Science DLP 8 q1 - PDFCOFFEE.COM (2024)

Lesson Plan in Science Grade 8 Josephine O. Dumagsa Valencia National High School 09050791076 Content Standard: The learners demonstrate understanding of Newton’s three laws of motion and uniform circular motion. Performance Standard: Develop a written plan and implement a “Newton’s Olympics” Learning Competency and Code: Demonstrate how a body responds to changes in motion. (S8FE-Ib-17) Quarter:

Week:

Day:

I. Objectives: At the end of 60 minutes, 100% of the learners are expected to: 1. examine the conditions when two forces balance. 2. explain the effect of balanced forces on the state of motion of an object. 3. differentiate balanced and unbalanced forces. II. Content: Subject Matter: First Law of Motion (Law of Inertia) Integration: MAPEH- Develop skills in balancing objects. Strategies: Inquiry- based learning Materials: coin, glass, cardboard, rope References: Science 8 Learners Module pp6-10 Science & Tech IV. Rabago, Lilia M. pp83 Science 8 Teacher’s Guide III. Learning Tasks: ELICIT (Access prior knowledge ) 5 Minutes

Materials

Start the lesson by eliciting students’ prior knowledge of force and motion in Grade 7. The following questions will be asked: 1. What makes objects move? 2. Why do objects move in different ways? 3. Why are some objects faster than the others? 4. What makes objects stay in place? Note that there are no correct or wrong answers yet at this point. ENGAGE (Get the students’ minds focused on the topic)5 minutes Ask 5 students from the group to represent group 1 and another 5 students to represent group 2. The 2 groups will do the “tug-of-war”

rope

Key questions: 1. Is the rope at rest or in motion? 2. Describe the magnitude and direction of force acting on the rope? 3. What will happen if the players on one end of the rope will suddenly release it? 4. Why do you think this happens? EXPLORE (Provide students with a common experience) 15 Minutes Let the students perform Activity 2- Balance of forces (LM page 6-7) Guide questions: 1. What is the magnitude and direction of the two forces acting on the cardboard? 2. When the cardboard is at rest, how do the magnitudes and directions of the pair of forces acting on it compare? Let one representative from each group to present their output in class. EXPLAIN (Teach the concept. Should include interaction between teacher and students). 10 Minutes The teacher will facilitate learning by giving inputs and check student’s misconceptions. Key questions: 1. Why does the cardboard or any object will not move or stay at rest when the magnitude and direction of two forces are the same? 2. If a book is placed on the table and does not move, are there forces acting on the book? What are these forces?

Illustration board, spring balance

Teacher made power point

Key concepts: The teacher will give emphasis on the following concepts:  Forces occur in pairs and they can be either balanced or unbalanced.  Balanced forces do not cause change in motion. They are equal in size and opposite in direction.  If the forces acting on an object are balanced, the object either stays at rest or continues to move at constant velocity.  If the forces acting on an object are unbalanced, the motion of the object will change. ELABORATE (Students apply the information learned in the Explain. The teacher will give inputs to deepen the understanding of the students) 10 minutes Tell me what is going on in this picture The teacher will show pictures of different situations showing balanced and unbalanced force. 2

Source: http://eteamscc.com/wp-content/uploads/2014/11/Balanced-andUnbalanced-Forces-and-Net-Force-Notes-Powerpoint.pdf Let the students explain their observations from the pictures presented. Then the teacher will ask the following questions:  In situation 1, why do you think the arm does not move? How much force is exerted on it? What is the direction of forces?  In situation 2, why do you think the box does not move? What must be done to move the box from its position?  In situation 3, what is the net force acting on the rope? In what direction will the rope move? Key concepts: The teacher will further differentiate balanced and unbalanced force.  An unbalanced force always causes a change in motion  When unbalanced forces act in opposite directions you can find the net force.  Net force is the overall force acting on an object. It is a combination of the magnitude and the direction.  Magnitude- the difference between the two forces  Direction- in the direction of the largest force EVALUATE (How will you know the students have learned the concept)?13 minutes Formative- Let students answer the concept check in page 10 of learners module Concept check: Study the illustrations and answer the questions that follow. 1. A boy and a girl are pushing a heavy box at the same time with 5 units of force each. What is the net force acting on the object? 2. The boy and the girl pull the heavy box at the same time in opposite directions with 10 units and 5 units of force respectively, what will be the net force on the object? Will the object move? To what direction will it move? 3. If you are pushing a box toward your friend with a force of 20 N, and your friend is pushing the box toward you with a force of 30 N, what will happen to the box?

Students may write their answer in activity notebook

EXTEND (Deepen conceptual understanding through use in new context). 2 minutes Bring home activity: List down in your activity notebook: 1. 3 situations showing balanced force 2. 3 situations showing unbalanced force Reflection: A. No. of learners achieve 80%: B. No. of learners who require additional activities for remediation: C. Did the remedial lessons work? D. No. of learners who have caught up the lesson: E. No. of learners who continue to require remediation: F. Which of my teaching strategies worked well? Why did these work? G. What difficulties did I encounter which my principal or supervisor help me solve? H. What innovation or localized materials did I used/discover which I wish to share with other teacher?

Activity 2: Balance of forces Objectives: After performing this activity, you should be able to: 1. examine the conditions when two forces balance, and 2. explain the effect of balanced forces on the state of motion of an object. Materials: 4 sets spring balance Figure 4 1 piece of sturdy cardboard Threads Procedure: 1. Bore four holes around the cardboard as shown. Label the holes A, B, C, and D. 2. Attach threads to the holes. 3. Attach a spring balance to thread A and another one to thread D. Hold the cardboard to keep it still. Pull the balances along the same line such that when released, the cardboard remains at rest. 4. When the cardboard is at rest, examine the magnitudes and directions of the two forces by reading the spring balance. 5. Draw the line of action of the forces acting on the cardboard. Extend the lines until they intersect. Mark the point of intersection and draw arrows starting at this point to represent the forces acting on the cardboard. 6. Repeat steps 3 to 5 for pair B and C. Q7. When the cardboard is at rest, how do the magnitudes and directions of the pair of forces acting on it compare? 7. Now here is a challenge. Find out the directions of all the forces such that when all the threads were pulled with the same amount, the cardboard will not move or rotate when released. Q8. If you draw the lines of action of all the forces acting on the board and extend the lines, what will you get?

Lesson Plan in Science Grade 8 Josephine O. Dumagsa Valencia National High School 09050791076 Content Standards: The learners demonstrate understanding of Newton’s three laws of motion and uniform circular motion. Performance Standards: Develop a written plan and implement a “Newton’s Olympics” Learning Competency and Code: Demonstrate how a body responds to changes in motion. (S8FE-Ib-17) Quarter:

Week:

Day:

I. Objectives: At the end of 60 minutes, 100% of the learners are expected to: 1. define inertia. 2. describe the effect of mass on the inertia of an object. 3. demonstrate Newton’s first law of motion. 4. enumerate practical applications of the law of inertia. II. Content: Subject Matter: First Law of Motion (Law of Inertia) Integration: MAPEH- Develop awareness in using safety gears in sports activities. Strategies: Inquiry- based learning Materials: coin, glass, card board References: Science 8 Learners Module Campo, Pia pp8-10 Science & Tech IV. Rabago, Lilia M. pp83 Science 8 Teacher’s Guide III. Learning Tasks: ELICIT (Access prior knowledge ) 5 Minutes To elicit prior knowledge, the teacher will review about balanced and unbalanced forces. Identify if the following statements is true or false: 1. If two forces acting on an object are equal in magnitude but opposite in direction, they are considered as balanced forces. 2. If the forces acting on an object are balanced, the object either stays at rest or continues to move at constant velocity. 3. If the forces acting on an object are unbalanced, the motion of the object will change. ENGAGE (Get the students’ minds focused on the topic) 5 Minutes Ask students the following questions: 1. Have you tried riding in a bus or jeepney?

Materials Statements in powerpoint

2. What do you observe when the vehicle is having a constant speed? 3. What will happen to your body when the bus will suddenly stop? 4. What about when the bus will suddenly move from rest position? EXPLORE (Provide students with a common experience) 15 Minutes Let the students perform Activity 3- Investigating inertia (LM p.11) Guide questions: 1. What happens when you slowly pulled the cardboard? Explain 2. What happens when you flicked the cardboard? Explain 3. What happens when you hit the coin at the bottom? Why is this so? Students will present their output in class. Ask 1-2 groups to share the observations and result from the activity

Glass, coin, cardboard

EXPLAIN (Teach the concept. Should include interaction between teacher and students). 8 Minutes The teacher will give inputs about the activity and check student’s misconception about inertia. Guide questions: 1. Why do you think the coin did not fall when you slowly pulled the cardboard? 2. Why do you think the stack of coin did not go with the coin at the bottom? Key concepts: 1. Inertia is not a force at all, but a property that all things have. 2. Inertia is the tendency of an object to resist changes in their state of motion or state of rest. 3. Massive objects have more inertia, that is why it is difficult to move if it is at rest, slow down, speed up, or change direction if it is in the state of motion. ELABORATE (Students apply the information learned in the Explain. The teacher will give inputs to deepen the understanding of the students) 10 minutes The teacher will elaborate the lesson by showing video clips demonstrating inertia.

