SCIENCE 8 Quarter 1

Week 1-8
Date Submitted:____________
Parent’s Signature:_________

Grade & Section:__________________ Subject Teacher:____________________________

MODULE 1: Forces
MELC: 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. (Week 1, S8FE-Ia-15)

Force and Motion: Facts

Motion makes the world go 'round. Motion makes the moon go 'round too. In
fact, motion makes lots of things go. When we think of motion we often think of cars,
bicycles, kids running, basketballs bouncing and airplanes flying. But motion is so
much more. Motion is important to our lives and impacts so many things that we do.
Motion is the changing of position or location. But motion requires a force to cause
that change. Let's learn about force and motion and the effects of these physical
laws in our world.
Force can be operationally defined based on observed effects. This means that a force
can be described in terms of what it does. However, forces do not always cause motion. It
does not necessarily follow that forces acting on an object will always cause it to move.
Figures below are examples where forces have tendency of changing the motion of an object
or not.

In Grade 7, you learned displacement, velocity, and acceleration. You conducted

activities wherein you understood and made visual representations of the motion of objects
such as motion graphs. The ideas were arrived at by studying examples of uniform motion or
objects moving in straight line at constant speed. Then you were introduced to non-uniform
motion where the object covers unequal displacements at equal intervals of time.

When a car starts moving, it speeds up. When a car nears a stop sign, it slows down.
The car is covering different displacements at equal time intervals, hence is not moving in
 Most of the motions we come across in our daily life are caused primarily by FORCE.
To better understand the topic, perform the simple activities that follow:
Effect of Force on the table

When a car starts moving, it speeds up. When a car nears a stop sign, it slows down.
The car is covering different displacements at equal time intervals, hence is not moving in
constant velocity. This means the car is accelerating

PERFORMANCE TASK NO. 1: EFFECT OF FORCE SCORE: _______

Directions: Examine the ball on top of the table. Choose the letter of your answer to the given
conditions below:

Answer Condition Option

1. In letter A, is the ball at rest? A. Yes B. No

2. How can you make the ball move? A. The ball has B. The ball has
to be pushed to be pulled
or pulled. only.
3. In letter B, what happens to the ball A. The ball B. The ball
when you push it with enough moves in the does not
force? same move.
direction as
the force.
4. In letter C, while it is moving, how A. Exert a force B. The ball has
can you make the ball stop? opposite the to be
motion of the pushed in
ball. the same
direction of
its motion.
5. In letter D, how can we make the A. The ball has B. The ball has
ball change its direction? to be pushed to be
sideways. pushed in
the same
direction of
its motion.
 You have observed that the ball moves once you push or pull it. This is called force. To
accurately describe the forces acting on an object, let us examine the figure below:

The figure above shows how force acts on a ball, but you need to be familiar with the
following terms:
• magnitude – refers to the size or strength of the force. It is commonly expressed in
Newton (N) for Meter-Kilogram-Second (MKS) system, Dyne (dyn) for Centimeter–Gram–
Second (CGS) system and pounds (lbs) for Foot– Pound–Second (FPS) system. In the
International System of Units (SI), Newton is commonly used which is named after Sir Isaac
Newton, an English physicist and mathematician.
• direction – points to where the object goes. The direction of the arrowhead indicates
the direction of the force. The length of the arrow represents the amount of force (relative
magnitude).
• point of application – the location of where the force is applied.
• line of action – is the straight line passing through the point of application and is
parallel to the direction of force.
There are two types of force, namely:
Contact forces – forces where objects touch or contact with each other.
Examples of contact forces:
1. Applied – a force given to a person or object by another person or object. Its symbol is F
depending on who or what applies force to the object. If a boy applies a force to a wall, we
denote it with FBOY. Refer to the figure
2. Friction – is the force acting against or opposite an object
in contact with which makes the movement of the object
slow down. Friction always opposes the motion of an object.
Its symbol is written as Ff. Air resistance denoted by FAIR is
an example of frictional force of the air against a flying kite,
airplanes, parachutes or those in skydiving sports. For free-
falling objects, this force is always considered negligible,
meaning the magnitude is
unnoticeable.
3. Normal – is the force that acts
perpendicular to the surface of
the object in contact with. Its
symbol is FN.

4. Tension – is the force applied to string, rope, chain or cable.

Its symbol is T.
Non-contact forces – forces where objects do not touch or
contact with each other. These forces act over a zone or area
called field.
Examples of non-contact forces:
1. Gravitational (Fg) – is the force of attraction between two
objects. In the case of the Earth, this gravitational force
causes objects to fall down to the ground. It makes satellites
and smaller objects stay in orbit near the more massive
planets. Mass and distance of the two objects affect the
gravitational force that holds them. The bigger the masses of
the objects are, the bigger is the gravitational force between
them. The closer the objects are, the greater is the gravitational force between them. The
figure below illustrates gravitational force between the Earth and the Moon. Earth has bigger
gravitational force over the Moon.
2. Magnetic – are forces exerted on a field of attraction or repulsion as in the case of magnets
and other magnetic materials. Magnets and magnetic materials have two poles – the north
and south poles. Attraction may occur when two poles are not the same, a positive and a
negative while repulsion takes place with the same poles, positive-positive and negative-
negative.
Balanced Forces
To describe a force, you
must know two things. You must know the magnitude and the direction of the force. Suppose
two teams are playing tug-of-war as shown in the figure. Each team is pulling with equal
magnitude of force, FA and FB , on the rope
but in opposite directions. Neither team can
make the other team move. Forces that are
equal in magnitude but opposite in direction are
 called balanced forces. Balanced forces do not cause a change in motion. When balanced
forces act on an object at rest, the object will not move.
Unbalanced Forces
When you push a table and then it moves,
unbalanced forces are present. Forces that cause
a change in the motion of an object are
unbalanced forces. Unbalanced forces are not
equal and in opposite direction. Suppose that one
of the teams in tug-of-war, as shown in the figure,
exerts greater magnitude of force, FB, on the
ground than the other team, the forces applied on
the ground would no longer be equal. One team would be able to pull the other team in the
direction of the larger force.
Net or Resultant Force
In an object, there may be several forces acting on it. Net force or resultant force is the sum of all
forces acting on an object. Two or more forces in the same line of action exerted on an object are
balanced if their effects cancel each other
WRITTEN WORK NO. 1: SUM IT UP! SCORE: _______
Directions: Fill in the blanks with correct word/s. Write your answers on the space provided.
1. Any push or pull is called ________________.
2. ________________ refers to the size or strength of the force while ________________ points
to where the object goes. The direction of the arrowhead indicates the direction of the force. The
length of the arrow represents the amount of force (relative magnitude).
3. There are two types of forces, namely ________________ and ________________.
4. Applied, friction, normal and tensional forces are examples of ________ forces.
5. Gravitational and magnetic forces are examples of ________________ forces.
6. ________________ are forces that are equal in magnitude but opposite in direction.
7. ________________ are forces that cause a change in the motion of an object.
8. The sum of all forces acting in an object is called ________________.
9. If the forces in an object are balanced, the net force is ________________.
10. If the forces in an object are unbalanced, the net force is ________________.

