Ws g8 q1 (Bvanhs)

Republic of the Philippines
DEPARTMENT OF EDUCATION
Region I
Schools Division of Pangasinan II
Binalonan, Pangasinan
ACTIVITY SHEETS IN SCIENCE 8

QUARTER I, WEEK 1
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
• K to 12 BEC CG: (S8FE-Ia-15)
Objectives:
1. Define force and identify the different forces acting on an object.
2. Differentiate balanced from unbalanced force.
3. Solve for the net force, acceleration, mass and explain how force is
related to acceleration.
Prepared by:
GLAZELDA C. TABILIN
TEACHER III
Name: ____________________________ Date:______________________
Grade/Section: _____________________ Score:_____________________
SUBJECT: SCIENCE 8
QUARTER: I
Worksheet No. 1
Title of the Activity: Finding Ne-Motion
Most Essential Learning Competency: 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
K to 12 BEC CG: S8 FE-Ia-15
PART 1.
Directions: Encircle fifteen (15) words listed below. Words appear straight,
across, back word straight, across up and down, down and up and diagonal.
Force Velocity Displacement Balanced Vector

Push Acceleration Magnitude Unbalanced Mass
Pull Distance Direction Speed Scalar
S A P U L L U L O F D H G D G A S S
E D D E F C D N M Y N B O I O A E S
I U H A H K L E T X S G J S D F S A
T R A N A L O I J A A F P I U A B A
R E A R A S C H E A G E A A D A G H
A L S A S O A R R S E S F F S F B A
L R I S L I R I S D I L I L I S A A
A C C E L E R A T I O N A T I O L D
C U V U L A M U N S B U L Y U N A E
S U N D I A L I N P L A T E H U N C
A N D A R B A I L L A T D Y S Y C N
G R G O R J O U M A G N I T U D E A
G O R I V O I N O C U O R O P I O L
A C R E E D F G F E U R E O R R J A
E E R E C R S T H M R H C V H I F B
D D I S T A N C E E A E T I H T D N
G F F H O K I I K N A K I N T E G U
J O D D R A D S F T S F O R D E R G
S D S A A N M I M A T I N A T I O N
PART 2
Directions: Read each item carefully then encircle the letter of the correct
answer.
1. Which of the following situations shows that force is applied on an object?

a. The ball was dropped and fell on the ground.
b. The bicycle suddenly stopped after using its brake.
c. The kite has changed direction after the wind blew hard.
d. All of the above
2. A ball is rolling on the floor. After a while, the ball stops. What force causes the ball to change
motion?
a. gravitational force
b. wind force
c. frictional force
d. tension force
3. If you hang a picture frame on the wall, it would stay there for a long time. What could have
caused for the frame to stay in its place?
a. The force of the nail makes the frame to stay in its place.
b. The force of the wall makes the frameto stay in its place.
c.The forces acting on the frame are equal in magnitude and direction.
d. The forces acting on the frame are equal in magnitude and in opposite directions.
4. When can we say that forces acting on an object is unbalanced?

a.If the object stays at rest
b.If the sum of the forces equate to zero.
c.If the forces are equal in magnitude and direction
d. If the forces are equal in magnitude and in opposite directions
Use the illustration to answer items 5-7
10 units
20 units
10 units
5. In the illustration where the boy pulls the heavy crate with 20 units of force and two girls with
10 units of force each and they are in opposite direction, which of the following will definitely
happen to the crate?
a. The crate will move.
b. The crate will remain at rest.
c. The crate will move to the direction of the boy.
d. The crate will move to the direction of the girl.
6. What is the net force acting on the crate?

a. 40 units of force
b. 0 unit of force
c. 20 units of force
d. 10 units of force
7. Which of the following will be done to make the crate move to the right?
a. Increase 10 units of force to the lef.t
b. Increase 5 units of force each to the girl.
c. Decrease 10 units of force to the right.
d. Decrease 10 units of force to the left.
8. Which of the following statement explains Newton’s second law of motion?