Video clip

Key questions: 1. Why is it important to use safety gears/seatbelts when riding? 4. What other safety measures you are going to do to avoid accidents due to inertia? 7

Key concepts: Newton's first law of motion is sometimes referred to as the law of inertia. An object at rest stays at rest and an object in motion stays in motion with the same speed and in the same direction unless acted upon by an unbalanced force. EVALUATE (How will you know the students have learned the concept)? Paper- pencil test 1. The law of inertia applies to a. moving objects b. objects that are not moving c. both moving and nonmoving objects 2. It is a tendency of an object to resist change in its state of motion or rest. a. force b. inertia c. gravity 3. Which object has more inertia? a. a bowling ball rolling at 2m/s b. a ping pong ball rolling at 5m/s c. a car rolling at 5m/s 4. In the absence of an external force, a moving object will a. stop immediately. b. slow down and eventually come to a stop. c. go faster and faster. d. move with constant velocity 5. You push on a car and it does not move. What is true about the inertia? a. the inertia is changing b. the inertia of the car is too great c. the inertia of the person is equal to the car d. there is not inertia because of no movement EXTEND (Deepen conceptual understanding through use in new context). 2 minutes Write at least 3 situations where you experienced the law of inertia in your daily life. Possible Answers: 1. Jeepney could not stop moving right away 2. Electric fan at home continues to move even the engine is off 3. Use of washing machine

Reflection: A. No. of learners achieve 80%: B. No. of learners who require additional activities for remediation: C. Did the remedial lessons work? D. No. of learners who have caught up the lesson: E. No. of learners who continue to require remediation: F. Which of my teaching strategies worked well? Why did these work? G. What difficulties did I encounter which my principal or supervisor help me solve? H. What innovation or localized materials did I used/discover which I wish to share with other teacher?

Activity 3 Investigating inertia

Objective: At the end of this activity, you should be able to demonstrate Newton’s first law of motion. Materials: empty glass 5-peso coins (5 pcs or more) cardboard plastic ruler 1 peso coin Procedure Coin Glass Cardboard

Coin Drop 1. Arrange the setup as shown in Figure 7. 2. Slowly pull the cardboard with your hand and observe what happens. 3. Arrange again the setup as shown. This time, quickly flip the cardboard with your finger. Observe again what happens. Q9. What happens when you slowly pulled the cardboard? Explain.

Q10. What happens when you flipped the cardboard? Explain.

Stack of Coins 4. Stack the coins on a flat level surface. 5. Quickly hit the coin at the bottom with the edge of the ruler. Q11. What happens when you hit the coin at the bottom? Why is this so?

Lesson Plan in Science Grade 8 Josephine O. Dumagsa Valencia National High School 09050791076 Content Standards: The learners demonstrate understanding of Newton’s three laws of motion and uniform circular motion. Performance Standards: Develop a written plan and implement a “Newton’s Olympics” Learning Competency and Code: 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. (S8FE-Ia-15) Quarter:

Week:

Day:

3-4

I. Objectives: At the end of 120 minutes, 100% of the learners are expected to: 1. describe how the net force acting on an object affects its acceleration. 2. determine the relationship of mass, force and acceleration of an object. 3. solve problems related to acceleration. II. Content: Subject Matter: Law of Acceleration Integration: Mathematics: Solving mathematical problem- using formula to calculate the acceleration of an object. Strategies: Inquiry- based cooperative learning Materials: pictures of objects showing acceleration, ticker tape strips References: EASE Physics Module 10 Lesson 3 Science 8 Learners Module Campo, Pia p12-17 Science & Tech IV: Physics textbook. NISMED pp.292-296 Science 8 Teacher’s Guide III. Learning Tasks: ELICIT (Access prior knowledge ) 5 Minutes

Materials

To elicit prior knowledge, the teacher will ask questions related to the picture shown on screen. Key questions: 1. Which of the 2 carts will have bigger acceleration? 2. Which of the 2 carts need bigger force to accelerate the object?

ENGAGE (Get the students’ minds focused on the topic) 10 Minutes  Let 2 students (more or less have the same weight) kick horizontally a smaller ball and a bigger ball in front of the class. Ask: Which of the 2 balls accelerate faster?

Ball books

 Display 3 piles of books on top of the table. Let one student push the books with one hand. Let the same student push the books this time with one finger only. Ask: Did the book move? Compare the distance moved by the book when applied with bigger and lesser force. . EXPLORE (Provide students with a common experience) 45 Minutes Students will be grouped into 4 and perform Activity 4- Force and Acceleration.(LM p12-16)

Activity Sheet LM p. 12-15

 If students are not familiar with ticker tape timer, it is better to introduce first the material using a short video clip so that they will have an idea how the speed of a toy cart is measured using the apparatus. Source:  Students need not perform the actual activity but the https://www.youtube.com/watch?v=mz teacher has to explain the procedure on how the tape f_Q7GOKSE chart is obtained.  Computation of F1, F2, F3 and F4 units will be assigned to different groups.  Students will present their output in class. To minimize time, only 2 groups will be given time to present EXPLAIN (Teach the concept. Should include interaction between teacher and students). 15 Minutes

DAY 2

The teacher will give inputs and check student’s misconception. Key questions: 1. What happened to the acceleration of the cart as the no. of rubber bands are increased? Key concepts: 1. As the no. of rubber band increases, the acceleration of the cart also increases. This shows that when the net force is doubled, the acceleration is also doubled.

ELABORATE (Students apply the information learned in the Explain. The teacher will give inputs to deepen the understanding of the students) 20 minutes The teacher will elaborate the lesson through a power point presentation. Key concept: 1. Acceleration is the rate of change of velocity of an object with respect to time. 2. Acceleration is produced when a force acts on a mass. The greater the mass of the object being accelerated, the greater the amount of force needed to accelerate the object. This can be expressed in equation form as: A= Fnet/m or F=mxa Where: m=mass a= acceleration F= 1kg(1 m/s/s) = 1 Newton(N)  The students will be given a sample mathematical problem. (LM p16) to solve. Key questions: 1. What is the acceleration of the ball? 2. If the force is doubled with the same mass, what would its acceleration be? EVALUATE (How will you know the students have learned the concept) 25 minutes  Use Newton's second law to solve for force, mass, and acceleration. The students will be divided into 5 groups. Each group will be assigned with a word problem to solve using the formula: a=Fnet/m or F=mxa or m= F/a Problem 1- A ball with a mass of 5 kg is hit with a force of 2.5N. What is its acceleration? Problem 2- What is the acceleration of a 10kg block that is pushed across a horizontal surface with a force of 20N? Problem 3- An object with a mass of 2.0 kg has a force of 4.0 N applied to it. What is the resulting acceleration of the object? Problem 4- An object with a mass of 2.0 kg accelerates 2.0 m/s2 when an unknown force is applied to it. What is the amount of the force? Problem 5- An object accelerates 12.0 m/s2 when a force of 6.0 N is applied to it. What is the mass of the object 13

EXTEND (Deepen conceptual understanding through use in new context). 5 minutes List down at least 3 things in your home or in school which requires bigger force to move the object. Complete the table below: Net force (N) Mass (kg) 4.0 30 15 120

Acceleration(m/s/s) 2.0 20

Lesson Plan in Science Grade 8 Josephine O. Dumagsa Valencia National High School 09050791076 Content Standards: The learners demonstrate understanding of Newton’s three laws of motion and uniform circular motion. Performance Standards: Develop a written plan and implement a “Newton’s Olympics” Learning Competency and Code: Infer that when a body exerts a force on another, an equal amount of force is exerted back on it. (S8FE-Ia-16) Quarter: I.

Week:

Day:

Objectives: At the end of 60 minutes, 100% of the learners are expected to: 1. compare two interacting forces in terms of magnitude and direction. 2. identify action-reaction forces acting on a body 3. describe the relationship between forces exerted on each other.

II. Content: Subject Matter: Law of Interaction Integration: MAPEH- Demonstrate action- reaction forces in sports Strategies: Inquiry based cooperative learning Materials: spring balance, string, ball, rope, toy cart References: EASE Physics Module 10 Lesson 3 Science 8 Learner’s Module pp18-20 Science & Tech IV Physics NISMED pp296-297 III. Learning Tasks: ELICIT (Access prior knowledge ) 5 Minutes The teacher will ask questions related to acceleration:

Materials Questions powerpoint

1. 2. 3. 4. 5.