MODULE 2: Newton’s Three Laws of Motion

MELC: Infer that when a body exerts a force on another, an equal amount of force is exerted
back
on it. (Week 2 S8ES-IIa-15)

1. Law of Inertia
Newton’s first law of motion, the
law of inertia, states that, “an object at
rest remains at rest, and an object in
motion will continue to move at constant
velocity unless acted upon by a net
force.” The tendency of an object to
maintain its state of rest or of uniform
velocity in a straight line is called inertia.
Mass is a measure of the inertia of an
object. The greater the mass of an
object, the harder it is to move when it is
at rest, or difficult to stop when in motion.
A common example where inertia can be observed is when you are on a bus. Initially, the
bus is at rest. When it starts to move, your body has the tendency to move backward. On the other
hand, when the bus suddenly stops, your body has the tendency to move forward. When the bus
either starts to move or suddenly stops, your body has the tendency to change your state of
motion.
2. Law of Acceleration
The second law of motion is the law of acceleration which states that “the acceleration of
an object is directly proportional to the net force acting on it and is inversely proportional to the
object’s mass. The direction of the acceleration is in the direction of the net force acting on the
object.”
 Newton’s second law of motion is expressed through the equation: ∑ 𝐹⃗= 𝑚𝑎⃗the symbol ∑
(sigma) stands for the algebraic sum. ∑ 𝐹⃗stands for the net force acting on the object, m for mass
of the object and 𝑎⃗for its acceleration. The arrow above the letters F and a indicates that both
have magnitude and direction.
Large Mass Small acceleration

F a

a Larger acceleration
Small Mass F

Like any other quantity, force has unit and is expressed in Newton (N). One Newton
is defined as the amount of force required to give a 1kg mass an acceleration of 1m/s/s, or
1Newton (N) = 1kg/m². It is also the acceleration of any object due to gravity.
Force is measured by the multiplying the mass of an object to its acceleration.
The formula is written as:
f= m x a f= force m=mass of an object a= acceleration

Sample Mathematical Problem:

Suppose a grocery cart has a mass of 0.45kg is push with a force of 90N. What will be the
acceleration of the grocery cart? Show your solution using G-RE-S-A method.

Given: mass – 0.45kg Fnet - 90N

Required: a?
Equation: a = Fnet/m
Solution: a = 90N à 1kg/m/s² /0.45kg
Answer: a = 2 m/s²

3. Law of Interaction

The third law of motion is the law of interaction which states that
“for every action, there is always an equal and opposite reaction.” This
law tells us that a force exerted on any object is always exerted back by
an equal magnitude of force but in opposite direction. Always remember
that in this law, forces always come in pairs. These are called action
and reaction forces, and they do not act on the same body. In
determining the action and reaction forces, be able to identify first the
action that requires force, and then identify the reaction force that
counteracts the action force. An example of this is a boy pushing a wall.
When the boy pushes the wall (action), the wall exerts an equal and
opposite magnitude of force to the boy (reaction). Another example is a
horse pulling a calesa (action). The calesa pulls an equal and opposite magnitude of force
towards the horse (reaction). Some more examples include hammering a nail, pushing a grocery
cart, and attracting a paper clip using a magnet.

WRITTEN WORK NO. 2: LAWS OF MOTION! SCORE: _______

Directions: Fill in the blanks with the correct term/s. Write your answers on the space provided.
1 ____________ is the tendency of an object to resist any change in its initial state. If it is initially
at rest, it tends to remain at 2 ____________. On the other hand, if it is initially moving at constant
velocity, it tends to continue moving unless acted upon by a 3____________. Inertia depends on
the object’s 4. ____________. Newton’s 5 ____________, also known as the 6____________,
states that an object at rest remains at rest and an object in motion will continue to move in a
straight path with constant velocity unless acted upon by a net force. Newton’s 7____________,
also known as the 8____________, states that acceleration of an object is directly proportional to
the net force causing it and inversely proportional to its mass. In symbol, 9 ________________.
Newton’s 10 ____________, also known as the 11____________, states that for every action,
there is an equal and opposite reaction. When air resistance is neglected, all objects fall toward
the ground with the same acceleration called 12 ____________. It is approximately equal to
13_________________. The force that causes object to fall toward the center of the Earth is
called 14 ____________. It is expressed through the equation 15 ____________.
PERFORMANCE TASK NO. 2: WHATTA LAW? SCORE: _______
Directions: Identify the law of motion that applies in each situation. Write your answers on the
space provided.

Situation Type of Laws of Motion

1. Throwing garbage on the river would go back to the
community during the flood season.
2. It is easier to push an empty shopping cart than a loaded
one.
3. The baseball is thrown into the air after being hit by the
bat.
4. When walking, your foot pushes the ground backward, and
the ground pushes your foot forward.
5. A runner who reaches the finish line must continue running
for some time.

