Learning Plan in Grade 8

Stage 1

General Standard : Grade 8

Content Standard : The learner demonstrate understanding of the relationship between the amount of force applied and the mass of an

object in Newtons Three Laws of Motion

Performance Standard : The learners develop a written plan and implement a Newtons Olympics

A. Essential Understanding

The student can understand that the concepts, laws and principles of Newtons Laws of motion influence natural

phenomena in human activities

B. Essential Questions

1. How do the Laws of Motion govern land transportation?

2. How do the concept, laws and principles of Newtons Law of Motion influence natural phenomena in human activities?

C. Transfer

The learners on their own can understand the relationship concept of and principles of Newtons Law of Motion

D. Objectives

Cognitive : Investigate the relationship of the amount of force and mass of the object

Affective : Infer that when a body exert a force on one another an equal amount of force is exerted back on it.

Psychomotor : Request the application of constant force directed toward the center of the circle

Stage 2

Assessment

Pre-Assessment

I. Arrange the jumbled letters to form a new word.

1. a i n r e t i _______________________

2. t e a c c e l e a o n i r ________________________

3. e f r o c _______________________

4. s s a m _______________________

5. o f i o m n _______________________

II. Each concept listed below has two statements. One of the statements is true, and the other one is false.

Classify which statements are true, and which are false. Encircle.

1. Law of Motion

A. The laws of motion are only true for some instances.

B. The laws of motion are the fundamental governing principles of the interplay between force and motion.

2. Inertia

A. Inertia is inversely proportional to mass.

B. Inertia is the property of an object to resist change.

3. Acceleration

A. Acceleration of a heavy object is the same with a light object if they are acted upon by same amount of force.

B. Acceleration is increased if force remains constant and mass is decreased.

4. Interaction
 A. In physics, an interaction requires an action and a reaction.

B. There is no interaction when noncontact forces act upon an object.

5. Momentum

A. Momentum is inversely proportional to velocity.

B. Momentum is inertia in action.

Post Test

I. Write T on the blank if the statement is true and F if it is false.

__________1. Force can be defined as a push or a pull.

__________2. The SI unit of mass is newton.

__________3. If a hockey puck slides on a perfectly frictionless surface, it will eventually slow down because of inertia.

__________4. Inertia is the property of an object to resist change in its state of motion.

__________5. A ball is kicked by a soccer player. The ball will move in the direction of the players kick.

__________6. It is possible for an object in free fall to have no acceleration.

__________7. In order to make a cart move forward, a horse must pull harder to overcome the carts pull on the horse.

__________8. On a straight highway, a collision occurs between a small car and a large truck. The force that the truck exert on the car

is greater than the force that the car exert on the truck.

__________9. When a ball tied to a string is whirled, the ball will moved toward the center of the circular path when the string is cut.

__________10. A rocket ship is pushed forward by gases that are forced out at the back of the ship.

III. Encircle the letter of the best answer.

1. What is a push or pull that causes object to move?

A. Force B. Work C. Impulse D. Momentum

2. Which of the following is a unit of force?

A. kg.m.s B. kg/m.s C. kg.m/s2 D. kg.m2/s2

3. What will happen if an unbalanced force acts on an object at rest?

A. The force will cause the object to move with constant motion.

B. The force will cause the object to remain at rest.

C. The force will make the object accelerate.

D. None of the above

4. A feather and a metal ball are dropped from rest in a vacuum on the surface of the moon. How will you describe the acceleration of

the feather?

A. The acceleration of the feather is greater than that of the metal ball.

B. The acceleration of the feather is less than that of the metal ball.

C. The acceleration of the feather is equal to that of the metal ball.

D. The acceleration of the feather is zero since the feather floats in a vacuum.

5. When a car travels with a constant velocity to the right, the net force is directed to the __________.

A. Left B. Up C. Down D. Zero

 6. A race car is traveling at a constant speed around a circular track. When the speed of the car is doubled, what will happen to the

centripetal acceleration?

A. It will remain the same. C. It will increase by factor of 4

B. It will decrease by factor of one- half. D. It will decrease by a factor of one fourth.

7. How much force does a 20 000 kg jet plane develop to accelerate 1 m/s?

A. 200 N B. 2 000 N C. 20 000N D. 200 000 N

8. The law of acceleration is ________________.

A. The First Law of Motion C. The Third Law of Motion

B. The Second Law of Motion D. None of the above

9. Which statement is not true about inertia?

A. It is the objects property to resist motion.

B. It increases as the mass increase.

C. It decreases as the mass increase.

D. It is present in all object, whether in rest or in motion.

10. What is the acceleration of a 1 000 kg vehicle if its engine gives off a force of 5 000 newton?

A. 0.02 m/s B. 0.05 m/s C. 5 N D. 5 m/s

IV. Solve the following problems.

1. What is the acceleration of a sack of rice that has a mass of 50 kg and is being pulled with a net force of 800 N sideways?