What is acceleration? What are the 2 factors affecting the acceleration of an object? With the same force, the bigger the mass, the is its acceleration. With the same mass, the bigger the force, the is its acceleration The law of acceleration states that the acceleration of an object is proportional to its mass and proportional to the force applied. ENGAGE (Get the students’ minds focused on the topic) 5 Minutes Call 3 students to do the following: Toy cart, ball 1. Push a toy cart against the wall. Observe the direction of the toy cart as it hits the wall. 15

2. Dribble the ball on the floor. What happens to the ball? 3. Push your hand against the wall. Did the wall move? EXPLORE (Provide students with a common experience) 15 Minutes Let the students perform Activity 5- Action-reaction (LM p.18-19) After the activity, one representative from each group will present their output in class.

Spring balance

Guide questions: 1. What is the reading of your balance and that of your partner? 2. Compare the direction of the force exerted on the spring balance. EXPLAIN (Teach the concept. Should include interaction between teacher and students). 10 Minutes The teacher will give input about the activity. Key questions: 1. Why do you think the cardboard stays at rest? 2. What does the reading of your spring balance suggest? Key concepts: 1. Whenever one object exerts a force on a second object, the second exerts an equal force in the opposite direction on the first” 2. The first object exerts an action force while the second object exerts a reaction force 3. These two forces are equal in size and opposite in direction ELABORATE (Students apply the information learned in the Explain. The teacher will give inputs to deepen the understanding of the students) 15 minutes Video clip will be shown to students to further explain Newton’s law of interaction. Guide questions: 1. What is Newton’s third law of motion? 2. Why do forces always come in pairs? 3. When hammering a nail through a piece of wood, what forces are present in the situation? The teacher will revisit the previous activity in engage part and ask students on what forces are acting on the situations and the direction of forces Situation 1. Pushing toy cart on the wall 2. Dribbling the ball on the floor

Direction of forces Toy cart- forward Wall- backward Ball- downward Floor- upward 16

3. Pulling hand against the wall

Hand- towards the wall Wall- towards the hand

EVALUATE (How will you know the students have learned the concept)?15 minutes A girl uses her finger in pushing the wall and exerts a 50N force. a. Which exerts the action force? b. Which exerts the reaction force? c. How much force is exerted by the wall to the finger? d. Are the forces balanced or unbalanced? e. What is the net force? EXTEND (Deepen conceptual understanding through use in new context). 2 minutes Students will show 5 examples of action- reaction force observed from their day to day activities. Take photos of the activity using a cell phone. Reflection: A. No. of learners achieve 80%: B. No. of learners who require additional activities for remediation: C. Did the remedial lessons work? D. No. of learners who have caught up the lesson: E. No. of learners who continue to require remediation: F. Which of my teaching strategies worked well? Why did these work? G. What difficulties did I encounter which my principal or supervisor help me solve? H. What innovation or localized materials did I used/discover which I wish to share with other teacher?

Lesson Plan in Science Grade 8 Josephine O. Dumagsa Valencia National High School 09050791076 Content Standards: The learners demonstrate understanding of Newton’s three laws of motion and uniform circular motion. Performance Standards: Develop a written plan and implement a “Newton’s Olympics” Learning Competency and Code: Infer that when a body exerts a force on another, an equal amount of force is exerted back on it. (S8FE-Ia-16) Quarter:

Week:

Day:

I. Objectives: At the end of 60 minutes, 100% of the learners are expected to: 1. explain newton’s third law of motion 2. describe the relationship between forces exerted on each other. 3. compare action-reaction forces with balanced forces II. Content: Subject Matter: Law of Interaction Integration: MAPEH- Demonstrate action- reaction forces in sports Strategies: Inquiry based learning Materials: spring balance, string, ball, rope, toy cart References: EASE Physics Module 10 Lesson 3 Science 8 Learner’s Module pp18-20 Science & Tech IV Physics NISMED pp296-297 https://betterlesson.com/lesson/645736/investigating-newton-s-third-lawaction-reaction III. Learning Tasks: ELICIT (Access prior knowledge ) 3 Minutes Ask students to state their prior knowledge on Newton’s third law of motion: Guide Questions:  What is Newton’s third law of motion?  What is the difference between action force and reaction force? ENGAGE (Get the students’ minds focused on the topic) 5 Minutes The teacher will show a video of a rocket launching into space. The students will make predictions as to how it supports Newton's third law of motion. What is the action force? What is the reaction force?

Materials

Source: https://www.youtube.com/ watch?v=OnoNITE-CLc

EXPLORE (Provide students with a common experience) 12 Minutes Students will be grouped into 3 and each group will be assigned with different tasks to do. Group 1- Make a paper airplane and launch it into the air. Observe what happens. Group 2- Place a menthos candy and a soft drink in a closed container. What happens to the container? Group 3- Do a 3 minute jog outside the classroom. Is there a force between your feet and the ground?  Students will report the output of the activity and share their ideas in class. EXPLAIN (Teach the concept. Should include interaction between teacher and students) Discuss how the activity connects to Newton’s third law of motion The teacher will give inputs about the activity and check student’s misconception. Key questions: 1. What are the pair of forces acting on the paper airplane? Identify these forces. 2. Why do you think the container moves? What is the action force? What is the reaction force? Key concepts: Forces always act in pairs and always act in opposite directions. When you push on an object, the object pushes back with an equal force.  Think of a pile of books on a table. The weight of the books exerts a downward force on the table. This is the action force. The table exerts an equal upward force on the books. This is the reaction force.  The two forces act on different objects. The action force acts on the table, and the reaction force acts on the books. ELABORATE (Students apply the information learned in the Explain. The teacher will give inputs to deepen the understanding of the students) 12 minutes The students will answer in a Venn diagram the similarities and differences of action-reaction force with balanced force

EVALUATE (How will you know the students have learned the concept?) 1. In the diagram below, the action forces have been labeled with arrows. In each diagram, label the reaction forces with arrows.

2. In your own words, explain the third law of motion. EXTEND (Deepen conceptual understanding through u se in new context). 2 minutes Draw at least 3 pairs of action-reaction forces on the diagram

Lesson Plan in Science Grade 8 Mary Grace Romero Valencia National High School 09109885931 Content Standards: The learners demonstrate understanding of Newton’s three laws of motion and uniform circular motion. Performance Standards: Develop a written plan and implement a “Newton’s Olympics” Learning Competency and Code: Relate the laws of motion to bodies in uniform circular motion. (S8FE-Ib-18) Quarter: I.

Week:

Day:

Objectives: At the end of 60 minutes, 100% of the learners are expected to: 1. describe uniform circular motion. 2. determine the direction of motion for an object traveling in a circle. 3. relate the laws of motion to bodies in uniform circular motion.

II. Content: Subject Matter: Circular motion Integration: MAPEH- Demonstrate uniform circular motion. Strategies: Inquiry- based learning Materials: plastic bottle, string, pictures References: EASE Physics Module 9 Science 8 Learner’s Module. Pp17-18 Science & Tech IV, Rabago, Lilia pp.58-61 III. Learning Tasks: ELICIT (Access prior knowledge ) 5 Minutes Fill in the blanks with the correct answer: 1. is the rate of change of velocity of an object with respect to time. 2. Acceleration is expressed in units of 3. is usually expressed in Newton (N) or Kg.m/s/s 4. The Law of Acceleration states that the acceleration is directly proportional to the force and inversely proportional to the . 5. The force applied on a body is a product of its and acceleration produced. ENGAGE (Get the students’ minds focused on the topic) 5 Minutes Ask students if they have gone to an amusem*nt park or carnival in a town fiesta.

Materials

Pictures of different rides that exhibit circular motion

The teacher will then flash pictures of different rides on screen 1. Which of those rides have you tried? How does it feel riding in a carousel? a merry go round? a ferris wheel? an octopus? 2. What is the direction of its motion? 3. What is common to all the rides flashed on screen? 4. What kind of motion do these pictures depict? EXPLORE (Provide students with a common experience) 15 Minutes Let the students perform the activity to observe circular motion.

Ball pen, string, scissor

1. Tie a long string about 0.5m to a ball pen. 2. Whirl the ball pen at the end of the string above your head until you are able to make horizontal circles. 3. Observe how the ball pen moves while traveling along the circular path. 4. Observe how your hand holding the string tied to the ball pen behaves. 5. Observe what happens when you suddenly release the ball pen from your hand. Guide questions: 1. Describe the movement of the ball pen. 2. What causes the ball pen to move in circular motion? 3. Where is the force of your hand directed to? 4. How does the ball pen travel after release? A representative from each group will share their experience and findings in doing the activity. EXPLAIN (Teach the concept. Should include interaction between teacher and students). 8 Minutes The teacher will facilitate learning and check students’ misconception. Key questions: 1. Did the bottle move at constant speed? 2. What is responsible to make the bottle move in circular motion? 3. Why do you think the ball pen does not follow a circular path after being released?