SUMMATIVE TEST NO. 1

Quarter 1, Week 1-2 Score: _______
Directions: Choose the letter of the correct answer. Write your answers on the space provided.
____1. What is the definition of weight?
A. the size of an object
B. the time it takes to get on a ride
C. the amount of matter in an object
D. the magnitude of the force of gravity on an object

____2. Which law states that forces act with equal magnitude and in opposite direction?
A. Law of Inertia B. Law of Interaction
C. Law of Acceleration D. Law of Gravitational Force

____3. For every _________ there is an equal and opposite ___________.

 A. action, action B. reaction, action
C. action, reaction D. reaction, reaction

____4. What Newton’s law of motion requires the use of seat belt in cars?
A. Law of Inertia B. Law of Interaction
C. Law of Acceleration D. Law of Universal Gravitation

____5. A guava with a mass of 0.200 kg has a weight of ___________.

A. 0.200 N B. 1.96 N
C. 4.50 N D. 10.0 N

____6. A stone hits the ground before a flat sheet of paper because ___________.
A. it is less massive
B. it is more massive
C. the acceleration of gravity is greater on the stone
D. there is more air resistance against the flat paper

____7. If the mass of an object is 45 kg on Earth, what is its mass on the moon?
A. 45 N B. 45 kg C. 441 N D. 441 kg

____8. Which of the following phenomena applies the first law of motion?
A. A leaf sways back and forth falling from a tree.
B. When a ball falls on the floor, the ball bounces back up.
C. When pushed with the same force, a car accelerates slower than a grocery cart.
D. When a cardboard with coin on top is suddenly pulled, the coin falls into the glass.

____9. According to the second law of motion, the net force is the product of mass and
acceleration. Which of the following has the greatest acceleration?
A. A 5.000 kg stone pulled with a 10 N net force.
B. A 0.5000 kg toy car is pulled with a 9 N net force.
C. A 7.000 kg metal ball is pushed by a 17 N net force.
D. A 500.0 kg truck accelerated by 1000 N net force from its engine.

____10. In a grocery store, you can easily push a cart with 5 kg sack of rice than a cart with a 10
kg sack of rice to the counter. Which of these explains the situation?
A. Law of Inertia B. Law of Interaction
C. Law of Acceleration D. Law of Universal Gravitation

For items 11-20, write the letter that best describes the effect of force in the object in each
situation. A force causing an object to:
A - start moving
B - stop moving
C - change direction
____11. pushing a cart ____16. throwing a ball
____12. catching a ball ____17. running in an oval

____13. lifting a sack of rice ____18. braking of a moving car

____14. steering a moving boat ____19. blowing across rising smoke

____15. throwing darts on a dartboards ____20. hitting a baseball with a bat

 MODULE 3: Factors Affecting Potential and Kinetic Energy
MELC: Identify and explain the factors that affect potential and kinetic energy. (Week 3)
Energy is defined as the ability to do work. When work is being done, we say that it is
kinetic energy or energy in motion. The word “kinetic” in English comes from the Greek word
kinetikos (moving). Potential energy is present when the work is waiting to be done, or when
there is the potential for work to be performed. It is affected by the mass of the objects and
gravitational force. The acceleration due to gravity is 9.9 m/s2 or rounded off as 10 m/s2. The
two objects that are in the same position have potential energy, yet an object with greater mass
has greater potential energy, with respect to its position. An object of the same mass that is
placed at different position have different potential energy contained. The object at a higher
position will have a greater potential energy. Kinetic energy is the energy of motion, potential
energy comes from work having been done on an object which was then stored.
Try to get a piece of rubber band. It has potential energy relative to its position when placed
in your hands. It has the gravitational potential energy. If you zinged the rubber band from your
finger, then the potential energy has been transformed into kinetic energy. While it was stretch
waiting for you to release it, it has potential energy again. It was stationary but work was done on
it to move it to its present position.
More work means more energy is provided to and stored by the rubber band when it was
stretched farther. When you release the rubber band, it has more energy to move. More energy
means more work can be done by the rubber band. There is a
connectedness between potential and kinetic energy. For moving
objects, you can calculate kinetic energy using the formula:
KE = (mass x velocity2)/2 or 1/2 mv2
Although mass and velocity both have great effects on
kinetic energy, it is velocity, more significantly, that determines
kinetic energy. Observe the picture below. Which picture of the
child shows potential energy? Which of them showed kinetic
energy?
The kinetic energy of a particle is a single quantity, but the kinetic energy of a system of
particles can sometimes be divided into various types, depending on the system and its motion.
For example, if all the particles in a system have the same velocity, the system is undergoing
translational motion and has translational kinetic energy. If an object is rotating, it could have
rotational kinetic energy, or if it’s vibrating, it could have vibrational kinetic energy. The kinetic
energy of a system, relative to an internal frame of reference, may be called internal kinetic
energy. The kinetic energy associated with random molecular motion may be called thermal
energy. This various types of energy is associated that for every kind of kinetic energy, it is the
same physical quantity.

WRITTEN WORK NO. 3: PE or KE? SCORE: _______

Directions: Analyze the picture below. Determine if it shows potential or kinetic energy. Write your
answers on the space provided.

_________1. _________2.
 _________3. ___________4. __________5.

man holds the bow and arrow arrow approaching dart board flower vase on top of the
table
PERFORMANCE TASK NO. 3: Where are they? SCORE: _______
Directions: Look at the things around you. List at least five examples of potential and kinetic
energy. Write your answers on the space provided.
Potential Energy Kinetic Energy
1. ____________________ 1. ___________________
2. _____________________ 2. ____________________
3. _____________________ 3. ____________________
4. _____________________ 4.____________________
5. _____________________ 5.____________________