a. It states that the motion of an object will not change if no unbalanced forces act on it.
b. It states that the acceleration of an object depends on its mass and on the force exerted on it.
c. It states that whenever one object exerts a force on a second object, the second object exerts an
equal and opposite force on the first.
d. It is the tendency of matter to resist a change in motion.
9. A compact car and a large truck are traveling with the same velocity. Which has more
momentum?
a. A compact car, because it runs faster.
b. A compact car,because it has less mass.
c. A large truck, because it has more mass.
d.Both have the same momentum because they have the same velocity.
10. A horizontal force acting on a 5.0 kg object produces an acceleration of 20.0 m/s2. What is
the magnitude of the net force acting on the object?
a. 4 N
b. 25 N
c. 0.25 N
d. 100 N
PART 3
Directions: Solve and answer the following problems completely.
1. Two learners were asked to move a piano for the Music teacher. What is the net force acting
on the piano if learner A pulls on one end of the piano using 30 N and learner B pushes on the
other end using 40 N?
a. Problem: _______________________________
b. Given: _________________________________
c. Formula: _______________________________
d. Solution: _______________________________
e. Answer: ________________________________
2. Two dogs are playing tug of war with a short piece of rope. Each is exerting a force but in
opposite directions. Dog on the left is pulling with a force of 27 N and the dog on the right is
pulling with a force of 20 N. What is the net force acting on the rope? Which dog do you think
will win the tug of war?
a. Problem: _______________________________
b. Given: _________________________________
c. Formula: _______________________________
d. Solution: _______________________________
e. Answer: ________________________________
3. What force is necessary to accelerate a 2 107 kg car at a rate of 50 m/s2?

a. Problem: _______________________________
b. Given: _________________________________
c. Formula: _______________________________
d. Solution: _______________________________
e. Answer: ________________________________
4. What is the mass of an object if a force of 75 N produces an acceleration of 18 m/s2?

a. Problem: _______________________________
b. Given: _________________________________
c. Formula: _______________________________
d. Solution: _______________________________
e. Answer: ________________________________
5. What is the acceleration of a 10 kg mass if a force of 71.8 N is used to move it toward Earth?
a. Problem: _______________________________
b. Given: _________________________________
c. Formula: _______________________________
d. Solution: _______________________________
e. Answer: ________________________________
Rubrics
POINTS
CRITERIA
5
Identify the given, unkown and formula, Solve correctly the problem and get the
correct answer with proper unit.
3
Identify the given, unknown and formula and solve the problem but the answer is
incorrect.
1
Identify the given, unknown and the formula is wrong.
Part 4:
Directions: Read and explain the following questions.
1. What is a force? What can force do?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________.
2. What are Newton’s three laws of motion?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________.
Rubrics
Criteria Description Score

5 3 1
The student
The student The student
shows
shows deep shows limited
considerable
Accuracy of understanding. understanding.
understanding.
Content Ideas are Ideas are not
Ideas are
explained explained
explained
accurately and accurately and
accurately but not
explicitly. explicitly.
explicitly.
The output has a
The output has a The output has no
very clear
clear purpose. clear purpose.
purpose. The
Purpose The intended The intended
intended message
message was message was not
was delivered
delivered clearly. delivered.
clearly.
Answer Key:
Simple Activities
P U L L
Y
T S
I P
R C E
A O S E B
L L S D A
A C C E L E R A T I O N L D
C V M S A E
S P H N C
R L D S C N
O M A G N I T U D E A
R V C R P L
C E E E A
E C M C B
D I S T A N C E E T N
O N I U
R T O
N
Moderate Activities
1. D 6. B
2. C 7. D
3. D 8. B
4. C 9. B
5. B 10. C
Challenging Activities
1.
a. Net Force
b. 30 N – force of learner A 40 N – force of learner B
c. Net force = force of learner A + force of learner B
d. Net force = force of learner A + force of learner B
Net force = 30 N + (-)40 N
e. 10 N
2.
a. Net Force and which dog will win
b. 27 N – force of dog on the left 20 N – force of dog on the right
c. Net Force = Force of dog L + force of dog R
d. Net Force = Force of dog L + force of dog R
Net force = 27 N + (-)20 N
e. 7 N, dog on the left will win
3.
a. Force
b. 2 107 kg – mass of car 50 m/s2 – acceleration of car
c. F = ma
d. F = ma
F = 2 107 kg x 50 m/s2
e. 105 350 N
4.
a. Mass
b. 75 N – force 18 m/s2 – acceleration
c. m = F/a
d. m = F/a
m – 75 N / 18 m/s2
e. 4.17 kg
5.
a. Acceleration
b. 10 kg – mass 71.8 N - force
c. a = F/m
d. a= F/m
a = 71.8 N / 10 kg
e. 7.18 m/s2
Enrichment Activities (Times New Roman, regular, size 12)
1. Force is simply a push or a pull. It can make an object move, move faster, stop the moving
object, and change the direction of the moving object.
2. Newton’s three laws of motion are the following: 1. Law of Inertia 2. Law of Acceleration 3.
Law of Interaction
References:
A. Books
1. Holt, Rinehart & Winston.2001.Holt Science and Technology Physical Science. Austin
Texas USA. Holt, Rinehart and Winston, pp. 106-131, pp. 145-157
2. Rosario Laurel-Sotto.2005. Science in Today’s World Series Physics Textbook. Quezon