Key points: The teacher will present a power point presentation to explain the following: 1. The force comes from the string that pulls the object towards the center of its circular path. 2. If you remove the force by either releasing or cutting the string, the object will continue to move straight and fly off tangential to the path. ELABORATE (Students apply the information learned in the Explain. The teacher will give inputs to deepen the understanding of the students) 12 minutes Source: The teacher will give a power point presentation to explain further https://www.youtub the concept of circular motion e.com/watch?v=SZj 6DuB0vvo Key questions: 1. How would you describe the velocity and acceleration of objects in circular motion? 2. In what situation do Newton’s laws of motion relate to bodies in circular motion? Key concepts: 1. Circular motion is a movement of an object along the circumference of a circle or rotation along a circular path. It can be uniform, with constant rate of rotation and constant speed, or non-uniform with a changing rate of rotation. 2. Centripetal force is a force that acts on a body moving in a circular path and is directed toward the center around which the body is moving 3. Since the object's velocity is constantly changing direction, the moving object is undergoing acceleration. Without this acceleration, the object would move in a straight line, according to Newton's laws of motion. EVALUATE (How will you know the students have learned the concept) 25 minutes Think- pair-share The students will discuss with his/her pair how the concept of circular motion works in a ferris wheel. Guide questions: 1. In what direction must a force act on the ferris wheel? 2. What exerts the force? 23

Key concepts:  The car in a Ferris wheel exhibit circular motion because they revolve around a single axis of rotation which runs to the center of the wheel perpendicular to the plane that contains it.

EXTEND (Deepen conceptual understanding through use in new context). 2 minutes List down at least 5 objects in your home that exhibit circular motion

Lesson Plan in Science Grade 8 Elenie C. Esmalde Valencia National High School 09266005639 Content Standards: The learners demonstrate understanding of Newton’s three laws of motion and uniform circular motion. Performance Standards: Develop a written plan and implement a “Newton’s Olympics” Learning Competency and Code: Infer that circular motion requires the application of constant force directed towards the circle. (S8FE-Ib-19) Quarter:

Week:

Day:

I. Objectives: At the end of 60 minutes, 100% of the learners are expected to: 1. differentiate centripetal and centrifugal force. 2. cite consequences if constant force is not applied towards the center of the circle in circular motion. 3. give practical applications of circular motion in daily life II. Content: Subject Matter: First Law of Motion (Law of Inertia) Integration: MAPEH- Develop awareness in using safety gears in sports activities. Strategies: Inquiry- based learning Materials: pictures, illustrations References: EASE Physics Module 9 Science 8 Learner’s Module. Pp17-18 Science & Tech IV, Rabago, Lilia pp.58-61 III. Learning Tasks: ELICIT (Access prior knowledge ) 5 Minutes

Materials

Answer the following: I. Write yes if the statement depicts uniform circular motion, if not write no. Write the answer on the space provided. 1. A girl riding a merry-go round. 2. A ball hitting the bowling pin. 3. Student spinning a ballpen attach in a string. 4. An earth orbiting the moon. 5. A man hitting a golf ball.

ENGAGE (Get the students’ minds focused on the topic) 5 Minutes

What does the picture tell us? Why do accidents usually happen in curve roads?

EXPLORE (Provide students with a common experience) 15 Minutes The students will watch a video clip of a race car and motorcycles in a circular motion. Key questions: 1. Is the car/ motorcycle accelerating? 2. Is there a possibility that the car would fall to the ground? Students will share their observation in class. To minimize time, only 2 groups will be given time to present. EXPLAIN (Teach the concept. Should include interaction between teacher and students). 8 Minutes

The teacher will facilitate learning and check students misconception: Key questions: 1. Why the motorcycle and the car did not fall to the ground? What are the forces acting on them?

ELABORATE (Students apply the information learned in the Explain. The teacher will give inputs to deepen the understanding of the students) 10 minutes Let the students describe the primary force or forces involved when a car executes a turn. Key questions: 1. Explain why passengers tend to lean or slide toward the outside of the turn. 26

The teacher will differentiate centripetal and centrifugal force through a power point presentation. Key concept: 1. If you are in the front seat of a car and the car suddenly turns in a circular path, counterclockwise, you will be “thrown” to the right-hand side of the car. You will feel as if there is a force moving you. Such a force, which appears to be directed away from the center of the path, is often called a centrifugal “force.” 2. As the car moves in a circular path, inertia keeps your body going in a straight line. This path causes you to move to the right hand side of the car, which is turning. The centrifugal “force” feels real, but it doesn’t really exist. Consequently, most physicists prefer the term “centrifugal effect” rather than “centrifugal force.” 3. The necessary centripetal force for the turn is supplied by the friction between tires and the road. Otherwise, the car will go straight and hit the curve in accordance with Newton’s first law - the law of inertia. EVALUATE (How will you know the students have learned the concept)?13 minutes Answer the following questions: 1. You swing a bucket of water attached to a string in circle above your head. What keeps the water in the bucket? a. Friction b. centripetal force c. gravity d. inertia 2. As the ride starts to spin in circular motion, the swings move outward. What is the cause of this outward motion a. Gravity b. centripetal force c. speed d. inertia 3. Any object moving in a circle is constantly accelerating. True False 4. If centripetal force stopped acting on all planets in the solar system, they would continue traveling in space in constant direction and constant speed. True False 5. . What is the speed of an object in circular motion called? a. circular speed b. centripetal speed c. tangential speed d. inertial speed 27

EXTEND (Deepen conceptual understanding through use in new context). 2 minutes How does the principle of circular motion applied in planets revolving around the solar system?

Lesson Plan in Science Grade 8 Page Ann N. Aurelio Valencia National High School 09176547748 Content Standard: The learners demonstrate an understanding of work using constant force, power, gravitational potential energy, kinetic energy and elastic potential energy Performance Standard: Learning Competency and Code: The Learners should be able to identify situations in which work is done and in which no work is done. (S8FE-Ic-20) Quarter:

Week:

Day:

I. Objectives: At the end of 1 hour, 100% of the learners are expected to: 1. define work operationally. 2. identify situations whether work is done or not done. II. Content: Subject Matter: Work vs. No Work Integration: English: learners will be using English as their medium of communication in their reporting and some queries and answers. MAPEH: Physical Education: learners will be able to demonstrate examples of work done and no work done Strategies: Inquiry-Based Learning, Cooperative Learning Materials: Laptop, Power point Presentation, LED TV, Pictures, Manila Paper, Marker/Pentel Pen, Worksheet, Table, Book, References: Campo, Pia C. 2012. Science-Grade 8, Learner’s Module. First Edition. EASE/OHSP Module 11: Work, Energy, Power, and Machines III. Learning Tasks: ELICIT (Access prior knowledge ) 5 Minutes To elicit prior knowledge, the teacher will ask the students on their definition of work. The teacher will show to the class picture of doing work and people at work. Doing Work (Examples) Factory Worker lifting a box from the floor. A carabao pulling a load

Materials

Source: https://images.app.goo.gl/kxjEmKatJQSEseP16

People at Work (Examples) A plumber A teacher

Source: https://images.app.goo.gl/kxjEmKatJQSEseP16

Guide Questions: 1. What usually come to your mind when you hear the word work? 2. Which of the pictures showed work done on an object? 3. Which of the pictures showed work done on an object? ENGAGE (Get the students’ minds focused on the topic) 8 Minutes Activity: Demonstration (Class Activity)

Table Students will be asked to have representatives from the class to Chair demonstrate the following scenarios: Situation 1: 1. Push a wall as hard as you can for 10 seconds. 2. Push a chair carefully. Situation 2: 1. Lift a book to the highest point you can above your head. 2. Hold the book in the height for 30 seconds. Guide Questions: 1. Did you apply force in pushing the wall? Holding the book? Did the objects move? 2. Did you apply force in lifting the book? In pushing a table? Did the objects move? 3. If yes, in what direction did you apply force? In what direction was the objects moved? EXPLORE (Provide students with a common experience) 15 Minutes Activity 1. Is there work done? (please refer to Activity 1, Learner’s Material page 23) The students will perform Activity no. 1: Is there work done? Where they should be able to explain if work is done in the situations presented.   

Worksheet/Activity Sheets Manila Paper Marker/Pentel Pen

The teacher will let each group write their output in the Manila paper to be posted on the wall. Groups will present their work through a gallery walk Let one member from the group comment on the output of the other groups.

Presentation of Student’s Output through gallery walk.

EXPLAIN (Teach the concept. Should include interaction between teacher and students). 12 Minutes Students will deepen student’s knowledge based from their activity: Guide Questions: 1. When is work done on an object? 2. What are needed for you to say that there is work done on an object? 3. How would you define work based on the activity? Key Concepts:  Work is done if the object you push moves a distance in the direction towards which you are pushing it.  No work is done if the force you exert does not make the object move.  No work is done if the force you exert does not make the object move in the same direction as the force you exerted.  The force exerted is in the same direction as the distance covered when the force is applied.  Work is done on an object when the force applied to it covers a distance in the direction of the applied force. Note: Clarify misconceptions when needed ELABORATE (Students apply the information learned in the Explain. The teacher will give inputs to deepen the understanding of the students) 12 minutes Teachers will show pictures of examples of work done and no work done.

