What are your
observations during these cases?
 What are your observations when you are passing through the hanging bridge and
happen to see out of school youths catching fishes and crabs (manilsilib) instead of
using electric current? When a member pushes a stone, will he exert the same force
for both the bigger stone and the smaller stone?

Note: Let students who have similar experiences with the situations to share
their knowledge about it.

Reflective:
How are we going to relate the mass of the object and the speed with which the
object is moved?

C. Abstraction
(Observations from the activity or the events when tomatoes are to be delivered may
be given as concrete examples.)

1. Acceleration - an increase in speed at which an object is travelling

2. Force cause acceleration

The force we apply is not the only force acting on an object. Other forces may act
as well. The combination of the forces acting on an object is the net force, where
acceleration depends on (acceleration ~ net force).

3. Mass resists acceleration

The same force applied to twice as much mass, result in only half of the
acceleration. For a given force, the acceleration produced is inversely proportional
to the mass (a ~ 1/mass). As the denominator increases, the whole quantity
decreases (1/100 < 1/10).

4. Acceleration of an object is directly proportional to the magnitude of the net force

acting on it and inversely proportional to its mass.

a ~ net force / mass a = net force / mass a = F / m

*From the relationship, we can see that doubling the net force acting on an object
doubles its acceleration. Suppose that the mass is doubled, acceleration will be
halved. If both mass and net force are doubled, acceleration will be unchanged.
 a. How much force must a 1,500 kg truck develop to achieve an acceleration of
0.5 m/s2?
Given: m = 1,500 kg; a = 0.5 m/s2 Required = F
Solution:
F = ma = 1,500 kg (0.5 m/s2)
= 750 kg.m/s2 = 750 N

b. What acceleration is produced by a force of 2,000N applied to a 1,750kg

truck?
Given: F = 2,000N; m = 1,750kg Required: a
Solution:
a = F/m = 2,000N = 2,000 kg.m/s = 1.143m/s2
1,750 kg 1,750 kg
*If the force is 4,000 N, what is the acceleration?
Solution:
a = F/m = 4,000 N =4,000 kg.m/s2 =2.286 m/s2
1,750 kg 1,750 kg
2
c. If a truck can accelerate at 2 m/s , what acceleration can it attain if it is
towing another truck of equal mass?
---->The same force on twice the mass produces half the acceleration or
1 m/s2.

5. Free fall and Newton’s 2nd law of motion (neglecting air resistance)
Gravity acts on all objects on the earth’s surface and causes them to accelerate
when released. This is known as acceleration due to gravity. It is the same for all
objects on Earth (9.8 m/s2). This means that, when objects fall, their velocities
increase by 9.8 m/s in every second.

Solve for the acceleration of each if a 1 kg stone and a 0.25 kg tomato were
dropped from an elevated position at the same time.

*stone Given: m = 1 kg Required: a

Solution:
a = F/m = mg/m = weight/m = 1 kg (9.8 m/s2)
1kg
= 9.8 kg.m/s2 = 9.8 m/s2
1 kg
 *tomato Given: m = 0.25 kg Required = a
Solution:
a = F/m = w/m = 2.45kg.m/s2 = 9.8 m/s2
0.25kg

6. Falling and air resistance

Air resistance – the friction acting on something moving through air
*If you hold on a tomato and a stone (same size as the tomato) at arm’s length
and release them at the same time, they’ll strike the ground at the same time. If
they’ll be dropped from the top of a building, which among them will strike the
ground first? Why?

Heavier stone will strike the ground first because it is more effective in
overcoming air resistance. When the air resistance of the object equals the
weight of the same object, the net force is zero and no further acceleration
occurs. The speed has reached its terminal speed. If concerned with the
direction which is down for falling objects, then the object has reached its
terminal velocity.