2. What force is needed for a 3500 kg truck to accelerate 2m/s?

3. A little boy pushes a wagon with his dog in it. The mass of the dog and the wagon together is 45 kg. The wagon accelerates at 0.85

m/s2. What force is the boy pulling with?

4. A 1650 kg car accelerates at a rate 4.0 m/s2. How much force is the cars engine producing?

5. What force is needed for a 3500 kg truck to accelerates 5 m/s?

Stage 3

A. Explore

Activity # 1 : Tablecloth Magic

Procedure

1. Group the pupils into 5 groups with 5 members.

2. Place the tablecloth on one edge of the table so that a few inches hang from the edge.

3. Place the things on the top of the tablecloth.

4. Get ready o pull the tablecloth on the side that is hanging from the edge.
 5. Pull the tablecloth quickly, so that it slips out under the objects.

Questions:

1. When you placed the objects on the tablecloth, were they in motion or at rest?

2. What happened to the objects when you pulled the tablecloth out from under them?

3. What does Newtons First Law f Motion say?

4. Explain what happened y applying Newtons First Law of Motion to the objects after you pulled the table cloth out from

under?

Activity # 2 : Thinking out of the box

The student will answer think out of the box.

I learned ___________________________ out of the box.

B. Firm Up

Activity # 3 : Solving Problem

1. A 3.5 papaya is pushed across a table. If the acceleration of the papaya is 2.2 m / s2 to the left . What is the external

force exerted on the papaya?

2. A constant net force of 200N is exerted t accelerate a cart from rest to a velocity of 40m/s in 10 seconds. What is the

mass of the cart?

3. A net horizontal force of 5000 N is applied to a stalled car whose mass is 1500 kg. What will be the cars speed after 10 s?

4. A 0.050 kg tennis ball approaches a racket at an initial velocity of 25m/s . If it is in contact with the rackets strings for

0.005 s, then re bounds at 25 m/s, what is the average contact force between ball and racket?

5. Imagine that you are riding a cruise ship, and it is about to sail out into the sea. The captain starts to move the 200 000 kg

ship as the engine gives off a power of 50 000 N. What is the acceleration of the ship?

Activity # 4 Car Fan

Procedure

1. Group the pupils into 5 groups with 5 members.

2. Get the assigned materials in each group. Tape the fan on the cart.

3. Turn the fan on and observe the cart.

4. Turn the fan off and tape the cardboard or illustration board on the cart

5. Turn the fan on and observe the cart.

Questions
 1. What was the difference in the carts movement with and without sail?

2. What does Newtons third law of motion say?

3. Use Newtons third Law of Motion to explain what happened to the cart when the fan was tuned on the sail?

C. Deepen

Scaffold # 1

You are a researcher. Your research head assigned you to design an experiment that shows any of Newtons laws. You will test

your experiment to make it is accurate. You will be evaluated by your research head based on the uniqueness of your experiment,

the clarity of the procedure, the concepts being verified , and the results of the experiment.

Scaffold # 2

You are an aeronautics engineering students. Your professor assigned you to make a rocket model applying the

laws of motion. The model design and construct a bottle rocket that has the greatest time of flight applying

Newtons law of motion. Your professor will evaluate your model based on the following criteria : applied

principles behind the rocket, uniqueness of the design, mechanism of the rocket and longest of flight of the

rocket.

D. Transfer Goal

You are a high school P.E teacher. For the schools upcoming sports fest, the principal assigned you to hold

a sport competition named Newtons Olympic that will involve Newtons laws of Motion. You will ask a science

teacher to help you in organizing the event. Before the event , you are to submit an action plan to the principal which

should include at least three games. The principal will evaluated your action plan based on the uniqueness of ideas, logical

explanation of the science concept used in the games, and viability of the gam

Stage 1

General Standard : Grade 8

Content Standard : The learners demonstrate understanding of work using constant force, power, gravitational potential energy, kinetic

energy ,and elastic potential energy

Performance Standard : The learners should be able to prepares ways to increase the amount of work done in a certain period
A. Essential Understanding : The student can understand that

B. Essential Questions :

1. What components affect work, power, and energy in physics?

2. What is the difference between potential and kinetic energy?

3. How do you calculate for the values of work, power, and energy ?

C. Transfer

D. Objectives

Cognitive: Identify the factors that affect work, power, and energy.