Power point Presentation Pictures

Guide Questions: 1. What is work? 2. When is work done on an object? 3. What are the things that should be considered to determine that work is done or not done on an object?

Key Terms:  There is a force that causes something to move or have a displacement  The movement of the object must be the result of the application of that force.

Source: https://images.app.goo.gl/sYmxg6C4A3aivbmg9

EVALUATE (How will you know the students have learned the concept?) 8 minutes Paper/Pen Test Let the students answer the following using their Activity Notebook. To see the students understanding the scientific meaning of work. A. Fill in the table by writing W if works is done and N if no work is done. Activity 1.Pushing a jeepney a certain distance 2.Pushing a firewall 3.Holding a book 4.Lifting a suitcase 5.Taking a load upstairs

W or N

B. Minute paper test. In 2 sentences, describe how work is done on an object? EXTEND (Deepen conceptual understanding through use in new context). Situational experience.

Bond paper

Students will give 2 examples showing work done and no work done using photos present based from their day to day activities and explain how work is done on each examples. The activity will be done at home. Reflection: A. No. of learners achieve 80%: B. No. of learners who require additional activities for remediation: C. Did the remedial lessons work? D. No. of learners who have caught up the lesson: E. No. of learners who continue to require remediation: F. Which of my teaching strategies worked well? Why did these work? G. What difficulties did I encounter which my principal or supervisor help me solve? H. What innovation or localized materials did I used/discover which I wish to share with other teacher?

Lesson Plan in Science Grade 8 Montessa T. Omania Valencia National High School 09356930457 Content Standard: The learners demonstrate an understanding of work using constant force, power, gravitational potential energy, kinetic energy and elastic potential energy Performance Standard: Learning Competency and Code: The Learners should be able to identify situations in which work is done and in which no work is done. (S8FE-Ic-20) Quarter: I.

Week:

Day:

Objectives: At the end of 1 hour, 100% of the learners are expected to: 1. identify the formula for computing work done. 2. calculate word problems related to work.

II. Content: Subject Matter: Calculating Work Integration: English: learners will be using English as their medium of communication in their reporting and some queries and answers. Math: learners will use mathematical operations during problem solving activity Strategies: Inquiry-Based Learning, Cooperative Learning Materials: Power Point, LED TV, Laptop, Activity Sheet, Pictures, Manila Paper, Marker, Index Card References: Campo, Pia C. 2012. Science-Grade 8, Learner’s Module. First Edition. EASE/OHSP Module 11: Work, Energy, Power, and Machines Video: https://www.youtube.com/watch?v=zVRH9d5PW8g III. Learning Tasks: ELICIT (Access prior knowledge ) 5 Minutes To elicit prior knowledge, the teacher will show pictures and let the students identify whether work or no work is done on the object.

Materials Power point Presentation Pictures (work vs. no work)

Guide Questions: 1. What is work? 2. Which of the following situations showed that work is done on an object? 3. Which of the examples showed no work done? 34

ENGAGE (Get the students’ minds focused on the topic) 8 Minutes The teacher will give the students an index card where they will be asked to do a problem solving activity on Work in preparation for the next activity.

Index card (derivation of formula and unit of work)

Guide Questions: 1. What are the two factors to consider that there is work done? 2. What is the unit of force? 3. What is the unit of displacement? 4. What is the unit of Work? Key Concepts: Work= Force • Displacement = Fd Where; Force= Newton Displacement= meters Work= Newton • meters =Nm = Joules Unit of Work= Joules, J EXPLORE (Provide students with a common experience) 15 Minutes The students will be grouped and they will be given an activity sheet where they will be asked to do a problem solving activity on Work. 1. Suppose a woman is pushing a grocery cart with a 500 Newton force along the 7 meters aisle, how much work is done in pushing the cart from one end of the aisle to the other? 2. A book of mass 1 kg is on the floor. If the book is lifted from the floor to the top shelf which is 2 meters from the floor, how much work is done on the book? 3. Calculate the work done when a force of 10N acts through a distance of 50m in the direction of the force. 4. A girl pulls a sledge a distance of 100m. If the force exerted by the girl is 80N in the direction in which the sledge is moving, calculate the work done. 5. A car of mass 900 kg accelerates at 3 m/s 2 from rest. How much work is done after it has travelled 100 m?

Worksheet Manila Paper Marker/Pentel Pen

Note:  Each group will be given different sets of problem where they will answer by group. 35



They will be given a Manila paper to write their output.  Groups should show the given and solution of their problem set.  Student’s Output will be presented and reported by one member from the group. EXPLAIN (Teach the concept. Should include interaction between teacher and students). 8 Minutes Checking of Outputs and clarifying misconceptions if needed. Key Concept:  Work done, W, on a body by a constant force, F, acting on the body is defined as the product of the magnitude of the force and the distance through which the object moves, or in equation, W = Fd  From the equation, work done on the body is greater if F is greater, or if d is greater, or if both F and d are greater.  The SI unit for work is Unit of work = unit of F x unit of d = newton x meter (N-m)  The unit N-m is given a special name, Joule, in honor of James Prescott Joule. 1 joule (J) = 1 newton-meter (N-m) Note: Clarify misconceptions when needed ELABORATE (Students apply the information learned in the Explain. The teacher will give inputs to deepen the understanding of the students) 12 minutes Teacher will give a video clip on work Guide Questions: 1. When can we say that work is done? 2. What two measurements are needed to calculate for work? 3. If a person pushes a table with a mass of 5kg and uses a force of 100 N. How much work is done?

Source: https://www.youtube.com/watch?v=zVRH9d5PW8g

Key Ideas:  There is a force that causes something to move or have a displacement  The movement of the object must be the result of the application of that force.  Work is done when the force (F) applied to the object causes the object to have a displacement (d) in the same direction as the force applied.

EVALUATE (How will you know the students have learned the concept?) 12 minutes The students shall do a problem solving assessment. Calculate the following word problems related to work in a ½ Crosswise. Show your solution. 1. Suppose a man is pushing a sack of rice with a 550 Newton force along the 11 meters pathway. How much work is done in pushing a sack of rice from one end of the pathway to the other? 2. A cyclist peddles a bicycle with a force of 1,000 Newton moving in 250 meters. How much work is done by the cyclist? EXTEND (Deepen conceptual understanding through use in new context). Students will be given additional word problem related to work to deepen their understanding on the concept of work and will be answered at home.

Paper Pen

1. A truck engine moves a truck with a force of 10 Newton and does 500 Joules of work. How far has the truck travelled? 2. A girl lifted her bag with a mass of 2 kg from the floor to her shoulders with a height of 1.5 meters. How much work is done on the bag? Reflection: A. No. of learners achieve 80%: B. No. of learners who require additional activities for remediation: C. Did the remedial lessons work? D. No. of learners who have caught up the lesson: E. No. of learners who continue to require remediation: F. Which of my teaching strategies worked well? Why did these work? G. What difficulties did I encounter which my principal or supervisor help me solve? H. What innovation or localized materials did I used/discover which I wish to share with other teacher?

Lesson Plan in Science Grade 8 Page Ann N. Aurelio Valencia National High School 09176547748 Content Standard: The learners demonstrate an understanding of work using constant force, power, gravitational potential energy, kinetic energy and elastic potential energy Performance Standard: Learning Competency and Code: Describe how work is related to power and energy. (S8FE-Ic-21) Quarter:

Week:

Day:

I. Objectives: At the end of 1 hour, 100% of the learners are expected to: 1. describe the relationship of work to energy. 2. explain that doing work on a body increases its energy. II. Content: Subject Matter: Work and Energy Integration: English: learners will be using English as their medium of communication in their reporting and some queries and answers. MAPEH- Physical Education during the bowling activity, in which student’s bodily coordination are enhanced and developed. Strategies: Inquiry-Based Learning, Cooperative Learning Materials: Powerpoint, Worksheet, Manila Paper, Marker, Clear plastic container with cover, rubberband, barbecue stick, masking tape. References: Campo, Pia C. 2012. Science-Grade 8, Learner’s Module. First Edition. EASE/OHSP Module 11: Work, Energy, Power, and Machines III. Learning Tasks: ELICIT (Access prior knowledge ) 3 Minutes To elicit prior knowledge, the teacher review the concept of work to the students through a review ball Guide Questions 1. What is the unit used to measure work? 2. How do we compute for work done? 3. Problem Solving: How much work was done on an object when a constant force of 20 N pushed it 2 m away? a. 10 J b. 5 J c. 20 J d. 40 J

Materials Questions on the Review Ball: What is the unit used to measure work?