7. Circular motion and Newton’s 2nd law of motion

Acceleration does not only refer to change in speed but also change in direction.
The whirling object accelerates not due to the change in its speed but to the
change in the direction of its velocity. A net force must be acting on accelerating
objects.
Ex: Tie a ball with a string and then pull the ball inward in a circular path.
Note/Caution: In demonstrating, be careful for the ball might be detached from the
string and thrown to somebody.

In pulling the object inward towards the center of the circular path, the force comes
from the string that pulls the object. If force is removed by cutting or releasing the
string, the object will continue to move straight and fly off tangential to the path.
Note: Teacher will draw the illustration on the board to show the tangential path of
the object.

8. Application
(Application is integrated in the abstraction.)
IV. Evaluation
1. What is the net force when an object with 25 N falls and encounters 15 N of air
resistance?
Fnet = Fn - Fg = 15N + (-25N) = 10N
*Answer is positive, negative sign only indicates the direction of gravitational pull
but it doesn’t affect the answer.

2. Calculate the acceleration of a jumbo jet just before takeoff, if the thrust for each of its
four engines is 30,000N and its mass is 300,000 kg.
Given: F = 30,000 N (4 engines) = 120,000 N; m = 300,000 kg Required = a
Solution:
a = F/m = 120,000 N = 120,000 kg.m/s2 = 0.4 m/s2
300,000 kg 300,000 kg

3. What is the difference between saying that one quantity is proportional to another, and
saying it is equal to another?

V. Assignment
What are the activities/works done when it is time for constructing a house
(sapon di ba-ey)?
 LAW OF INTERACTION

I. Objectives
At the end of the lesson, the learners should be able to:
1. Explain the law of interaction
2. Demonstrate the law of interaction

II. Subject Matter

 Law of Interaction
References:
 Teacher’s Manual and Curriculum Guide, Conceptual Physics by Paul G. Hewitt
Materials:
 Notes, chalk and board, “marko,” hammer, nails

III. Procedure
A. Activity
1. What are the activities/works done when a house is being constructed (sapon di
ba-ey)? What will the workers do first? (The teacher will call on volunteers to
narrate what is done first, what is next until the house is made.)

B. Analysis
Observational:
What are your observations with regards to the following:
a. when the workers are digging for post foundation
b. when a worker is carrying “tabla” or “marko”
c. when a worker is driving a nail into the wood using a hammer
d. when a worker is driving out a nail from the wood using a hammer or a “kabra”
because the nail got “tiko”

C. Analysis:
How do you explain your observations? How come that when they strike the soil with
their “baritas,” the “baritas” will not continuously go in the soil? Why does a worker feel
pain in his shoulder when he carries “table” or “marko”?.........

D. Abstraction
*Observations from the “sapon dib a-ey” may be given as concrete examples as the
teacher discusses the following with the learners. Demonstrations may be done.

1. Forces and Interaction

Newton’s third law of motion states that, for every action there is an equal and
opposite reaction. Whenever an object exerts a force on the second object, the
second object exerts an equal and opposite force on the first object.

Force is a part of a mutual action, an interaction between a thing and another.

Ex 1: A hammer exerts a force on the nail and drives it into the wood. The nail
also exerts a force on the hammer halting it.

Ex 2: When swimming, you interact with the water. You push the water
backward, and the water pushes you forward. (Interaction depends on friction in
this example.)

2. Action and reaction on different masses

A given force exerted on a small mass produces a greater acceleration than the
same force exerted on a larger mass.

Ex 1: A force exerted on a half inch nail will drive the nail faster into the wood than
the same amount of force exerted on a 2 inches nail.
Ex 2:A greater force exerted in driving a nail in a wood will drive the nail faster than
that of the lesser force with the same nail.

3. Action and reaction forces do not cancel

Ex: There are times that when the workers finished eating their dinner, they will
drink liquor and some of them will get drunk. When a drunken man kicks a “ragas”
wood, the reaction force by the kicked wood would be equal and opposite to his
kicking foot. The kicked wood accelerates because his kick acts on the wood. The
reaction force decelerates his foot as it makes contact with the wood.