Affective: Differentiate potential energy and kinetic energy.

Psychomotor: Apply the concepts of work, power, and energy by solving real life problems.

Stage 2

Assessment

Pre- Assessment

I. Complete each sentence using the words in the box.

Energy Kilojoule Distance Joule

Time Force Megawatt Watt

1. You do ____________________ when you walk around carrying your bag pack.
Horsepower work Power
2. If you exert force on a wall but it stays stationary, then you do not do any work on it because it does not move any ___________.

3. The components of work are _________________distance.

4. If you do the same amount of work as your classmate but do it much faster, then you are exerting more _________________.

5. The SI unit for work is the _______________________.

6. 1 000 joules is equivalent to one ___________________.

7. 1 000 000 is equivalent to one ____________________.

8. Aside from watt another unit used to measure power is ___________________.

9. Power factors in the ___________________needed to get a certain amount of work done.

10. The SI unit for power is _________________.

II. Choose the letter best answer write it on the line.

 __________1. Scientist say that work is done in the following cases except

A. pushing a door C. lifting a pail of water

B. pulling a schoolbag D. carrying a chair across the room

__________2. In a marathon , the winner and the runner up have the same mass. Compared with the runner up , the winner

has more _______________.

A. energy B. Force C. Power D. Work

_________3. What can you conclude about two boys having the same height and climbing the same height of stairs

at different time?

A. They will do the same work but use the same power.

B. They will do different work but use the same power.

C. They will do the same work and use different power.

D. They will do the same work and have no power.

__________4. Which of following factors would affect the amount of work done?
I.
Amount of force III. Speed of the object
II. Shape of the object IV. Displacement in the direction of the force

A. I and II C. II and III

B. I and IV D. III and IV

__________5. It is the ability to do work.

A. Energy B. Work C. Potential Energy D. Kinetic Energy

Post Assessment

I. Identify the term that is described in each number. Write the correct term on the blank.

________________1. Product of force applied and the displacement of an object.

_______________2. Ability to do work.

_______________3. Rate at which work is done per unit time.

_______________4. Energy associated with the position of an object.

_______________5. Energy associated with stretching or compression.

__ _____________6. Energy associated with the motion of an object.

_______________7. SI unit for work.

_____________8. Law that relates the amount of applied force and the change in length of an elastic material.

_____________9. Most common unit of power.

_____________10. States that the change in kinetic energy is equal to the work done on a body.

II. Write KE if only kinetic energy is present. Write PE if only potential energy is present. Write Both if both kinetic and

potential energies are present.

_________1. An arrow released from a bow flying straight toward the target.

_________2. A boy pulling his slingshots rubber back and getting

_________3. A volley ball on a houses rooftop.

_________4. A golf ball flying toward the hoop.

_________5. A basketball rolling toward the hoop.

_________6. A yo yo released and recoiled up.

 _________7. A bowling ball rolling toward bowling pins.

_________8. A slice of chocolate cake.

_________9. A leaf falling down from a tree.

_________10. Billiard balls scattering on billiard table ( none are shot into the holes ).

III. Answer each problem carefully.

1. An acrobat weighs 45 kg and is suspended 3m in air. How much is her potential energy?

2. A 57 kg ballet dancer leaps across the floor at 1 m/s. How much kinetic energy does she have?

3. A person used 50 W of power to carry a 50 N box up a 3 m ladder. How long did it take him to do this?

4. What is the power of a swimmer who uses 1 100 KJ in an hour?

5. A gymnast weighing 45 kg expends 22.5 J of kinetic energy as she flips across the floor. How fast is she going

Stage 3

A. Explore :

Activity 1 : Power Up

Procedure

1. Work in groups of 4 -6 members.

2. Measure the height of the staircase in meters, and record each person s mass in table below. Convert the mass into newtons by using the formula in

step 5.

3. Place the stopwatch on zero , and record each persons time as he or she climbs from the bottom to the top of the staircase.