How do we compute for work done? CLUE: FORMULA

How much work was done on an object when a constant force of 20 N pushed it 2 m away?

ENGAGE (Get the students’ minds focused on the topic) 5 Minutes The students will do an activity in which they will learn that work is a means of transferring energy from one object to another. Students will play a bowling game. Using a plastic or rubber ball along the floor to hit empty plastic bottles. (refer to LM page 25) Guide Questions: 1. Did you exert force in pushing or moving the ball? 2. Is there work done on the ball? 3. What happened to the plastic bottle as soon as it was hit by the ball? EXPLORE (Provide students with a common experience) 12 Minutes Activity 2: Rolling Toy (refer to Learner’s Material pages 3133) 

  

The students will perform the activity by group and will be able to explain how a twisted rubber band can do work and relate work done to energy. The teacher will provide the worksheet to the students if the Learner’s Material is not available. Let each group write their output in a manila paper to be posted on the wall. Once done, the students will present their output and demonstrate their rolling toy to the class.

EXPLAIN (Teach the concept. Should include interaction between teacher and students). 8 Minutes The teacher will clarify misconceptions based from students output and activity: Guide Questions: 1. What is the relationship of work and energy? 2. What happens when work is done by an object? 3. What does it mean if work is done on an object?

Worksheet Manila Paper Marker/Pentel Pen clear plastic container with cover rubber band 3-cm round barbecue stick barbecue stick with sharp part cut Masking tape

Power point Presentation

Key Concept:  Work is a way of transferring energy.  Energy is the capacity and ability to do work.  When work is done by an object it loses energy  When work is done on an object it gains energy. Note: Clarify misconceptions when needed 39

ELABORATE (Students apply the information learned in the Explain. The teacher will give inputs to deepen the understanding of the students) 12 minutes The teacher will show a video clip on the relationship of work and energy. To deepen their understanding on the concept. Key Concepts:  Work is done when the force applied to an object causes the object to have displacement in the same direction as the force applied.  Energy is capacity and ability to do work.  When Work is done, energy is transferred.  When work is done by an object it loses energy  When work is done on an object it gains energy.

Source: https://www.youtube.com/watch?v=zVRH9d5PW8g

Guide Questions:  What is work?  What is energy?  How would you describe the relationship of work and energy? EVALUATE (How will you know the students have learned the concept?) In ¼ Sheet of Paper. I. Write True if the statements is correct about the relationship of work and energy and change the underlined word to make the statement correc.t 1. Energy is the capacity to do work. 2. The unit for energy is Joules. 3. If energy can be transferred from one form to another, the one doing the work loses energy and the one on which work is done gains energy. 4. An apple weighs about 1 N, so when you lift it a distance of one meter, then you do 1J of work on it. 5. If a person does 500 J of work, then 5000 J of energy is transferred. II. Minute-Paper Test Learners will answer the question for 1-minute only. How would you describe the relationship of work and energy? EXTEND (Deepen conceptual understanding through use in new context). 2 minutes The learners will do the activity at home and they will list down work done in their various day to day activities and write a brief explanation or description on how energy is involved in the activity 40

Sample format: Activity

Energy Involvement (Explanation)

Lesson Plan in Science Grade 8 Rowena Q. Delco Valencia National High School 09050898904 Content Standard: The learners demonstrate an understanding of work using constant force, power, gravitational potential energy, kinetic energy and elastic potential energy Performance Standard: Learning Competency and Code: Describe how work is related to power and energy. (S8FE-Ic-21) Quarter: I.

Week:

Day:

Objectives: At the end of 1 hour, 100% of the learners are expected to: 1. describe the relationship of work to power and energy. 2. Compute for the power output.

II. Content: Subject Matter: Power Output Integration: English: learners will be using English as their medium of communication in their reporting and some queries and answers. Math: learners will use mathematical operations during problem solving activity Strategies: Inquiry-Based Learning, Cooperative Learning Materials: pictures, power point, meta cards, masking tape, scissors, worksheet, manila paper, marker, meter stick, stopwatch References: Campo, Pia C. 2012. Science-Grade 8, Learner’s Module. First Edition. EASE/OHSP Module 11: Work, Energy, Power, and Machines III. Learning Tasks: ELICIT (Access prior knowledge ) 5 Minutes To elicit prior knowledge, the teacher review the concept of through picture analysis.

Materials Pictures Power Point

The learners will be shown photos. (ex. Pitching of the ball, kicking of a ball, pushing a cart) 1. What do you see in the picture? Is there work done? 2. How can you say that there is work done on the examples? 3. What makes something move a certain distance? 4. How can you relate work to energy?

ENGAGE (Get the students’ minds focused on the topic) 7 Minutes The teacher will group the students and give each group meta cards in which they will be using for the activity.   

Let the students write 5 words related to Power. Let them paste their work on the black board One member from each group should explain why these words are related to power.

Meta card Masking Tape Scissors Marker Power Point

Key Concept: Power is the rate of doing work In equation, Power =

𝑊𝑜𝑟𝑘 𝐸𝑛𝑒𝑟𝑔𝑦 𝑇𝑖𝑚𝑒= 𝑇𝑖𝑚𝑒

Therefore, Power=

𝑁𝑒𝑤𝑡𝑜𝑛•𝑀𝑒𝑡𝑒𝑟 𝑆𝑒𝑐𝑜𝑛𝑑𝑠

𝐽𝑜𝑢𝑙𝑒𝑠 = Watts 𝑆𝑒𝑐𝑜𝑛𝑑𝑠

EXPLORE (Provide students with a common experience) 15 minutes Activity 3: How POWER-ful am I? (refer to Learner’s Material 34-35) 

  

The students will perform the activity by group and will be able to compute for your power output in walking or running up a flight of stairs. The teacher will provide the worksheet to the students if the Learner’s Material is not available. Let each group write their output in a manila paper to be posted on the wall. Once done, the students will present their output and compare to the class the highest and lowest power output from the activity.

EXPLAIN (Teach the concept. Should include interaction between teacher and students). 10 Minutes The teacher will clarify misconceptions based from students output and activity: Guide Questions: 1. What is the relationship of work to power and energy? 2. What is the basis of the total power output or energy expended? 3. How do we compute for the power output?

Worksheet Manila Paper Marker Meter stick Stopwatch Masking Tape

Power point Presentation

Key Ideas:  Power output is determined by the amount of work done or energy expended and the time taken to do the work.  Power is the rate of doing work or the rate of using energy.  Amount of Work done = Energy Expended  𝑊𝑜𝑟𝑘 𝐸𝑛𝑒𝑟𝑔𝑦 P = 𝑇𝑖𝑚𝑒= 𝑇𝑖𝑚𝑒 Note: Clarify misconceptions when needed ELABORATE (Students apply the information learned in the Explain. The teacher will give inputs to deepen the understanding of the students) 13 minutes The teacher will show a video clip on the relationship of work to power and energy. To deepen their understanding on the concept and compute for word problems related to work, power and energy. Problem Solving: During a physics laboratory, Jack and Jill ran up a hill. Jack is twice as massive as Jill; yet Jill ascends the same distance in half the time.

Source: https://www.yout.be/pDK2p1QbPKQ

a. Who did the most work? b. Who delivered the most power? Key Concepts:      

Power is work per unit time. Work is force through a distance The power defines the time that a work will be done. The higher the power, the shorter the time. Energy is a measure of the capability of doing work and is measured in Joules (Newton•Meter). Power is the work per unit time and is measured in Watts (Joules/seconds)

EVALUATE (How will you know the students have learned the concept?) 12 minutes Problem Solving: Students will answer the following problem by showing their solution. 1. A machine does 2500 J of work in 1 min. What is the power developed by the machine? 2. Jennie climbs a stairs with 3meters in height. It took her 5seconds to climb. How much energy did Jennie expended if she weighs 440N?

EXTEND (Deepen conceptual understanding through use in new context. The learners will answer an activity for additional word problem solving at home. 1. Kim-Bok-Jo a famous weightlifter loads up a bar with 900 Newton of weight and pushes the bar up over her head at 0.5 meters within 5 seconds. a. How much work did she do? b. How much power did it take to lift the bar? 2. How long does it takes a swimmer with a power output of 275 Watts to accomplish 3600 Joules of work? Reflection: A. No. of learners achieve 80%: B. No. of learners who require additional activities for remediation: C. Did the remedial lessons work? D. No. of learners who have caught up the lesson: E. No. of learners who continue to require remediation: F. Which of my teaching strategies worked well? Why did these work? G. What difficulties did I encounter which my principal or supervisor help me solve? H. What innovation or localized materials did I used/discover which I wish to share with other teacher?

Activity 3 How POWER-ful am 17 Objective: After performing this activity, you should be able to compute for your power output in walking or running up a flight of stairs.