4. Application
(Application is integrated in the abstraction.)
IV. Evaluation
1. If you hit the wall, what happens to your hand? Identify the action and the reaction.
How do you compare the direction of the forces?

2. Give at least 3 examples from the “sapon di ba-ey” where law of interaction applies
(aside from the examples given). In each example, identify the action and the reaction.

V. Assignment
In relation to the 3 rd law of motion, why do migrating birds such as geese fly in a V
formation?
 WORK

I. Objectives
At the end of the lesson, the learners should be able to:
1. Define work
2. Determine if work is present in a given activity or situation
3. Identify whether work is done or not in the events happening in the surrounding

II. Subject Matter

 Work
Reference:
 Teacher’s Manual and Curriculum Guide
Materials:
 Notes, chalk and board

III. Procedure
A. Activity
1. Ask the students what comes to their minds when they hear the word “work.”
2. Group the students into 3 for an outdoor activity.
3. Let group 1 demonstrates how stone walling is done, where some are carrying
stones and some are working with the stone wall.
4. Let groups 2 and 3 observe every activity being done by group 1.

Caution: Instruct the performers to be careful in carrying stones and stonewalling to

avoid accident.

B. Analysis
Observational: Ask groups 2 and 3 the following question, what are your observations
from the demonstration? (Teacher lists their observations on the board.)

Reflective: Is work done in every listed activity?

C. Abstraction
1. Briefly discuss the definitions of work.
a. Work is an abstract idea related to energy.
2. Discuss the following statements(Listed observations may be used as concrete
examples):
a. Work is done, if the object you move, moves a distance in the direction towards
which you are moving it.
Ex: You are pushing a stone away from you or you are pulling a stone towards
you and the stone is moving towards the direction of the force you are exerting
on it.

b. No work is done if the force you exert does not make the object move.
Ex: You are carrying a stone above your head while heading towards the stone-
walling site. No work is done because the force you exert on the stone is an
upward force while your motion is towards the site. You are the one moving, not
the stone.

c. No work is done if the force you exert does not make the object move in the
same direction as the force you exerted.
Ex: You are pushing a concrete wall and you are not able to make the wall
move away from you.

d. Work is a way of transferring energy. When work is done on an object, it gains

energy and vice versa.
Ex: When the stone moves while you are pushing it, energy is transferred from
your hands to the stone. Therefore the stone gains energy and moves towards
the direction you are pushing it.

e. Formula of Work
W=Fd W – work, F – force, d – distance
f. Work is done when force applied to the object causes the object to have a
displacement.
f1. Suppose a boy cannot carry a big stone. He then decided to use a sack and
pulls it towards the site where the stonewalling is done, with a 300N force along
a 7 meter distance. How much work is done in pulling the stone?
W=Fd W=300N (7m) W=2,100 Nm W=2,100 J
f2. A stone having a mass of 0.5 kg is on the ground. If stone 1 is lifted from the
ground to the top of the other stones which is 1.5 m from the ground, how much
work is done on the stone 1?
W=Fd W=mgh W=(0.5 kg) (9.8 m/s2) (1.5 m)
=4.9 kg.m/s2 (1.5 m)
 =7.35 kg.m2/s2
=7.35 N.m
=7.35 J
Note: The unit joule is named after the English Physicist James Prescott
Joule. 1 joule is equal to the work done or energy expended in applying
a force of 1 Newton through a distance of 1 meter.

D. Application
Decisional: Let each group discuss among themselves and answer the following
question: Is work done in the given situation? Each group chooses a leader to share
their discussion in class.
1. (group 1) A girl pulling her cart.
2. (group 2) A man lifting a box to be placed on a table.
3. (group 3) A girl carrying a bag by walking down a street.

IV. Evaluation

1. List at least five (5) activities in the following situation and identify whether work is
done in each activity or not.

One day, you helped your father repair the stone wall which was destroyed by the
recent typhoon. The following day, you helped your family to harvest palay. List the
activities whom you and your family did while harvesting palay.