4. Compute the other required data using the following equations:

a. Force = mass ( 9.8 N / Kg.)

b. Work = force ( distance )

c. Power = work

time

Questions:

I. Fill up table 2.1

Name Height or Mass Time (s) Weight (N ) Work Done Power

Distance (m ) ( Kg ) (joule ) (watt )

2. in table 2.2 , list the names of your group members according to increasing ( from least to greatest ) force,
and include their work in the last column.

Name Force (N ) Work Done ( joule )

2.

3.

4.

5.

6.

3. Look at table 2.2. What can you say about the relationship between force and work?

4. In table 2.3 , list the names of your group members according to increasing ( from least to greatest ) power. List down their force and speed as well.
Table 2.3

Name Power (watt ) Force ( N ) Speed (m/s )

1.

2.

3.

4.

5.

6.

5.From table 2.3 , what can you infer about the relationship among force , speed , and power ?

Activity # 2: My KWHL Chart

Let the student answer the first column of the KWHL .

B. Firm up

C. Deepen

D. Transfer Goal

Learning Plan in Grade 7

Stage 1

General Standard: Grade 7

Content Standard : The learners demonstrate understanding of scientific ways of acquiring knowledge and solving problems

Performance Standard : The learners perform in group guided investigations involving community based problems using locally available materials..

A. Essential Understanding

The student can understand that conducting scientific ways of investigation can be solved using locally available materials

B. Essential Questions

1. How can the scientific method be useful in your life?

 2. What are the different steps of scientific method , and how do they work together?

3. How is experimental investigation conducted?

4. How sure are we that the conclusions made using the scientific method are reliable and hold true in general?

C. Transfer

The learner on their own will be able to conduct a scientific ways of investigations in solving problems using locally available materials.

D. Objectives

Cognitive: Identify the steps in doing scientific method

Affective: Obtain practical experiences in dealing with problem scientifically

Psychomotor: Appreciate the benefits of the peer- review process in scientific investigations

Stage 2

Assessment

Pre- Assessment

I. Encircle the letter of the correct answer.

1. What is the correct order of steps in scientific method?

A. Ask a question, make a hypothesis, test the hypothesis, draw a conclusions, and analyse results.

B. Ask a question, make a hypothesis, test the hypothesis, analyse results and draw conclusion

C. Ask question, analyse results , make a hypothesis, test the hypothesis, and draw a conclusionin water affect the temperature

D. Make a hypothesis, test the hypothesis, analyse the results, ask a question and draw conclusions

2. Which of the following questions is best considered as scientific?

A. Who made the first telescope?

B. How many koalas are there in Australia?

C. How long did dinosaurs live on Earth?

D. Does the amount of salt in water affect the temperature at which it boils.

3. What is the process of obtaining information using your senses?

A. Inquiry B. Conclusion C. Observation D. Scientific Method

4. In a scientific experiment, the variable that you change or manipulate is called the ____________.

A. Independent Variables C. Controlled Variable

B. Dependent Variables D. Experimental Variable

5. A scientist hypothesizes that the temperature at which an ostrich s egg is incubated will determine whether the ostrich will be male or female.

The independent variable in this experiment is __________________.

A. Incubator B. Temperature C. Scientist D. Gender of the Ostrich

 6. In the previous number, what is the dependent variable?

A. Incubator B. Temperature C. Scientist D. Gender of the ostrich

7. In science , what do you call an educated guess?

A. Question B. Observation C. Hypothesis D. Conclusion

8. All the things in an experiment that must be the same to make in fair are called ____________________________.

A. dependent variable s C. Controlled variables

B. Independent variables D. All of the above

9. A scientist is already contemplating whether or not the data of his experiments supports his hypothesis. At this point, the scientist is

_______________.

A. Making observation C. Drawing a conclusion

B. Forming a hypothesis D. Asking a question

10. What scientific procedure is undertaken by scientists to test a hypothesis, make a discovery or demonstrate a known fact?

A. Theory B. Conclusion C. Experiment D. Inference

Post Assessment

I. On the blank before each number write O for observation, Q for question, H for hypothesis, E for experiment D, for data

and C for conclusion.

_______1. The metal manufacturing plant might be causing the decline in the fish population. If the metal manufacturing plant dumps their waste in

the water, then the aquatic life in the bay decreases.

_______2. Water samples and tissues of dead fish from the bay were collected for analysis. Chemical analysis of the samples showed that identical

toxins were present in the water samples and fish tissues.

________3. There has been a sharp decline in the fish catch from Maharlika Bay since June 2001, two months after the metal manufacturing plant

started its operation near the bay area.