Materials Xeeded: meterstick

timer

Procedure: 1. Write the group members' names in the first column of Table 1. 2. Enter each member’s weight in column 2. To solve tor the weight, multiply the mass (in kg) by acceleration due to gravity (g=9.8 mls*). 3. Measure the height of the flight of stairs that you will climb. Record it on the table.

See Also

(No. 9)Craccum-1980-054-009.Pdf

4. Each member will walk or run up the flight of stairs. Use a stopwatch or any watch to get the time it takes for each member to climb the stairs. Record lhe time in the 4’h column. 5. Solve for the energy expended by each member. Record them in the 5'" column

of the table.

6. Compute for the power output of each member. Table 1 Name

Weight (N)

Height of stairs (m)

Time taken to climb the stairs (s)

Energy exp( en) ded

Power (J/s)

Q1. Who among the group members had the highest power output? Q2. What is the highest power output? Q3. Who among the group members had the lowest po /er output? Q4. What is the lowest power output? Q5. What can you say about the work done by each member of the group? Did each member perform the same amount of work in climbing the stairs? Q6. What factor/s determined the highest/lowest power output?

Lesson Plan in Science Grade 8 Page Ann N. Aurelio Valencia National High School 09176547748 Content Standard: The learners demonstrate an understanding of work using constant force, power, gravitational potential energy, kinetic energy and elastic potential energy Performance Standard: Learning Competency and Code: Differentiate potential and kinetic energy. (S8FE-Ic-22) Quarter:

Week:

Day:

I. Objectives: At the end of 1 hour, 100% of the learners are expected to: 1. define potential energy. 2. give examples of potential energy. 3. compute word problems related to potential energy. II. Content: Subject Matter: Power Output Integration: English: learners will be using English as their medium of communication in their reporting and some queries and answers. Math: learners will use mathematical operations during problem solving activity Strategies: Inquiry-Based Learning, Cooperative Learning Materials: Power Point, Illustration board, chalk, meta cards, worksheet, marker, manila paper, masking tape, scissors, video clips References: Campo, Pia C. 2012. Science-Grade 8, Learner’s Module. First Edition. EASE/OHSP Module 11: Work, Energy, Power, and Machines III. Learning Tasks: ELICIT (Access prior knowledge ) 5 Minutes To elicit prior knowledge, the teacher review the concept of through question and answer in a quiz bee form.   

Students will be using the same groupings from their previous activity. The questions will be flashed from the screen and students will write their answers in their meta cards/ illustration board (black portion) All members of the group has a chance to answer the questions

Materials Power Point Illustration Board Chalk Meta Cards

Questions: 1. What is the SI unit of power? a. Newton c. Watts b. Joules d. Newton/Second 2. Which of the following is described as the rate of doing work? a. Power c. Watts b. Work c. Force 3. A 1kg book is held 1.0 m above the floor for 30 seconds. How much work is done? a. 0 J b. 10.2 J c. 100 J d. 980 J 4. A 10 N box is lifted 6.0 m above the floor for 3 seconds. What is the power output? a. 0 W b. 5 W c. 10 W d. 20 W 5. What is the average power of a box that moves a distance of 3.0 meters horizontally in 20 seconds as a 300-N horizontal force is applied on it? a. 45 W b. 90 W c. 900 W d. 1800 W ENGAGE (Get the students’ minds focused on the topic) 8 Minutes The teacher will show students a picture of a man lifting a box (refer to Learners Material, page 28)  Students will be shown a photo of a man lifting a box.  Students will be asked based on their observation. Guide Questions: 1. Is the man doing work on the box? 2. If work is done on the box, by the man, which/ who loses energy? Gains energy? 3. What do you think is the form of energy gained when raised from the ground and lost when made to fall? EXPLORE (Provide students with a common experience) 15 Minutes An activity will be given to the students for them to conceptualize and understand more on potential energy as a stored energy.(see attached file: Introduction to Energy)    

The students will perform the activity by group. The teacher will provide the worksheet to the students. Let each group write their output in their worksheet and will present to the class their output in a manila paper. Once done, the students will put their post work on the wall and present their output.

Meta card and Manila Paper Marker Masking Tape Power Point

Source: https://www.need.org/Files/curriculum/infobook/Intr oS.pdf

EXPLAIN (Teach the concept. Should include interaction between teacher and students). 8 Minutes The teacher will clarify misconceptions based from students output and activity:

Power point Presentation

Guide Questions: 1. What is potential energy? 2. What are the different forms of potential energy? 3. What is the SI unit used in energy? 4. How do we compute for potential energy? The potential energy gained and lost by an object is dependent on the reference level. Consider a table and a chair shown in figure 6. If the same 1.0 kg book is held 1m above the table, the potential gained by it is 9.8 J with the table as the reference level were the floor. If the book is released from a height of 2-m, the Potential Energy lost when it reaches the level of the table top is 9.8J; 14.7J when it reaches the level of the chair; and 19.6 J when it reaches the floor.

ELABORATE (Students apply the information learned in the Explain. The teacher will give inputs to deepen the understanding of the students) 12 minutes The teacher will show a series of video clips about potential energy Guide Questions: 1. What is potential energy? 2. What are other examples of potential energy? 3. A 50 kilogram object is located 5 meters above the ground level. What is its potential energy?

Source: https://youty.be/lqV5L66EP2E NOTE: Video until 2:00 minutes

Key Concepts:  

An object can store energy as the result of its position. The energy of an object above the ground is called potential energy (PE) because it is a ‘stored’ energy. It has the potential to do work once released.

Source: https://youty.be/w4QFJb9a8vo NOTE: Video starts 4:22 until 5:30

EVALUATE (How will you know the students have learned the concept?) 12 minutes A. In the chart below, identify which shows potential energy.  A car sitting in the driveway  A child jumping on the bed  A ball bouncing down the court  A log in a fireplace  A ball in a basketball player’s hands B. Solve the problem and show your solution.  Eric holds a box on air. It has a mass of 2 kilograms and is 5 meters above the ground. Calculate the objects potential energy. EXTEND (Deepen conceptual understanding through use in new context). 2 minutes To deepen students conceptual understanding on potential energy, they will answer the following questions: 1. What can you find in your home that are examples of potential energy? Explain. Potential: 2. A 75-kg piano is hoisted on a crane and is to be delivered through the window of 6th story apartment (20 meters above the ground). What is the potential energy of the piano hanging on a crane? Reflection: A. No. of learners achieve 80%: B. No. of learners who require additional activities for remediation: C. Did the remedial lessons work? D. No. of learners who have caught up the lesson: E. No. of learners who continue to require remediation: F. Which of my teaching strategies worked well? Why did these work? G. What difficulties did I encounter which my principal or supervisor help me solve? H. What innovation or localized materials did I used/discover which I wish to share with other teacher?

INTRODUCTION TO POTENTIAL ENERGY

Group no.:

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Name of Members:

I. 1. 2. 3. 4. 5. II.

Classify the following as a type of potential energy. Write P if the energy present in the example is Potential energy and N if not. A bicyclist pedaling up a hill A volleyball player spiking a ball The chemical bonds in sugar Walking down the street A bowling ball rolling down

6. An archer with his bow drawn 7. A baseball thrown to second base 8. The wind blowing through your hair 9. Sitting on top of a tree 10. A bowling ball sitting on the rack

Answer what is asked briefly and concisely. 1. Potential energy is defined as…….

2. The formula for potential energy is

3. The unit of measurement for potential energy is

4. John has an object suspended in the air. It has a mass of 50 kilograms and is 50 meters above the ground. Calculate the objects potential energy.

3. Brian has an object suspended in the air. It has a mass of 10 kg and is 2 meters above the ground. What is the object’s potential energy?

Lesson Plan in Science Grade 8 Page Ann N. Aurelio Valencia National High School 09176547748 Content Standard: The learners demonstrate an understanding of work using constant force, power, gravitational potential energy, kinetic energy and elastic potential energy Performance Standard: Learning Competency and Code: Differentiate potential and kinetic energy. (S8FE-Ic-22) Quarter:

Week:

Day:

I. Objectives: At the end of 1 hour, 100% of the learners are expected to: 1. define kinetic energy. 2. give examples of kinetic energy. 3. calculate word problems related to kinetic energy. II. Content: Subject Matter: Kinetic Energy Integration: English: learners will be using English as their medium of communication in their reporting and some queries and answers. Math: learners will use mathematical operations during problem solving activity Strategies: Inquiry-Based Learning, Cooperative Learning Materials: Power point, meta cards, worksheet, manila paper, marker, meter stick, stop watch References: Campo, Pia C. 2012. Science-Grade 8, Learner’s Module. First Edition. EASE/OHSP Module 11: Work, Energy, Power, and Machines III. Learning Tasks: ELICIT (Access prior knowledge ) 5 Minutes To elicit prior knowledge, the teacher review on Potential Energy.  The questions will be flashed from the screen and students will answer orally which shows potential energy.