City. SIBS Publishing House, Inc., pp. 36-41, pp. 64-70
Region I
Schools Division Pangasinan II

QUARTER I, WEEK 1 and 2
MELC: Infer that when a body exerts a force on another, an equal

amount of force is exerted back on it.
• K to 12 BEC CG: S8FE-Ib-19
Objectives:
1. Explain the concept of Newton’s third law of motion.
2. Identify the action and reaction force pair in a given situation.
3. Compare two interacting forces in terms of magnitude and direction.
Prepared by:
CESAR B. VILLARUZ
Teacher III
Name: ____________________________ Date: ______________________
Grade/Section: _____________________ Score: _____________________
SUBJECT: Science 8
QUARTER 1
Worksheet No. 2
Title of the Activity: NEWTON’S WORD CHALLENGE
Most Essential Learning Competency: Infer that when a body exert a force on another,
an equal amount of force is exerted back on it.
Part I
K to 12 BEC CG: S8FE-Ib-19
Directions: (A) Trace the words found from the letter grid by encircling them
horizontally, vertically or diagonally. Find as many words as possible to construct
Newton’s Third Law of Motion.
F X D G N O I T C A
O F N W J Y R E V E
R M A J O P H B T R
Z R I G D E M I H G
G E D O F G S O E N
E Q U T S O A J R I
B U S E P Q W Y E S
N A K P H Z F R I T
Q L O V C Y D E C K
T L R E A C T I O N
NEWTON’S THIRD LAW OF MOTION STATES THAT:
F O R E V E R Y A C T I O N
T H E R E I S A N E Q U A L
A N D O P P O S I T E R E A C T I O N
Direction: (B) Arrange the word tiles in their proper sequence to unlock Newton’s hidden
message.
I N F O R C E S P A I R S C O M E A L W A Y S
NEWTON’S FIRST MESSAGE:
D I F F E R E N T F O R C E S A C T O N
E A C H T W O O F T H E S E O B J E C T S
A L W A Y S
NEWTON’S SECOND MESSAGE:
O P P O S I T E D I R E C T I O N O F T W O
F O R C E S T O E A C H A R E O T H E R I N
T E R M S
NEWTON’S THIRD MESSAGE:
S A M E A C T I O N O F T W O
L I N E H A V E T H E F O R C E S
NEWTON’S FOURTH MESSAGE:

Part II
Title of the Activity: PICTURE PERFECT!
Directions: Answer Part 1 and 2 by following the specified directions.
Part 1. Identify the action – reaction force pair depicted in the following illustration.
a. A man step on the bike’s pedals to move Action Force Reaction Force
________________ _________________
b. A dinosaur pulls the string of a bow Action Force Reaction Force
________________ ________________
c. A man’s body tied on a bungee rope Action Force Reaction Force
________________ _______________
d. A truck moving on the dirt pavement Action Force Reaction Force
________________ ________________
e. Books resting on a hanging book shelves Action Force Reaction Force
________________ ________________
Part 2.) Answer the following situations by applying the concept on Newton’s third law of motion in
explaining your idea. Make a simple drawing to further visualize and support your answer.
1. Which surface is walking easier, a rough surface floor or a polish, smooth surface. Why?
______________________________________________________________________________
______________________________________________________________________________
Drawing/Visualization:
2. Consider a moving grocery cart. As the person moves, it pushes the grocery cart forward; the
grocery cart pushes the person backward with an equal force. How come the cart moves forward?
______________________________________________________________________________
__________________________________________________________________
Rubrics
5 3 1
The student shows
The student shows The student shows
limited
deep considerable
Accuracy of understanding.
understanding. understanding.
Content Ideas are not
Ideas are explained Ideas are explained
explained
accurately and accurately but not
accurately and
explicitly.
The output has a The output has a
The output has no
very clear purpose. clear purpose. The
clear purpose. The
Purpose The intended intended message
intended message
message was was delivered
was not delivered.
delivered clearly. clearly.
Part III
Title of the Activity: BALLOON ROCKET
Direction: Perform the activity that follows.
Materials:
5-m string or thread
Straw
2 balloons
Masking tape
Tape measure
Stop watch
Procedure:
1. Slide the string into the straw then secure both ends of the string. Make sure that the
straw can smoothly glide along the 4-m length of the string left.
2. Inflate the balloon until it is about a fist big, measure its circumference using a tape
measure. Hold the opening of the balloon properly (so air will not escape) while you tape
the balloon onto the straw.
3. When you release the balloon from your hand, it should move along the string with the
straw as its guide. Make sure to mark the starting point on the string before you let it go.
Measure the time in seconds (s) and distance in meters (m) from the starting point after
release and where the deflated balloon would stop.
4. For the next trial, inflate the balloon to a bigger size. Release and observe where it would
stop. Try again, this time with a bigger balloon. Follow the step in no. 3.
5. Record on the table in activity sheet that follows the time and the distance the balloon
slide. Do three trials for each type of balloon.
6. Compute the speed of each balloon by using the formula:
Distance
Speed = -----------
Time
7. Compute the average speed of each type of balloon by summing up the speed of the three
trials and dividing it by 3.
Speed 1 + Speed 2 + Speed 3

Average speed = ---------------------------------------------
3
Data and Results:
Balloon 1 Time (s) Distance (m) Speed (m/s) Average Speed
(Small) (m/s)
Trial 1
Trial 2
Trial 3

(Medium) (m/s)
Trial 1
Trial 2
Trial 3

(Large) (m/s)
Trial 1
Trial 2
Trial 3
Questions:
1. What signifies the action and reaction force in the activity?
______________________________________________________________________________
__________________________________________________________________
2. Explain the relationship between the size of the balloon and the distance it travelled while
deflating.
______________________________________________________________________________
__________________________________________________________________
3. Based on question 2, formulate a statement regarding the action force and reaction force on the
balloon.
______________________________________________________________________________
__________________________________________________________________
4. Based on the average speed, rank the balloons from longest to shortest in terms of distance
covered.
______________________________________________________________________________
__________________________________________________________________
Using a diagram, sketch one set-up of the activity and draw an arrow to represent the action force
and another arrow for the reaction force.
Generalization:
Rubrics
5 3 1
The student shows
limited
deep considerable
explained
accurately and
explicitly.
The output has no
clear purpose. The
intended message
was not delivered.
Part IV
Title of the Activity: BRAIN TWISTER CHALLENGE
Direction: Answer Part A, B, and C by following the specified directions.
A. Write YES if the example illustrates Newton’s third law of motion and NO if not, then identify
the action force and reaction force that make the situation falls under the third law of motion..
1. A person jumps to a dock from a boat, the boat moves away from the dock.
YES or NO: __________
Action force: ___________________________________________________
Reaction Force: _________________________________________________
2. A galloping carabao comes to a sudden stop. Its rider is thrown over the head of the
carabao and lands on the ground.
YES or NO: __________
Action Force: __________________________________________________
Reaction Force: ________________________________________________
3. A marble accelerates faster than a bowling ball when hit with the same force.
YES or NO: __________
Action Force: __________________________________________________
Reaction Force: ________________________________________________
4. A race car zooms fast on the race track before it reaches the finish line.
YES or NO: __________
Action Force: _________________________________________________
Reaction Force: _______________________________________________
5. A mango fruit suddenly falls from a tree towards the ground.
YES or NO: __________
Action Force: _________________________________________________
Reaction Force: _______________________________________________
B. Picture Perfect: Create a safety road information drive on the picture below. Select one (1) from
the following:
a) Create a slogan.
b) Create a poster.
c) Compose a song and try to sing it.
d) Perform a news reporting on the essence
of road safety.
Rubrics for evaluating the performance of learners:

Criteria 4 -Expert 3-Accomplished 2 -Capable 1 -Beginner Score
Quality of Performance Performance Performance Performance
Performance was done in an was done in an was done in was done
extraordinary interesting style. little style. with no style.
way. Effort was Effort was very Effort was Effort was
excellent. good. good. poor.
Relevance, Relevance, Relevance, Relevance, Relevance,
Message & Message & Message & Message & Message &
Technicalities Technicalities Technicalities Technicalities Technicalities
were excellent. were very good. were good. were poor.
ANSWER KEY:
Activity 1: NEWTON’S WORD CHALLENGE
(A) NEWTON’S THIRD LAW OF MOTION STATES THAT:
F O R E V E R Y A C T I O N
T H E R E I S A N E Q U A L
A N D O P P O S I T E R E A C T I O N
Direction: (B) Arrange the word tiles in their proper sequence to unlock Newton’s
hidden message.
I N F O R C E S P A I R S C O M E A L W A Y S
NEWTON’S FIRST MESSAGE:
FORCES ALWAYS COME IN PAIRS
D I F F E R E N T F O R C E S A C T O N
E A C H T W O O F T H E S E O B J E C T S
A L W A Y S
NEWTON’S SECOND MESSAGE:
EACH OF THESE TWO FORCES ALWAYS ACT ON DIFFERENT OBJECTS
O P P O S I T E D I R E C T I O N O F T W O
F O R C E S T O E A C H A R E O T H E R I N
T E R M S
NEWTON’S THIRD MESSAGE:
TWO FORCES ARE OPPOSITE TO EACH OTHER IN TERMS OF DIRECTION
S A M E A C T I O N O F T W O
L I N E H A V E T H E F O R C E S
NEWTON’S FOURTH MESSAGE:
TWO FORCES HAVE THE SAME LINE OF ACTION

Activity 2: PICTURE PERFECT
Part 1.) Identify the action – reaction force pair depicted in the following illustration.
a. A man step on the bike’s pedals to move Action Force Reaction Force
man’s feet - bike’s pedal
b. A dinosaur pulls the string of a bow Action Force Reaction Force
Dinosaur arms - string of a bow
c. A man’s body tied on a bungee rope Action Force Reaction Force
Man’s body - bungee rope
d. A truck moving on the dirt pavement Action Force Reaction Force
Truck tires - dirt pavement
e. Books resting on a hanging book shelves Action Force Reaction Force
Books - book shelves

Part 2.) Answer the following situation by applying the concept on Newton’s third law of motion in
explaining your idea. Make a simple drawing to further visualize and support your answer.
1. Which surface is walking easier, a rough surface floor or a polish, smooth surface. Why?
______________________________________________________________________________
__________________________________________________________________
Answer and visualization may vary
5. Consider a moving grocery cart. As the person move, it pushes the grocery cart forward; the
grocery cart push the person backward with an equal force. How come the cart moves forward?
______________________________________________________________________________
__________________________________________________________________
Answer and visualization may vary
Activity 3: BALLOON ROCKET

(Student answer may vary)
Activity 4: BRAIN TWISTER CHALLENGE
A.
1. YES or NO: YES
Action force: THE PERSON’S FEET
Reaction Force: THE BOAT
2. YES or NO: NO
3. YES or NO: NO
4. YES or NO: YES
Action Force: A RACE CAR
Reaction Force: THE RACE TRACK
5. YES or NO: YES
Action Force: A MANGO FRUIT
Reaction Force: THE GROUND
B. Picture Perfect: Create a safety road information drive on the picture below. Select one (1) from
the following:
a) Create a slogan.
b) Create a poster.
c) Compose a song and try to sing it.
d) Perform a news reporting video on the essence of road safety.
Learners have varied performance.