___________4. The sharp decline in fish catch from the bay since June 2001 was due to the deaths of the fish caused by water pollution that the

metal company is answerable for.

___________5.What could have caused the decline in the fish population in Maharlika Bay?
 II. Box the letter of the correct answer.

1. Which of the following questions can you answer by conducting an experiment?

A. What is the average life span of males and females in the Philippines.

B. Why is there a law prohibiting the burning of garbage , agricultural waste and other forms of refuse.

C. How often does Mayon Volcano erupt for one year?

D. Which brand of candle ( brand A, B , or C ) burns longest?

2. Which of the following sentences is wrongly stated?

A. The density of water is 1.

B. Jose is six feet tall.

C. The average diameter of sunspot is 10 000 kilometers

D. The mass of the positively charges subatomic particles is 1.67 x 10 kilogram

3. It is a series of activities done to answer a question or solve a problem?

A. Hypothesis B. Variables C. Experiment D. Report

4. Ayi made an experiment to find out if a stray cats in their yard will be deterred by strong chilli pepper odor. Which of the following is the best

hypothesis for her experiment?

A. The cats will still roam in the yard even when chilli pepper is placed.

B. The odor of the chilli pepper will deter the cats in the yard.

C. Chili pepper can be placed in the yard.

D. The cats will like the odor of the chilli pepper.

5. Nelson wanted to find out if garlic extract will prevent the growth of algae on shower room tiles. What should he keep constant to make his

work reliable?

A. The condition of the environment where the algae grows.

B. The presence snd sbsence of garlic on the tiles.

C. Both A and B

D. Data is insufficient to give an answer.

III. Enumerate the steps in the scientific method

1.________________________

2._________________________

3._________________________

4._________________________

5._________________________

6. ________________________

Stage 3

A. Explore

Activity # 1 : Know the Unknown

Procedure

1. Group the class into five groups. The teacher will give each group sealed boxes containing unknown items.\

2. Make an initial guess on the contents of each box.

3. Make a list of questions you must answer in order to establish what is inside each box.
 4. Afterwards exchange boxes with the other group. Once again . make a list of questions to guide you in your investigations. Draw a

conclusion regarding the contents of each box.

5. For each box, compare your list of questions, answers, conclusions with those of the other groups who investigates the boxes . How

are they similar ? How are they different?

6. Write a brief report of your investigation. State the following :

A. Objective of the Study

B. Hypothesis

C. Method of questioning

D. Result

E. Discussion of result, including a comparison of your answer with those of your classmates.

F. Conclusions of your study.

Let the student answer the first column of the KWHL .

B. Firm up

Activity # 1 WORD UP

Identify the word being defined by arranging the jumbled letters. Write the correct word on the blank.

1. T N R S E E E U M N It is the process of comparing an unknown quantity with a standard.____________

2. O E L M - It is a unit used to measure the amount of chemical substance. ________________________

3. G H L T E N It is a distance between two points._________________________

4. C A C U Y C R A It refers to the nearness of the measurement to the value.

5. I O P E R S N I C - It refers to the closeness or consistency of measurement.

Activity # 2.

Write a proper hypothesis for each question.

1. What happens to the growth of mongo seeds if table salt was added to the soil?

________________________________________________________________________________________

2. Tomato seeds may grows faster in colder temperature.

_________________________________________________________________________________________

3. What effect does temperature have on the dissolution rate of sugar in water?

___________________________________________________________________________________________

4. Eating chocolates may cause pimples.

___________________________________________________________________________________________
C. Deepen

Scaffold # 1

There are new baby sea lions in a marine training center suddenly became uninterested in their training three weeks after they were

transferred to their new home. The baby sea lion came from a marine theme park that is under renovation. When you first got them,

they were full of life and they responded well to the changes around them by showing cooperation and zeal during their initial trainings

with you and your group. As the lead person on this project , you have to determine what caused this change in behaviour . How will you do

this?

D. Transfer Goal

You are part of a group of gardeners who grows without using chemical based pesticides. One day , you found red ants destroying your

tomato plants. The other members of the group have also complained about this. You then researched on what can be used ro drive a way

these pest so they can no longer affect your produce. You found out that local chilli peppers have been used in other countries to keep

away such pest from plants. Design an experiment that will determine if the amount of chilli peppers will affect their capacity to drive away

or eliminate pest. Make sure that you have identified the particular substance in the chilli peppers that does this. Your output should

convince other farmer to use chilli peppers than chemical based pesticides.