2. Solve the following problems.

a. Given: W=3,500 N.m; F=500 N Unknown: d=?
b. Given: d=200 cm; W=2,000N.m Unknown: F=?
c. Given: F=350 N; d=350 cm Unknown: W=?
d. Given: F=500 N; d=7 m Unknown: W=?

V. Assignment
Make an advance reading for kinetic energy.
 KINETIC ENERGY

I. Objectives
At the end of the lesson, the learners should be able to:
1. Define kinetic energy
2. Solve for kinetic energy

II. Subject Matter

 Kinetic Energy
References:
 Teacher’s Manual and Curriculum Guide, Conceptual Physics by Paul G. Hewitt
Materials:
 Activity sheets, chalk and board, 3 marbles

III. Procedure
A. Activity
1. (Outdoor activity) Let 4 boys prepare holes for “holen” game. One will measure the
distances of the holes and the other three boys make the holes. Let another three
boys demonstrate how “holen” is done.

B. Analysis
Observational:
What did the three boys who made the holes apply on the sticks they used in making
the holes? What did the other three boys apply to the marbles when they played
“holen?”
What happened to marble 1 when marble 2 hits it?

Reflective:
Is work done on the stick? on the marbles? Briefly explain your answers?

C. Abstraction
Discuss the following with the students. Examples may be taken from the activity
done.
 1. Kinetic energy (energy in motion) is the energy of a moving object. It comes from
the Greek word “kinetikos” which means moving. It quantifies the amount of work
the object can do because of its motion.

2. Derivation of formula
a. The marble 1 you push to hit marble 2 has kinetic energy. The force applied
caused marble 1 to accelerate from rest to a certain velocity.
Acceleration – rate of change in velocity a = vf - vi
t
Since marble 1 started from rest, Vi then is equal to zero a = v/t
Substitute to Newton’s 2nd law of motion F = ma -------> F = m v
t
b. Equation in finding the average velocity
v = vi + vf since vi = 0, thus v = v/2
c. Equation for distance travelled by marble 1 before it hits marble 2
d = vt -----------> d = v t
2
d. Put the equation together
Since W = Fd & F = mv , then
t
W = mv d ------> W = mv (1/2 vt) ---------> W = ½ mv2
t t
d1. Work done in accelerating object is equal to the kinetic energy gained by
the object
KE = ½ mv2
3. The kinetic energy of an object depends on its mass and velocity.
4. The speed is squared, so if the speed is doubled, its KE is quadrupled (2 2 = 4).
Consequently, it takes four times the work to double the speed. Also, an object
moving twice as fast takes four times as much work to stop it.
5. Relationship - Work change KE, so if there is no change in energy then no work is
done,
(W = E)
6. The unit for m is kg, while for v is m/s. Hence, the unit for KE is N.m or joules.

D. Application
1. A 100 g marble has a velocity of 80 cm/s when you rolled it towards a hole,
assuming no friction. What is its KE?
Given: m = 100g = 0.1kg; v = 80cm/s = 0.8m/s Required: KE
 Solution:
KE = ½ mv2 = ½ (0.1kg) (0.8m/s)2
= ½ (0.1kg) (0.64m2/s2)
= ½ (0.064 kg.m2/s2)
= 0.032 kg.m2/s2 = 0.032 N.m = 0.032 J
*Since the marble is on level ground and no friction because it is neglected, all
of the energy used to accelerate the marble goes into energy.
*Note: Another example may be given.

IV. Evaluation
1. After playing “holen, the boys decided to play “pinnakpakan” (baseball). Since they
were only 10, they composed each team 5 members each (pitcher, catcher, 1 base
man and 2 out fielders). They utilized the second base and the home base as their
bases from the diamond.
Note: The teacher briefly explains the situation illustrating it on the board for the
students to visualize it.

When they started the game, the pitcher throws a fast ball steps forward. He was thus
able to exert a force on the baseball over a large distance giving it the greatest
possible speed. Calculate the speed of the baseball when it leaves his hand if the
pitcher exerted an average force of 3N for a distance of 2.50 m on a 0.3 kg baseball.