Criteria 4 -Expert 3-Accomplished 2 -Capable 1 -Beginner
Quality of Performance was Performance was Performance was Performance was
Performance done in an done in an done in little done with no
extraordinary interesting style. style. Effort was style. Effort was
way. Effort was Effort was very good. poor.
excellent. good.
Relevance, Relevance, Relevance, Relevance, Relevance,
Message & Message & Message & Message & Message &
Technicalities Technicalities Technicalities Technicalities Technicalities
were excellent. were very good. were good. were poor.
References:
A. Books and Science Manuals
Republic of the Philippines, Department of Education, First Edition 2013, Science – Grade 8 Learners
Module.Pasig City. Vibal Publishing House, Inc. pp.18-20.
Government of the Philippines, Department of Education. Revised Edition 2004. Science and Technology
IV SEMP: Physics Textbook. Quezon City. NISMED. Book Media Press Inc. pp. 296-298.
Corcino, Karrie Kea L., et.al. 2018. Science For Millennials: Grade 8. Makati City, Philippines. Salinlahi
Publishing House, Inc. pp. 8-9.
Pavico-Ferriols, Josefina Maria., et.al. 2004. Exploring Life Through Science: Integrated Science –
Laboratory Manual. Quezon City. Phoenix Publishing House, Inc. pp. 99-102.
Mendoza, Estrella E., et.al. 2002. Integrated Science: Laboratory Manual. Quezon City. Phoenix
Publishing House, Inc. pp.151-155.
Campos, JR., Jaime D. (Region Education Program Supervisor). 2020. Sample Activity Sheet in Science
8: Quarter I, Week 4. San Fernando City. p.7.
B. Internet Sources
https://www.mechanical.clipart.com/powerpoint.
https://www.thirdlawofmotion.powerpoint
Region I

QUARTER I, WEEK 3
MELC: Identify and explain the factors that affect potential and kinetic
energy.
Objectives:
1.Identify the terms that are related to the lesson.
2.Familiarize with the unit of measurement used in the computation of work.
3. Relate power, work and time.
4. Compute for the work done by a constant force.
5. Solve word problems on power.
Prepared by:
IRENE A. PARAGAS
Master Teacher I
Name: ____________________________ Date:______________________

SUBJECT: Science
QUARTER: First
Worksheet No. 1
Title of the Activity: UNLOCK THE MYSTERY!

Most Essential Learning Competency: Identify and explain the factors that affect
potential and kinetic energy.
PART 1:
Directions: Arrange the jumbled letters to unlock the mystery word.
1. E L N A E C R A T C O I -
2. T D N E M S E P C L A I -
3. I E A L T C S -
4. N E G Y E R -
5. O R F E C -
6. A G Y R T I V -
7. L U E O J S -
8. C I T K I E N -
9. L A O P E T I T N -
10. W O R P E -
11. C Y V T E O L I -
12. R O K W -
PART 2.
Title of the Activity: COMPLETE ME!
Directions: Answer Part A and B by following the specified directions.
Part A. Supply the needed quantity in each formula.
Work = Force x 1 2 = Work
Displacement
Displacement = Work Work= Force ( mass x 4 ) Displacement
3
Power = Work
Part B. Complete the needed information on the the table below.
WORK FORCE DISPLACEMENT POWER

MKS 1. newton 2. 3.
CGS erg 4. 5. English -
horsepower
PART 3.
Title of the Activity: CALCULATIONS ON WORK
Directions. Solve the following problems and show your solution.
1. A 3000 J work was done to move barrel 15 m. How much force in newton was
applied?
Given: Solution:
Unknown:
Formula : Answer:
2. A student applies a 30.0N force to move a crate at constant speed of 5 m/s across a
floor. How much work is done by the student on the crate in 10 seconds?
Given: Solution:
Unknown:
Formula : Answer:
3. An object done a work of 5000 erg and exerted force of 50 dynes.Calculate the
covered distance of the object in meters.
Given: Solution:
Unknown:
Formula: Answer:
4. How much power in horsepower is involved if 9000 J of work is done in 12 seconds?