MODULE 4: Effect of Temperature to the Speed of Sound

MELC: Investigates the effect of temperature to the speed of sound. (Week 4)
This lesson to help you master propagation of sound. After going through each of the
learning tasks, you are expected to investigates the effect of temperature to speed of sound.
Sound waves are examples of longitudinal waves. They also exhibit characteristic features such
as frequency, amplitude, wavelength, period and wave speed. The alternate pushing and pulling
mechanically exerts force on unit areas of air particles and thus creating pressure waves. This
alternating compressions and rarefaction make up the longitudinal waves like sound waves.
The speed of sound may differ for different types of solids, liquids and gases. For one, the
elastic properties are different for different materials. Thus, sound can travel faster in mediums
with higher elastic properties than in lower elastic properties. Another, the bond strength between
particles also affects the speed of sound. Thus, sound waves travel faster in solids than in liquids
and faster in liquids than in gases. While the density of a medium also affects the speed of sound,
the elastic properties have a greater influence on wave speed. Another thing, the speed of sound
is directly affected by the temperature of the medium.
Temperature is also a condition that affects the speed of sound. . Molecules at higher
temperatures have more energy, thus they can vibrate faster. Since the molecules vibrate faster,
sound waves can travel more quickly. The speed of sound in room temperature air is 346
meters per second.
 The speed of sound is the distance travelled per unit time by a sound wave as it
propagates through an elastic medium . The speed of sound in air is about 343 metres per
second (1,235 km/h at 20 °C (68 °F), ; 1,125 ft/s; 767 mph; 667 kn), or a kilometre in 2.9 s or a
mile in 4.7 s. It depends strongly on temperature as well as the medium through which a sound
wave is propagating. Given normal atmospheric conditions, the temperature, and thus speed of
sound, varies with altitude.
WRITTEN WORK NO. 4: DUGA O ALIWA? SCORE: _______
Directions: Write DUGA if the statement is soundly correct and ALIWA if the statement is not
correct. Write your answers on the space provided.
______1. Sound is the energy things produce when they vibrate.
______2. As the air moves, it carries energy in only one direction.
______3. There are two different aspects to sound: the physical process and physiological
process.
______4. Sound can travel through solids, liquids, and gases and even in a vacuum.
______5. Sound waves are examples of longitudinal waves.

PERFORMANCE TASK NO. 4: Where are they? SCORE: _______

Directions: Read the given information about sounds. Answer the guide questions at the end of
the lesson. Write your answers on the space provided. Have your parents/guardian sign your
work.

Sound is the energy things produce when they vibrate (move back and forth quickly). If
you bang a drum, you make the tight skin vibrate at very high speed (it's so fast that you can't
usually see it), forcing the air all around it to vibrate as well. As the air moves, it carries energy
out from the drum in all directions. Eventually, even the air inside your ears starts vibrating—and
that's when you begin to perceive the vibrating drum as a sound. In short, there are two different
aspects to sound: there's a physical process that produces sound energy to start with and sends
it shooting through the air, and there's a separate psychological process that happens inside our
ears and brains, which convert the incoming sound energy into sensations we interpret as
noises, speech, and music.
Sound is like light in some ways: it travels out from a definite source (such as an
instrument or a noisy machine), just as light travels out from the Sun or a light bulb. But there are
some very important differences between light and sound as well. We know light can travel
through a vacuum because sunlight has to race through the vacuum of space to reach us on
Earth. Sound, however, cannot travel through a vacuum: it always has to have something to
travel through (known as a medium), such as air, water, glass, or metal.
(Reference: Hewitt, P. et al. Conceptual Physical Science Explorations)
Questions:
1. What is a sound? _________________________________________________________.
2. How do we produce sounds? ________________________________________________.
3. Does sound travel/propagate through a medium? _________________________________.
4. Describe the transmission of sound through solids, liquids and gases.
______________________________________________________________________________
____________________________________________________________________________.
Parent`s Signature:______________________________________

SUMMATIVE TEST NO. 2

Quarter 1, Week 3-4 Score: _______
Directions: Choose the letter of the correct answer. Write your answers on the space provided.
(X2)
______ 1. An object that does not vibrate cannot produce what?
A. Sound B. Light C. Heat D. Electricity
______ 2. Which medium will sound travels the fastest?
A. Solid B. Liquid C. Gas D. Vacuum
______ 3. What happens to the sound an object makes when the speed of vibrations decreases
(slow down)?
A. Its volume will increase. C. Its pitch becomes lower
B. Its pitch rises. D. Its volume decreases.
______ 4. Which of the following statements BEST explains why you can hear noises long
distances at night?
A. There are fewer other noises at night. B. Water conducts sound better at night.
C. Sound bounces off water better at night. D. Sound waves are bent towards the cool
air.
______ 5. Which of the following is TRUE about the effect of temperature to the rate of how
sound travels?
A. Temperature increases the speed of sound. B. Temperature decreases the speed of sound.
C. Warmer particles move at a slower rate. D. Warmer particles move at a constant rate.
______ 6. Which happens to sound when temperature decreases? As temperature decreases:
A. articles vibrate quickly, sound travels fast.
B. particles vibrate slowly, sound travels slow.
C. As the temperature decreases, particles vibrate slowly, sound travels fast.
D. As the temperature decreases, particles vibrate quickly, sound travels slow
______ 7. Which of the following factors greatly affects the pitch of a sound?
A. the amplitude of a sound wave C. the frequency of a sound wave
B. the distance of a sound wave D. the loudness of a sound wave
______ 8. Potential energy is the energy of an object based on its ___________.
A. height and mass B. mass and speed
C. speed and height D. weight and speed
______ 9. Where does a car on a hill have the greatest potential energy?
A. top of the hill B. bottom of the hill
C. halfway down the hill D. it has the same potential energy at all points
______ 10. Kinetic energy is the energy an object possessed due to its ___________.
A. mass B. motion C. position D. weight