Given: F = 3N; d = 2.5m; m = 0.3kg Required = v

Solution:
KE = ½ mv2 v2 = 2Fd/m = 2 (3N) (2.5m) = 50N.m/kg
0.3 kg

= 50 m2/s2 v = 7.07 m/s

2. A 1,500 kg car has a velocity of 16 m/s. What is the car’s KE?

Given: v = 16 m/s; m = 1,500 kg Required : KE
Solution:
KE = ½ mv2 = ½ (1,500 kg) (16 m/s)2 = ½ (1,500 kg) (256 m2/s2)
= ½ (384,000 kg. m2/s2) = 192,000 kg.m2/s2
= 192,000 N.m = 192,000 J

V. Assignment
 What is potential energy?

POTENTIAL ENERGY

I. Objectives
At the end of the lesson, the learners should be able to:
1. Define potential energy
2. Solve for potential energy

II. Subject Matter

 Potential Energy
References:
 Teacher’s Manual and Curriculum Guide; Conceptual Physics by Paul G.
Hewitt; Physics IV, Frontiers in Science and Technology by Lozano, L. F., et al.
Materials:
 Chalk and board, slingshot, improvised bow and arrow

III. Procedure
A. Activity
The teacher narrates to the students what teen agers usually do when they go to the
mountain to gather fire woods (manga-ew). After the narration, she calls for volunteer
students to do the following (outdoor activity), while other members of the class
observe:

1. Let a volunteer demonstrates how slingshot (palsi-it) is used. Stretch the slingshot
with a stone. Pause for a while, then release it. Let another volunteer do it once.

2. Let a volunteer demonstrate how to use the bow and arrow (bow made of bamboo
and “goma” from a tire and an arrow made of bamboo or a tree twig (pating)). Fix
the bow and arrow. Stretch it. Pause for a while before releasing it.

Caution: Be sure not to point the slingshot, and bow and arrow to anybody to avoid
accident.

B. Analysis
 Observational:
Call somebody from the class to share what he/she observed from the 2 situations.

Reflective:
How can you relate your observations to potential energy?

C. Abstraction
1. Potential energy is the energy that is stored and held in readiness, because in the
stored state, it has the capacity to do work

2. The energy gained or lost by the object is called gravitational potential energy
(GPE) or simply potential energy (PE). The PE gained or lost by an object is
dependent on the reference level.

3. PE = mgh
The amount of GPE possessed by an elevated object is equal to the work done
against gravity in lifting it. The work done equals the force required to move it
upward times the vertical distance it is moved (W = Fd). Upward force required
while moving at constant velocity is equal to its weight (mg) of the object, so the
work done in lifting it through a height (h) is the product of mgh.

D. Application
1. Two brothers, Arvex and Ezra went to Madoto to gather fire woods. On their way
home, they saw a wild rooster (sabag). Arvex signaled Ezra not to make any noise,
while he prepared his slingshot. They were happy they were able to get the rooster.
Ezra, having a height of 2.1 m, lifted the rooster 0.75 m from the ground. What was
the PE of the rooster having the ground as the reference level, if it had a mass of
2.2 kg?
Given: m = 2.2 kg; h = 0.75m Required = PE
Solution:
PE=mgh =(2.2 kg) (9.8 m/s2) (0.75 m)
= 16.17 kg.m2s2 =16.17 N.m = 16.17 J

2. The brothers were about to continue their journey going home when Ezra helped
Arvex lift his cargo (awit), which was 30 kg, on his shoulders. If Arvex was a 5
footer boy, solve for the PE of his cargo if he transferred his cargo from his
shoulders to his head, having the ground as the reference level.
IV. Evaluation
1. A 950 kg elevator is on the 10th floor of a building. Find its PE if the vertical distance
between each floor is 3.5 m.
Given: m = 950 kg; d = (10) (3.5 m) = 35 m Required: PE
Solution:
PE = mgh = (95 kg) (9.8 m/s2) (35 m) =19.6 kg.m2/s2
=19.6J