Given: Solution:
Unnown:
Formula: Answer:
Rubrics for Problem Solving

CRITERIA POINTS
5
Identify the given, unkown and formula, Solve correctly the problem and get the
3
incorrect.
1
PART 4.
Ttitle of the Activity: EXTRA CHALLENGE!
Directions. Perform the activity entitled More Power!on www.batesville.k12.us/ph
Rubrics for evaluating the answers of the learners.
Criteria 4-Expert 3-Accomplished 2-Capable 1-Beginner
The content is The content

The content The content
complete and has contains some of
Content contains indirect / contains lacking /
clearly stated the important
few ideas. insufficient ideas.
ideas. ideas.
Relevance, Relevance, Relevance, Relevance,

Relevance /
message and message and message and message and
Message /
technicalities are technicalities are technicalities are technicalities are
Technicalities
excellent. very good. good. poor.
Required
All required Some required Few required Required
elements
elements are elements are elements are elements are
(grammar,
included. included. included missing/lacking.
spelling etc.)
Answer Key:
PART 1.
1. ACCELERATION 7. JOULES
2. DISPLACEMENT 8. KINETIC
3. ELASTIC 9. POTENTIAL
4. ENERGY 10. POWER
5. FORCE 11. VELOCITY
6. GRAVITY 12. WORK
PART 2.A. PART B.

1. DISPLACEMENT 1. JOULES
2. FORCE 2. METER
3. WORK 3. DYNE
4. ACCELERATION 4. DYNES
5. TIME 5. CENTIMETER
PART 3.
1. Given: W = 3000 J ; d= 15 meters 3. Given: W= 5000 erg ; F= 50 dynes
Unknown: Force Unknown: distance
Formula: F=W/d Formula: d=W/F
Solution: F=3000J/15 m Solution: d= 5000 erg/50 dynes
Answer: F= 200 newtons Answer: d = 100 cm x 1m /100 cm d= 1 m
2. Given: F= 30 N; S=5m/s; t=10 s 4. Given: W= 9000 J ; t = 12 seconds

Unknown: Work Unknown = Power (P) in horsepower
Formula: W=Fxd(s . t ) Formula = P=W/t
Solution: W= 30 N x (5 m/s . 10m/s) Solution: P = 9000/12s
Answer: F= 1,500 N.m or joules Answer: 750 watts---------- 1.0 hp
References:
Bentillo, Eulalia N.et.al. Science and Technology IV Physics Textbook. 2004.Quezon City.Book
Media Press,Inc. pp.309-310.
Campo, Pia C. et.al. Science Grade 8 Learner’s Module.2013. Philippines. Vibal Publishinh
House, Inc. pp 21-24 & 34-36.
Corcino, Karrie Kea L.et.al.2018. SCIENCE for Millenials Grade 8.Makati City.Salinlahi
Publishing House, Inc.pp. 15-16.
Evangelista, Luisito T.Ph.D.,et.al.2013.Practical Science Concepts and Skills. Batangas.United

Eferza Academic Publications Co.pp. 248-249.
Stanbrough,Jerry L. 2000.www.batesville.k12.in.us/ph
Region I

QUARTER I, WEEK 3
MELC: Identify and explain the factors that affect potential and kinetic
energy.
Objectives:
1.Define energy.
2.Differentiate potential from kinetic energy.
3. Relate speed and position of object to the amount of energy possessed by a body.
4. Solve problems on kinetic and potential energy.
Prepared by:
IRENE A. PARAGAS
Master Teacher I
Name: ____________________________ Date:______________________

SUBJECT: Science
QUARTER: First
Worksheet No. 2
Title of the Activity: FACT OR BLUFF!