MODULE 5: Hierarchy of Colors in Relation to the Energy of Visible Light

MELC: Explain the hierarchy of colors in relation to the energy of visible light. (Week 5, S8FE-If-27)
This lesson will help you to understand concepts about light. After going through this
lesson, you are expected to explain the hierarchy of colors in relation to energy of visible light.
Light is composed of colors of different frequencies and wavelength and the arrangement of
colors of light shows the order of the color’s corresponding energy. ROYGBIV is the only part of
the spectrum that can be seen by the naked eye. A ray of white light that passes through a prism
is dispersed into the visible spectrum. Red light is refracted the least, and purple light is refracted
the most. This is because the speed of the various wavelengths in glass is different, slowest for
violet light and fastest for red light. Red light has the lowest frequency and energy but the longest
wavelength compare to other visible spectrum. Violet light has the highest frequency and energy
but the shortest wavelength compare to other visible spectrum.
Using the diagram and the electromagnetic
spectrum, you can see that violet color has the
shortest wavelength but highest frequency and the
greatest amount of energy while red color has the
longest wavelength, lowest frequency and least
amount of energy. Can you tell the relationship
between frequency and wavelength of light? Or the
relationship between wavelength and the amount of
energy?
The electromagnetic spectrum is important to astronomers because celestial objects emit
waves in all the different regions of the spectrum. Visible light is very small fraction of the visible
spectrum.
At homes, light carries information in many ways. Cell phones use light to send and receive
calls and messages. Wireless routers use light to send pictures of your family in Facebook from
the internet to your computer. Car radios use light to receive music from nearby radio stations.
Even in nature, light carries many kinds of information. Telescopes are light collectors, and
everything we know from Hubble is because of light. Since we are not able to travel to a star or
take samples from a faraway galaxy, we must depend on electromagnetic radiation — light — to
carry information to us from distant objects in space.
The Hubble Space Telescope can view objects in more than just visible light, including
ultraviolet, visible and infrared light. These observations enable astronomers to determine certain
physical characteristics of objects, such as their temperature, composition and velocity

WRITTEN WORK NO. 5: TRUE COLORS SCORE: _______

Directions: Choose the letter of the correct answer. Write your answers on the space provided
______ 1. Which of the following is TRUE about the colors of light?
A. The shorter the wavelength, the lesser the energy.
B. The lower the wavelength, the lesser the refractive index.
C. The longer the wavelength, the greater the energy.
D. The higher the wavelength, the lesser the refractive index.

______ 2. What happens to the light particles when light hits an uneven surface?
A. They are reflected off in a straight line.
B. They are scattered in many directions.
C. They are absorbed by the surface
D. They pass through the surface

______ 3. As a ray of white light passes through a prism, dispersion occurs. Which among the
color of the visible spectrum refracted the MOST?
A. Yellow B. Red C. Green D. Violet
______ 4. Light is composed of different frequencies and wavelengths. Which among the colors
of white light has the shortest wavelength and highest frequency?
A. Blue C. Violet
B. Indigo D. Green

______5. Which of the following wavelength order of visible light are from shortest to longest?
A. BIV G ROY C. ROY G BIV
B. GIV R YOB D. VIB G YOR
PERFORMANCE TASK NO. 5: OH RAINBOW SCORE: _______
Directions: Look at the given diagram of the glass prism below. This tells about the dispersion of
light. Using the diagram, answer the given questions below
1. Based on the figure, what is the arrangement of
colors from top to bottom? ____________________
2. Based on the concepts learned and by looking at
the diagram, what are the colors that have lower
energy than the color blue?
____________________
3. What are the color/s that have higher energy than
the color red? ______________________________
4. What are the color/s that have higher frequency
than the color red? __________________________
5. Which of the two colors: green or orange has the
higher energy? Higher frequency? Longer
wavelength? _________________________
__________________________________________

MODULE 6: Heat vs. Temperature

MELC: Differentiate between heat and temperature at the molecular level (Week 6, S8FE-Ig-29)
This lesson will give you understanding of the concepts about heat and temperature. After
going through this lesson you are expected to differentiate heat and temperature at the molecular
level. Look at the chart showing the difference between heat and temperature.
Heat Temperature
Is the quantity of energy absorbed or given off by Is the measure of hotness and coldness of an
an object object
Unit: Calorie Unit: Degree
Instrument measuring heat: Instrument measuring temperature:
Calorimeter Thermometer
In addition to these, we define heat as a transfer of (thermal) energy between objects or
places due to temperature difference. Heat transfers from an object of higher temperature to an
object of lower temperature. Length, mass, and temperature are measured quantities. So just like
the meter for length and the gram for mass, we need units for temperature. This can be provided
by three different scales, namely Fahrenheit,
Celsius and Kelvin. Heat is a form of energy and
is measured in joules. It takes about 4.2 joules of
heat to change 1 gram of water by 1 Celsius
degree. A unit of heat still common in the United
States is the calorie.
Temperature is measured in degrees; heat
is measured in joules. Temperature describes the
average kinetic energy of molecules within a material or system and is measured in Celsius (°C),
Kelvin (K), Fahrenheit (°F), or Rankine (R). It is a measurable physical property of an object—also
known as a state variable. Other measurable physical properties include velocity, mass, and
density. The diagram shows the difference between heat and temperature at molecular level.
In general, the Second Law of Thermodynamics states that heat will always flow
spontaneously from hotter substances to colder ones. This simple statement explains why an ice
cube doesn't form outside on a hot day or why it melts when dropped in a bowl of warm water.
In a thought experiment, an ice cube dropped into a bowl of warm water gained heat
(thermal energy) from the water in the bowl. Adding thermal energy leads to an increase in the
kinetic energy of the ice molecule, and thus an increase in temperature. This is known because
temperature is in fact the measure of the average kinetic energy of the molecules. Furthermore,
the ice will continue to gain thermal energy causing its molecules to move faster and eventually
break their intermolecular bonds or melt.
In conclusion, the transfer of heat or thermal energy will typically change the temperature of
the substance, but not always! For example, at the moment when the ice in the bowl turns to
water those water molecules will be at the exact same temperature as when they were ice. In this
case, instead of the thermal energy doing work to increase the kinetic energy, it does work to
break the intermolecular bonds, causing a change of state. However, as time goes on the
temperature of the recently melted ice will increase until everything within the bowl reaches
equilibrium—meaning a consistent temperature throughout.