2. A father who is 6-footer and is 65 kg by mass lifted his baby son 0.5 m above his
head. Solve for the PE of the baby who is 10,300 g if the reference level is the head of
the father.
Given: m = 10,300 g =10.3 kg; h = 0.5 m Required: PE
Solution:
PE = mgh = (10.3 kg) (9.8 m/s2) (0.5 m) =50.47 kg.m2/s2
=50.47 J

V. Assignment
What is power? How is power related to work and energy?
 POWER

I. Objectives
At the end of the lesson, the learners should be able to:
1. Solve for power
2. Relate power, work and energy

II. Subject Matter

 Power
Reference:
 Teacher’s Manual and Curriculum Guide
Materials:
 Notes, chalk and board, pictures of people harvesting palay

III. Procedure
A. Activity
1. The teacher asks the students,“What comes into your mind when you hear the
word power?” The teacher writes the ideas of the students on the board.

2. The teacher tells how palay is being harvested in our place showing pictures at the
same time.

B. Analysis
Observational: From the short story, which event can you relate power?

C. Abstraction
1. Power – rate of doing work or the rate of doing energy

2. P = W/T or P = energy/Time

3. Watt or Joule/second – unit for power

James Prescott Watt – a Scottish inventor and mechanical engineer known for
his improvements on steam engine technology
 4. Horsepower – commonly used in describing the power output of a motor or engine
1hp = 746w = ¾ kw or 0.75 kw

D. Application
1. After doing the “kumpay” of the palay, they will fix the “tolda” for them to compile
the palay and do their “basbas.”Manong Mario pulled a 250 N “tolda” to a distance
of 4 meters in 3 seconds. What was the power of manong Mario in watts? In
horsepower?
Given: Required:
F=250N d=4m t=3s P=?
Solution:
P=W/t P=Fd/t = 250N(4m) =333.33 N.m/s =333.33 J/s
3s

(333.33w) (1hp/746w) = 0.45hp

IV. Evaluation
1. When the men carried the sacks of palay to be brought home, they had to walk 15
meters from the field to the road. Then they put the sacks of palay in a jeep which
carried it towards the house of the owner of the palay. When the engine of the jeep
develops a forward force of 20,000N, what was its power output in horsepower when it
was moving forward at a constant speed of 5m/s?
Given: Required:
F=20,000N s=5m/s P=? (in horsepower)
Solution:
P=W/t W=Fd =20,000N (5m) =100,000N.m =100,000J
P=W/t =100,000J/ 1s =100,000J/s
=(100,000W) (1hp/746W) =134.05hp

2. Manong Berto climbed a flight of stairs, from the road to the house of the owner of the
palay, in 10 seconds when he and his companions brought home the palay, which
they harvested in the field. What was his power output when he performed work equal
to 2,500 J?
Given: Required:
T=8s W=2,500J P=?
Solution:
P=W/t =2,500J/8s =312.5J/s
V. Assignment
Ask some elders about the “pabakasyon.”

HEAT AND TEMPERATURE

I. Objectives
At the end of the lesson, the learners should be able to:
1. Define heat and temperature
2. Differentiate between heat and temperature at the molecular level
3. Identify the events from the “pabakasyon” where heat transfer is taking place

II. Subject Matter

 Heat and Temperature
Reference:
 Teacher’s Manual and Curriculum Guide
Materials:
 Notes, chalk and board

III. Procedure
A. Activity
The teacher tells something about “pabakasyon,” an occasion similar to “senga.” She
tells when is “pabakasyon” done and the events happening when there is
“pabakasyon.”

Students listen to the story and take note of the events where heat and change in
temperature are observed.

B. Analysis
Observational: Teacher asks the students, ”What situations in the occasion is heat
transfer taking place?” (Teacher lists the answers on the board.)
Reflective: How can you relate heat and temperature from the story you’ve heard?