Materials Power Point

Source: https://www.scribd.com/document/372634999/Potent ial-vs-Kinetic-Energy

ENGAGE (Get the students’ minds focused on the topic) 8 Minutes Students will play a game (charades) in order to introduce the concept of the topic.

Meta cards

Mechanics:  A representative from the class will draw a word or phrase and must act it in front of the class in order for the class to guess the word or phrase.  Ex. A bird flying, Soccer, Slingshot, sitting on a chair Students will be asked the following questions: 1. What is common to all of them? (Energy) 2. Which among them shows potential energy? 3. Which among them needs moving energy (Kinetic energy)? EXPLORE (Provide students with a common experience) 17 Minutes Activity: RAMP IT UP & (refer to the worksheet provided) 

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The students will perform the activity by group and will be able to compute for your power output in walking or running up a flight of stairs. The teacher will provide the worksheet to the students Let each group write their output in a manila paper to be posted on the wall. Once done, the students will present their output. ACTIVITY SHEET 2.1: SOLVE FOR KINETIC ENERGY

EXPLAIN (Teach the concept. Should include interaction between teacher and students). 8 Minutes The teacher will clarify misconceptions based from students output and activity: Guide Questions: 1. Based from the activity, how would you define kinetic energy?

Worksheet Manila Paper Marker/Pentel Pen Meter stick Timer/ Stopwatch Source: https://www.scholastic.com/teachers/sponsoredcontent/nascarspeed/17-18/kinetic-energy-energy-inmotion-0/ https://www.google.com/url?sa=t&source=web&rct= j&url=https://www.escobedoms.com/ourpages/auto/2 015/4/27/48404351/KE%2520Word%2520Problems %2520_A_1.pdf&ved=2ahUKEwixgNbLs4viAhWV7WEKHb9 eAMYQFjAAegQIBhAB&usg=AOvVaw30R2RY0 DEGYgo9dEAm5n1U

Power point Presentation

2. What are different examples of energy in motion? 3. How do you compute for total kinetic energy? Key Concepts:  The total work done on a body is related not only to the body’s displacement but also to the changes in its speed.  Work done is transformed into energy due to motion or kinetic energy.  The energy of a moving object is called energy of motion or kinetic energy  The formula for Kinetic energy is KE= 1 𝑚𝑣2 2

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The unit for KE is Unit for KE = unit of mass x unit of velocity Unit of KE = kg(𝑚)2

𝑠2

Unit of KE = kg(𝑚 ) 𝑠2

Unit of KE = N • m Unit of KE= Joules/J ELABORATE (Students apply the information learned in the Explain. The teacher will give inputs to deepen the understanding of the students) 12 minutes Students will answer practice problem solving on computing for Kinetic Energy. Sample Problem: 1. A 55 kg man runs at a speed of 4 m/s. Find his kinetic energy. 2. A 1000 kg car has a velocity 0f 17m/s. What is the car’s kinetic energy? EVALUATE (How will you know the students have learned the concept?) (10 minutes) Determine whether the objects in the problems have kinetic or potential energy. 1. You serve a volleyball with a mass of 2.1 kg. The ball leaves your hand with a speed of 30m/s. The balls gains energy. 2. A baby carriage is sitting at the top of a hill that is 21 meters high. The carriage gains energy.

Problem Solving: Students will answer the following problem by showing your solution. What is the kinetic energy of a 1.00-kg hammer swinging at 10m/s? EXTEND (Deepen conceptual understanding through use in new context). 2 minutes Homework: The learners will give 2 examples of photos the presence of kinetic energy that they can find at home. Give a short description for every photo. Reflection: A. No. of learners achieve 80%: B. No. of learners who require additional activities for remediation: C. Did the remedial lessons work? D. No. of learners who have caught up the lesson: E. No. of learners who continue to require remediation: F. Which of my teaching strategies worked well? Why did these work? G. What difficulties did I encounter which my principal or supervisor help me solve? H. What innovation or localized materials did I used/discover which I wish to share with other teacher?

ACTIVITY SHEET 2.1: SOLVE FOR KINETIC ENERGY

Lesson Plan in Science Grade 8 Page Ann N. Aurelio Valencia National High School 09176547748 Content Standard: The learners demonstrate an understanding of work using constant force, power, gravitational potential energy, kinetic energy and elastic potential energy Performance Standard: Learning Competency and Code: Differentiate potential and kinetic energy. (S8FE-Ic-22) Quarter: I.

Week:

Day:

Objectives: At the end of 1 hour, 100% of the learners are expected to: 1. compare and contrast potential and kinetic energy 2. discuss how energy is transformed from potential to kinetic energy and vice versa.

II. Content: Subject Matter: Potential and Kinetic Energy Integration: English: learners will be using English as their medium of communication in their reporting and some queries and answers. Strategies: Inquiry-Based Learning, Cooperative Learning Materials: Powerpoint, yo-yo, worksheets, manila paper, marker, stopwatch References: Campo, Pia C. 2012. Science-Grade 8, Learner’s Module. First Edition. EASE/OHSP Module 11: Work, Energy, Power, and Machines III. Learning Tasks: ELICIT (Access prior knowledge ) 5 Minutes Materials Power Point To elicit prior knowledge, the teacher review on Kinetic Energy. The students will be asked on the following questions:   

What is the energy in motion? How do you compute for the average kinetic energy of a moving object? A 50-kg man runs at a speed of 10m/s. What is the man’s kinetic energy?

ENGAGE (Get the students’ minds focused on the topic) 8 Minutes The teacher will provide a yo-yo. Let one student from the Yo-yo class to present to class the student’s yo-yo tricks. Let the students observe how the yo-yo is played. 63

Guide Questions: 1. What have you observed in the presentation you have seen? 2. Are there energy present in during the exhibition of yo- yo tricks? 3. What form of energy are present as soon as the yo-yo moves up and down? EXPLORE (Provide students with a common experience) 15 Minutes Students will be grouped with 5 members per group. Each group will perform the activity given to them. The room will be divided into 5 stations where each station will be assigned to a group. The group must answer all the questions given to them on their station.   

The teacher will provide the worksheet to the students Let each group write their output in a manila paper to be posted on the wall. Once done, the students will present their output by group.

EXPLAIN (Teach the concept. Should include interaction between teacher and students). 10 Minutes The teacher will clarify misconceptions based from students output and activity:

Worksheet Manila Paper Marker/Pentel Pen Meter stick Timer/ Stopwatch Source: https://www.worksheetplace.com/mf_pdf/PotentialKinetic-Worksheet.pdf https://1.cdn.edl.io/ym3DJVMxIUDPEsl8y80HgjbK NCIId7mPkawNJNst0izGRRgv.pdf

Power point Presentation

Guide Questions: 1. What is the difference between kinetic and potential energy? 2. How is energy transformed from one form to another? Key Concepts:  Energy is the ability to do work.  Objects can have stored, or potential, energy when work has been done (such as raising an object in the air) or by virtue of their position (such as sitting at the top of a hill).  Kinetic energy is a form of energy that results from an object's motion. There are many types of motion that use kinetic energy: translation (moving from one place to another), rotation, and vibration. 64

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Potential energy is a form of energy that results from an object's position or arrangement of parts. It is stored energy that can become kinetic energy. It includes potential electrical, chemical, and nuclear energy. ELABORATE (Students apply the information learned in the Explain. The teacher will give inputs to deepen the understanding of the students) 12 minutes Students will be asked to give compare and contrast and give examples of kinetic and potential energy. Guide Questions: 1. What are the similarities of kinetic and potential energy? 2. What are the differences of kinetic and potential energy? 3. How is energy transformed from potential to kinetic and vice versa? Key Ideas:  Potential energy changes to kinetic energy when the object moves. Examples include holding a stretched spring (potential energy) and then releasing it (kinetic energy) or holding a box above the ground (potential energy) and then dropping it (kinetic energy).  The measurement of kinetic energy in an object is calculated based on the object's mass and velocity. It is measured in Joules.  The measurement of potential energy in an object is calculated based on the object's mass and its height or distance. It is measured in Joules. EVALUATE (How will you know the students have learned the concept?) (10 minutes) Using a Venn Diagram compare and contrast kinetic and potential energy.

How is energy transformed from one form to another? Give one example. 65

EXTEND (Deepen conceptual understanding through use in new context). Students will give examples that they can see at home where kinetic and potential energy is present. Reflection: A. No. of learners achieve 80%: B. No. of learners who require additional activities for remediation: C. Did the remedial lessons work? D. No. of learners who have caught up the lesson: E. No. of learners who continue to require remediation: F. Which of my teaching strategies worked well? Why did these work? G. What difficulties did I encounter which my principal or supervisor help me solve? H. What innovation or localized materials did I used/discover which I wish to share with other teacher?

Group no. Group Members:

Section:

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Questions: 1. Based from the figure above, how is energy transformed from one form to another?