WRITTEN WORK NO. 6: GUESS ME! SCORE: _______

Directions: Choose the correct word from the box below the terms about heat and temperature.
Write your answers on the space provided
1. It is the quantity of energy absorbed or given off by an object.
2. It is the unit of heat.
3. It is defined as the measure of hotness or coldness of a body.
4. The instrument used to measure temperature. _______________
5. The unit of temperature. _______________

Degree Heat Calorie

Temperature Thermometer Calorimeter

PERFORMANCE TASK NO. 6: HOT or COLD? SCORE: _______

Directions: Do the activity. Answer the guide questions. Write your answers on the space
provided.
Material: 2 glasses of water
1. Prepare two glasses of water:
2. Label the glasses A-cold and B- warm.
3. Pour cold water on glass A and warm water in Glass B.
4. Dip your finger in each of the glass of water.
4. Describe the heat and temperature of water.
Glass A Glass B
Guide Questions: Two glasses of water
1. In which glass of water did you feel the water warm? cold? ___________________________
2. How did you know it is cold? warm? ______________________________________________
3. What do you think is the temperature of the water? __________________________________
4. Why is it we could not tell accurately the temperature of water? ________________________
5. What could be the unit used to measure the temperature ? _____________________________

SUMMATIVE TEST NO. 3

Quarter 1, Week 5-6 Score: _______
Directions: Choose the letter of the correct answer. Write your answers on the space provided.
______ 1. Which has the least energy among the colors of a rainbow?
A. green B. orange C. red D. violet
______ 2. Violet is bent most among the seven colors because it has the ___________.
A. highest frequency B. lowest frequency
C. longest wavelength D. shortest wavelength
______ 3. Which of the following can separate white light into seven colors?
A. box B. cellphone C. paper D. prism
______ 4. Ms. Liz sent an arrow beam of white light through a prism. As a result, she observed
the light dispersing into ___.
A. four colors B. three colors C. five colors D. seven colors
______ 5. Rainbows are formed through ______.
I. dispersion II. reflection III. refraction
A. I only B. I and II C. III only D. I, II and III
______ 6. What can prisms do?
A. Change sunlight into a single color.
B. Invert a light ray’s frequency and wavelength.
C. Separate the incoming light into its constituent colors.
D. Slow down light to few meters per second, when used back to back.
______ 7. For visible light, which property changes with color?
I. frequency II. period III. wavelength
A. III only B. I and II C. I and III D. I, II, and III
______ 8. Which of the following colors has the highest energy?
A. orange B. red C. violet D. yellow
______ 9. What refers to the bending of light as it passes from one medium into another?
A. frequency B. reflection C. refraction D. wavelength
______ 10. Which of the following arrangements of visible light colors shows decreasing wavelength?
A. red, orange, yellow, green, blue, indigo, violet
B. red, yellow, green, orange, violet, blue, indigo
C. violet, blue, green, orange, red, indigo, yellow
D. violet, indigo, blue, green, orange, yellow, red
______ 11. What happens to water when its temperature reaches 4ºC?
A. It becomes denser. B. It becomes less dense.
C. Its volume will reduce. D. Its volume will not change.
______ 12. What is the absolute zero temperature?
A. -273ºC B. -32ºF C. 0ºC D. 273K
______ 13. What happens to the temperature if more heat is added to a sample of boiling water in
the stove at 1 atm?
A. decreases B. increases C. remains the same D. increases then decreases
______ 14. Dry ice has a temperature of -110.2ºF. What would its temperature be on the Celsius
scale?
A. -711.0 B. -198.0 C. -142.2 D. -79.00
______ 15. Temperature of a body measures the molecular_______.
A. average kinetic energy
B. average potential energy
C. differences in kinetic energy
D. differences in potential energy
______ 16. Which of the following is TRUE about boiling?
A. It is slower than evaporation.
B. It takes place at a specific temperature.
C. It is the same for all liquids at the same temperature.
D. It takes place when bubbles begin to appear in the liquid.
______ 17. During warm days, you cool yourself by damping your skin with a wet towel. Which of
the following takes place?
A. Wet towel has no effect on your body.
B. Wet towel releases heat energy to your body.
C. Wet towel absorbs heat energy from your body.
D. Wet towel has the same temperature as your body.
______ 18. Which of the following happens when ice changes into liquid at 0ºC?
A. The molecules are not moving.
B. The molecules move slower when ice changes into liquid.
C. The temperature of the liquid is higher than the temperature of the ice.
D. The temperature of the liquid is the same as the temperature of the ice.
______ 19. A decrease in temperature of a substance indicates that the_______.
A. volume of the substance reduces
B. volume of the substance increases
C. particles of the substance get closer with each other
D. particles of the substance move farther from each other
______ 20. Why does liquid in the thermometer rise when put in hot water?
A. The liquid is boiling.
B. The liquid is evaporating.
C. The liquid gains heat from the hot water causing it to expand.
D. The liquid loses heat from the hot water causing it to contract.

MODULE 7: Relationship Between Current and Voltage

MELC: Infer the relationship between current and voltage (Week 7)
This lesson will help you master concepts about electricity. After going through the lessons
and learning tasks, you are expected to infer the relationship between current and charge. Every
bit of matter, wires included, contains enormous numbers of electrons that swarm about in
random directions. When they are set in motion in one direction, a net direction, we have an
electric current. The rate of electrical flow is measured in amperes.
When water flows in a pipe, there is more pressure on one end than the other. There must
be a pressure difference to keep the water flowing. Similarly for electric current. Electrons flow
in a wire only when a difference in electrical pressure exists.
The name for electrical pressure is voltage. How much current there is depends on the
voltage, and also on the electrical resistance of the circuit. Electrical resistance is measured in
units called ohms. When they are set in motion in one direction, a net direction, we have an
electric current. The rate of electrical flow is measured in amperes (abbreviation A). Electrons
flow in a wire only when a difference in electrical pressure exists. The name for electrical
pressure is voltage. How much current there is depends on the voltage, and also on the
electrical resistance of the circuit. The relationship between voltage, current, and resistance is
Ohm’s law. Ohm discovered that the amount of current in a circuit is directly proportional to the
voltage across the circuit and inversely proportional to the resistance of the circuit:
 Current = Voltage .
Resistance
Or, in units form:
Ampere = Volts .
Ohms

Many texts use V for voltage, I for current, and R for resistance, and express Ohm’s la as I =
V/R. It can also be written, V = IR, or R = V/I, so if any two variables are known, the third can be
found. Units are abbreviated V for volts, A for amperes and Ω for ohms. The formula to get the
amount of voltage, current and resistance is given in the diagram below.