C. Abstraction
Briefly discuss the following with the students:
1. Heat – term used to describe the quantity of thermal energy absorbed or given off
by a body.
 -transfer of energy between objects or places because of difference in
temperature
-it exists as “energy in transit”

Temperature – degree of heat or cold against a standard scale

1a. If an object absorbs heat, its temperature rises and vice versa.
Ex: The drinks (coke, sprite, royal, etc.) which are usually given to the people
gathered to satisfy their thirst, are being put to a refrigerator. It will soon be
cooled because heat is given off. If the drinks are out from the ref, it is observed
that there are droplets of water from the sides of the containers showing that
heat is being absorbed making the temperature to increase.

1b. If heat is added to an object, the particles of the object gain kinetic energy
and they move faster.
Ex: When the elders are cooking “lemdang,” the water with the dried beans gets
hotter, therefore the temperature goes higher.

1c. If heat is transferred or removed from an object, it loses kinetic energy. Its
particles move slower and the object’s temperature decreases.
Ex 1: When the people gathered feel hot, they will fun themselves (paypay) so
that they will feel comfortable. They will lose heat if they feel a little bit colder
where there is a decrease in temperature.
Ex 2: When you apply acetone on your nails, your skin, which is in contact with
the liquid feels cold. Acetone easily evaporates in the atmosphere, making the
temperature decrease when your skin loses heat.

2. Thermal energy – the potential and kinetic energy of the molecules of the body

Thermal expansion – happens when the temperature of a substance is increased, its

molecules jiggle faster and normally tend to move farther apart; another effect of heat
transfer

3. Thermometers – devices used to measure temperature

4. Heat transfer – transfer of heat is always from warmer objects to cooler objects

5. Phase change – change from solid to liquid, liquid to solid, liquid to gas, or gas to
liquid as an effect of heat transfer
 Ex 1: In boiling or cooking “lemdang,” it is observed that there is steam coming from
the pot of “lemdang” and the level of water decreases. The steam shows the change of
water to water vapor when it is heated.

Ex 2: When you fill an ice cube rack with water and put it in a freezer, the water will
soon turn to ice.

D. Application
Decisional: Group the students into four. Let each group discuss among themselves
and identify which object gains heat and which object loses heat in the following
situations:
group 1 - you take a bath early in the morning and feel cold as you pour water into
your body
group 2 - you drink two cups of hot coffee in the morning and after a while you sweat
group 3 - you accidentally poured hot water into your feet
group 4 - you poured cold water in your hot rice because you can’t take to eat it while
it’s hot

Note: Let a representative in each group share their discussion in class.

IV. Evaluation
Identify from the following situations which object gives off/gains heat. Tell if the object
increases or decreases in temperature.
1. An elder who is near the fire when cooking “lemdang” or egg.
2. You applied rubbing alcohol in your hands after washing the dishes.
3. You feel hot while you are under the sun for some time.
4. The baby is having a fever and has a body temperature of 38.2 0C.
5. You got a towel, soaked it in cold water then squeezed it. Then you fold the towel and
put it on the forehead of the baby having a fever. After a while the towel feels a little bit
hot.

V. Assignment
Make an advance reading about electricity.
 PANAG-GARDEN

*To be used as reference in the discussion of the three laws of motion.

After harvesting palay (pannag-gapas/panag-ani), men start to prepare the fields for
their garden (panag-garden). They clean the rice stalks, which are the remains of gathering
palay, using “kumpay.” After that, they till the soil using spade or “gabyon,” in preparation for
planting their seedlings (semilya) which were prepared earlier. After planting the seedlings,
usually tomato seedlings, the gardeners are tasked to put fertilizers, to spray pesticide and
insecticide and to do other works to maintain their gardens (such as men galot, men pukis /
men ipingi, men i-flood/men pasabang/men sprinkle, and others).