WRITTEN WORK NO. 7: RESISTANCE! SCORE: _______

Directions: Choose the letter of the correct answer. Write your answers on the space provided
_______1. What happens to the current as the resistance increases?
A. Current decreases as the resistance increases
B. Current increases as the resistance increases
C. Current decreases as the resistance decreases
D. Current increases as the resistance decreases
_______2. Which of the following formula CORRECTLY represents the relationship of current,
voltage and resistance?
A.V= IR B. I= V/R C. V= I/R D. R= V/I
_______3. How much voltage would be necessary to generate 10 amps of current in a circuit that
has 5 ohms of resistance?
A. 2 V B. 0.5 V C. 50 V D. 4.9 V
_______4. How many amps of current flow through a circuit that includes 27-v battery and a bulb
with a resistance of 3 ohms?
A. 9 Amp B. 18 Amp C. 81 Amp D. 0.11 Amp
_______5. Three LED lamps are connected in parallel across a 220 volt source. If one lamp
burns out, _______________.
a. the remaining two will not glow C. the remaining two will glow dimmer
b. the remaining two will glow brighter D. the remaining two will also burn out

PERFORMANCE TASK NO. 7: HOT or COLD? SCORE: _______

Directions: Read and understand the sample problem using GRESA Method. Solve the problem .
Show the solutions in your notebook and encircle the final answer.
 How much current flows through a lamp with a resistance of 60 ohms when the voltage across
the lamp is 12-V?
G: R = 60 ohms
V = 12 volts
R: I = ?
E: I = V
R
S: I = 12 volts
60 ohms

1. Use GRESA Method to solve for the amount of current that will flow in a lamp with a
resistance of 40 ohms when the voltage across the lamp is 15 V.

MODULE 8: Advantages & Disadvantages of Series & Parallel Connection

MELC: Explain the advantages and disadvantages of series and parallel connections in homes (Week 8,
S8FE-li-31)
In this lesson, you will learn the importance of series and parallel circuit connection. The
lessons and learning tasks will help you to explain the advantages and disadvantages of series
and parallel connections in homes.

A s e r i e s c i r c u i t i s
circuit will have only
one path through
which electric
current flows. Thus,
when a number of
resistors are
connected in
series, the effective
resistance (total
resistance in the circuit) is gotten by adding the individual resistance algebraically.
In series connections, the same current flows across all the branches of the circuits, but different
voltage across it thus making the resistors to have different voltage across them. Each resistor or
load will experience a voltage drop. The applied voltage is equal to the sum of the voltage drop
across the different parts of the circuit. Voltage drop is proportional to the resistance current being
the same throughout the circuit. When loads are connected in series, the loads will tend to have a
common switch. This kind of connection is employed in school halls, street lights. The problem
with this kind of connection is that when a load develops a problem, the other connected system
will fail. It’s an all or none type of circuit connection. Till a load gets energy before it delivers it to
the other and the one to deliver fails, there will be a black out.

Resistors, loads are said to be connected in parallel when the end of each of the resistors
or loads have a common point or junction and the other ends are also connected to a common
point or junction. Such circuits are known as parallel circuits. Unlike the series circuit connection,
when finding the total (effective) resistance in a parallel circuit, the reciprocal of the individual
resistance is taken. Thus, when a number of resistances are connected in parallel, the reciprocal
of the effective resistance is given by the arithmetic or algebraic sum of the reciprocal of the
individual resistance. Parallel circuit connection is very common in use. Various lamps and
electrical appliances in our homes are connected in parallel so that each of the lamps or bobs
and appliances can be operated independently. For us to have control over the individual lamps
or loads, they have to be wired in parallel.

WRITTEN WORK NO. 8: TRUE OR FALSE! SCORE: _______

Directions: Write True if the statement is true and if the statement is false, change the underlined
word to make the statement true. Write your answers on the space provided
_______1. In a series circuit, if one light bulb does not function all other light bulbs will still
function.
_______2. In a parallel circuit, not all light bulbs do not have the same brightness in the circuit.
_______3. In a parallel circuit, loads are easy to control individually.
_______4. A parallel circuit is easy to install.
_______5. Series circuits do not overheat easily.
_______6. Adding more loads in parallel circuit may overload the circuit.
_______7. Every load in a parallel circuit has the same voltage.
_______8. The parallel circuit is difficult to install and repair due to the volume of conducting wires
required in the connection.
_______9. In a series circuit, loads are difficult to control individually.
_______10. Parallel circuit connection is very common in use.

PERFORMANCE TASK NO. 8: NAME IT SCORE: _______

Directions: Give an example of appliances at home that are installed using a parallel
connection. .
1. ____________________________________________
2. ____________________________________________
3. ____________________________________________
4. ____________________________________________
5. ____________________________________________

MODULE 9: Safety Devices at Home

MELC: Explain the functions of circuit breakers, fuses, earthing, double insulation, and other safety
devices in the home (Week 8, S8FE-li-33)

Congratulations! You are now in the last lesson in this module. This lesson will help you to
explain the functions of circuit breakers, fuses, earthing, double insulation, and other safety
devices in the home.
Electricity has two hazards. A thermal hazard occurs when there is electrical overheating.
A shock hazard occurs when electric current passes through a person. There are safety devices
that will prevent these hazards. Read the concepts about these safety devices.

Circuit breakers: It functions to break the circuit when the current in the circuit exceeds the
maximum value, and is no longer considered safe. To do this there is an electromagnet that
will physically break the circuit when it detects that the current has exceeded its maximum.
Fuses: Fuses are like circuit breakers in that they will break a circuit when it detects that it is too
dangerous to operate. Fuses use a resistance wire with a low melting point instead of an
electromagnet, and when the current is too great the wire melts and the circuit will is broken. As
the fuse melts every time the current is too great, it must be replaced, unlike the circuit breaker,
which can be reset after it breaks the circuit.

Earthing: There are three wires that supply power to households. These are the active, neutral
and earth wires. Earth wires are put in so that electric shocks can be avoided when people come
into contact with an active wire that is in contact with the casing of any connected appliances. If
there was no earth wire a person would complete the circuit between the appliances and the
ground, and would receive an electric shock. To reduce the chance of this happening, the earth
wire provides a better conductive path for the current. If the current comes into contact with the
casing of an appliance, the earth wire will create a conductive path from the appliance to the
earth, and a large current will flow to the earth through this connection. This large current will also
blow any fuses or trip any circuit breakers, so that the circuit is not complete, and any person
touching the appliance will not receive an electric shock.