When the fruits are mature, they gather them in sacks. They carry the sacks of tomato
to the road, where the truck which will carry the load to the city of pines (Baguio City), is
waiting. The gardeners have their “ub-ubbo” in carrying the loads or they will let somebody to
“pakel” the loads.

A bigger sack full of tomatoes is heavier than a smaller sack full of tomatoes. There
are times that a man carrying a sack slips in the muddy way and the tomatoes from the sack
roll everywhere in the area where the man slips. The bigger tomatoes are observed to roll
farther than the smaller tomatoes.

There are times that the truck carrying the loads of tomatoes also slips in the muddy
road (ma-i-lotlot). The gardeners or other men help each other to push the truck out from the
mud. If they are hard up in pushing the truck, they may call another truck to pull it.
 PABAKASYON

*To be used as reference for the discussion of Heat and Temperature.

“Pabakasyon” is a traditional activity of the people of Southern Sagada. It is done by a

family with elders and close relatives with a certain purpose. First, family members or
anybody from those who gathered in the house set a fire place (“dalikan”) in the front yard
(“pantew”) with the aid of stones. Then they will make fire in the fire place. An elder who
leads the activity (male or female) put into fire the cooked black dried beans (“lemdang”)
which is already cooked (“anger”) earlier by the family having the activity. They will put at
least three eggplants into the “lemdang” and cook it while it boils. They will put the eggplants
are whole and washed before putting in the “lemdang.” The elder will put salt to taste it. When
it is done, they will set another pot (“parso”/”paryok”) in the fireplace and boil just enough
water. When the water boils, the elder leading the activity breaks eggs and pours it directly to
the boiling water from the shell. He/She will mix it until it is cooked. He/She may put salt to
taste it. When it is done, the family will bring out the rice, which is cooked earlier and put it
beside the “lemdang” and egg. The elder now leads the prayer mentioning the names of the
immediate or close relatives of the family, who died, to protect the family and help them in
their needs or to bring with them whatever illness they may have. When the prayer is done,
they serve the food to those who are gathered with matching ice cold coke, royal or sprite in
plastic bottles for the drinks. This activity may be done with butchering a native chicken.

Nowadays, “pabakasyon” is done without the “lemdang” with the eggplants and the
eggs. It may be done by butchering a pig and relatives until the second degree are invited for
lunch. The elders will set aside uncooked meat for them and for the immediate family
members such as the siblings of the couple, and the children of the couple who have their
own families. The rest of the meat is cooked as viand for those who are gathered. They will
send at least two slices of cooked meat to their relatives who did not make it with the party.
“Pabakasyon” may be an alternative for “senga.”
Some carry the sacks of palay to be brought home in the house of the owner. Some are left behind to clean the rice stalks from the
palay as well as the “kupi” before they put the cleaned palay in the sacks.
The man is doing the “basbas” to separate the palay from the rice stalks, while his companions are doing the
“bunag” or gathering the ones that are harvested.
These women are doing the “kumpay” in harvesting palay.
The man is doing the “kumpay”in harvesting palay.
These women are doing the “ta-ep” to separate the palay fom “kupi”,leaves and dirts from the rice stalks.
 BIBLIOGRAPHY

Campo, P. C., et al. (2013). Science - Grade 8 Learner’s Module (1 st ed). Vibal publishing House,
Inc.

Hewitt, P. G. (2006). Conceptual Physics: The high school physics program. Pearson Education,
Inc., Boston, Massachusetts, Upper Saddle River, New Jersey

Lozano, L., Farrol, H., Alastre, M. (2002). Frontiers in Science and Technology. Physics IV. Diwa
Learning Systems Inc.,Legazpi Village, Makati City, Philippines.

Images of Harvesting Palay. Retrieved May 25, 2015. https://www.google.com.ph/search?

q=images+of+harvesting+palay&biw=1164&bih=635&tbm=isch&tbo=u&source=univ&sa=X&ved=0
ahUKEwj2ooLkyeHNAhUHFpQKHYRAB0cQsAQIGQ