Double insulation: Insulation is installed so that wiring and electric appliances are covered so
that the current will only go through its intended path. The insulation is made out of an extremely
poor conductor in order to create a safe path for the current to flow through. To increase the safety
from insulation, a second layer of insulation can be installed, so that if one of the layers fails to
properly insulate the circuit, the second layer will still be able to protect it.

Residual current devices: RCDs are designed so that they can stop a current before it
becomes harmful to a person. It does this by detecting any leakages from the circuit through a
differential current transformer, that will compare the current flowing through the live and neutral
conductor, and if there is a difference it quickly shuts down the current. It typically shuts it down
in 25-40 mill seconds after a leakage conductor, to minimize the damage done to the body .

WRITTEN WORK NO. 9: TRUE OR FALSE! SCORE: _______

Directions: Write True if the statement is true and if the statement is false, change the underlined
word to make the statement true. Write your answers on the space provided
_______1. Operating any appliances with a wet hand is unsafe.
_______2. If you happen to touch with your bare hands an uninsulated wire, it is safe if it has low
current.
_______3. Blown out fuse can be replaced with a jumper wire.
_______4. A circuit breaker automatically shuts down if there is overloading in the circuit.
_______5. When the circuit breaker automatically shuts down, it is proper to reset it even without
inspecting the conducting wire for any short circuit.
_______6. Your washing machine and refrigerator should have proper earthing for safe operation.
_______7. The refrigerator has double insulation that functions as a second layer to protect the
user from electric shock.
_______8. It is a good practice to connect the computer set to a voltage regulator to protect it from
overloading.
_______9. It is safe if a household line consumed 30 A of current even if its circuit breaker has
only 20 A capacity.
_______10. It is unsafe to consume 35 A of current if the fuse has only 30 A capacity.

PERFORMANCE TASK NO. 9: SAFETY FIRST SCORE: _______

Directions: Study the picture and answer the questions that follow. Write your answers on a
separate sheet of paper.

1. Is the conducting wire safe to be used at home? Why?

___________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

2. Suggest ways on how to keep your family members safe from the electrical hazard.

___________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Rubric for Scoring

2 points Discussions are conceptually complete.

1 point Discussions are conceptually incomplete.
0 No discussion
 SUMMATIVE TEST NO. 3
Quarter 1, Week 7-9 Score: _______
Directions: Choose the letter of the correct answer. Write your answers on the space provided.
______ 1. Which of the following properties of materials does NOT affect resistance?
A. length B. thickness C. temperature D. strength of the material

______2. Ampere is a unit of what electrical quantity?

A. current B. load C. resistance D. voltage

______ 3. What happens to the current across a circuit when the voltage is doubled while the
resistance is held constant?
A. tripled B. halved C. doubled D. remains the same

______ 4. Which of the following statements is correct about the relationship of voltage and
current?
A. Current varies directly with voltage and resistance is changing.
B. Current varies indirectly with voltage and resistance is changing.
C. Current varies directly with voltage when resistance remains constant.
D. Current varies indirectly with voltage when resistance remains constant.

______ 5. What type of conducting wire has the greatest resistance to the flow of current?
A. thin, long wire B. thick, long wire C. thin, short wire D. thick, short wire

______ 6. Which of the following conducting wires has the least resistance?
A. Steel wire at room temperature B. Steel wire at higher temperature
C. Copper wire at room temperature D. Copper wire at higher temperature

______ 7. Which of the following electrical quantities in parallel circuit is constant?

A. voltage B. current C. resistance D. total resistance
______ 8. What happens to the brightness of the bulbs connected in series when more and more
bulbs are added to the circuit?
A. increases B. decreases C. remains the same D. cannot be predicted

______ 9. The following are advantages of a series circuit EXCEPT:

A. Series circuits do not overheat easily.
B. Easy to install and easy to repair and maintain
C. All loads in a series circuit have the same current.
D. If one load fails, all loads in the circuit will not function.

______ 10. The following are disadvantages of a series circuit EXCEPT:

A. It is difficult to control the load individually.
B. It is easy to install, repair and maintain the circuit.
C. It is difficult to identify the damaged light bulb in the circuit.
D. Since voltage is not equal for every load, not all loads will have the same brightness.

______ 11. The following are advantages of a parallel circuit EXCEPT:

A. Loads are easy to control.
B. If one load fails, other loads can still function.
 C. Large volume of conducting wires will be needed.
D. Every load connected in parallel circuit gets an equal amount of voltage.

______ 12. The following are true about parallel circuit EXCEPT:
A. Voltage is constant across the circuit.
B. Total resistance is less than the smallest resistance in the circuit.
C. Total resistance is greater than the largest resistance in the circuit.
D. Total current is the sum of current passing through all the loads in the circuit.

______ 13. Which of the following is correct, when the resistances of 1.0 Ω, 2.0 Ω and 3.0 Ω
are connected in parallel circuit?
A. The total resistance is less than 1.0 Ω.
B. The total resistance is greater than 1.0 Ω.
C. The total resistance is greater than 2.0 Ω.
D. The total resistance is greater than 3.0 Ω.

______ 14. Which of the following is connected in series with the load at home?
A. TV B. switch C. light bulbs D. refrigerator

______ 15. The following are connected in parallel circuit at home EXCEPT:
A. TV B. light bulbs C. refrigerator D. Christmas lights

For question nos. 16 to 20, the choices are as follows:

A. advantage of series circuit

B. advantage of parallel circuit
C. disadvantage of series circuit
D. disadvantage of parallel circuit

______ 16. The circuit does not overheat easily.

______ 17. It is easy to control the load individually.

______ 18. Adding more loads may cause overloading in the circuit.

______ 19. If one bulb is damaged in the circuit, other bulbs will still function.

______ 20. If one bulb is damaged in the circuit, all other bulbs will not function too.