Most Essential Learning Competency: Identify and explain the factors that affect
potential and kinetic energy.
PART 1
Directions: Write FACT if the statement is correct and BLUFF if incorrect on
the space provided for each number.
_____________1. Energy is the capacity to do work.
_____________2. Potential energy depends on the movement of an object.
_____________3. Kinetic energy is the stored energy in position.
_____________4. Kinetic energy quantiifies the amount of work the object can do because of its
motion.
_____________5. Mass and velocity are important quantities in kinetic energy.
_____________6. The kinetic energy of an object doubles if its mass is doubled but the velocity
remains constant.
_____________7. In the situation wherein a man lifts a box, the man gains energy and the box
loses an energy.
_____________8. Springs and rubbers possess kinetic energy.
_____________9. Gravitational potential energy depends on the position of the body above the
earth’s surface.
_____________10. Energy and work are both expressed in Joules.
_____________11. A runner reaching a finish line is an example of potential energy.
_____________12. The change in potential energy equals the amount of work done.
_____________13. The formula used to solve potential energy is PE=1/2mv2.
_____________14. The work done in accelerating an object is equal to the kinetic energy gained
by the object.
_____________15. The acceleration due to gravity is squal to 9.8 cm/s2.
PART 2.
Title of the Activity: AT REST OR IN MOTION?
Directions: Write KE if the if the statement shows Kinetic Energy and PE if it shows
Potential Energy.
___1. A guava falling fron the tree ___6. A rock on a cliff
___2. A moving car in the highway ___7. A swinging pendulum
___3. A cat jumped on the floor ___8. A book on the table
___4. A book on a shelf ___9.A stone dropped from above
___5. An accelerating bus on a curve ___10.A stretch rubber band
PART 3.
Title of the Activity: CALCULATIONS ON ENERGY
Directions. Solve the following problems and show your solutions.
1. What is the kinetic energy possessed by a body with a mass of 25 kg projected

vertically upward with a speed of 10m/s?
2. What velocity does a 2 kg object have when its kinetic energy is 5.0 joules?
3. An object with a mass of 10 kg is lifted 6 meters from the ground.What is its potential
energy?12 meters?
CRITERIA POINTS
5
Identify the given, unkown and formula.Solve correctly the problem and get the
3
incorrect.
1
PART 4.
Directions: Define briefly the following terms.
1. Kinetic Energy -
2. Potential Energy -
3. Energy -
4. Elastic Potential Energy -
5. Gravitational Potential Energy -
Rubrics for evaluating the learners activity.

5 3 1
The student
The student The student
shows
shows deep shows limited
considerable
Accuracy of understanding. understanding.
understanding.
Content Ideas are Ideas are not
Ideas are
explained explained
explained
accurately and accurately and
accurately but not
explicitly.
The output has a The output has a The output has no
very clear clear purpose. clear purpose.
Purpose
purpose. The The intended The intended
intended message message was message was not
was delivered delivered clearly. delivered.
clearly.
Answer Key:
PART 1.
7. FACT 9. FACT
8. BLUFF 10. FACT
9. BLUFF 11. BLUFF
10. FACT 12. FACT
11. FACT 13. BLUFF
12. FACT 14. FACT
13. BLUFF 15.BLUFF
14. BLUFF
PART 2.
1. KE 6. PE
2. KE 7. KE
3. KE 8. PE
4. PE 9. PE
5. KE 10. PE
PART 3.
1.Given: m = 25 kg ; v= 10 m/s Solution: KE = 1/2 25kg.10m/s
Unknown: Kinetic Energy (KE) = 25 kg.100 m2/s2
Formula: KE=1/2mv2 2
Answer: KE= 1,250 J
2.Given: m = 2 kg ; KE = 5 J
Unknown: Velocity (v)
Formula: v = 2KE / m
Solution: v = 2(5 J ) / 2kg
Answer: v = 2.24 m/s
3.Given: m = 1 0 kg ; h = 6 m,h= 12 m;g = 9.8 m/s2

Unknown: Potential Energy (PE)
Formula: PE = mgh
Solution: PE = 10 kg x 9.8 m/s2 x 6 m
a.Answer: PE = 588 J b. PE = mgh
PE= 10 kg x 9.8 m/s2 x 12 m
PE = 1,176 J
PART 4.
1. Kinetic Energy- energy of a moving object or energy in motion
2. Potential Energy - stored energy of position or energy at rest
3. Energy - the capacity to do work.
4. Elastic Potentisl Energy - energy stored in elastic, stretchable, or
compressible materials like rubber bands and springs
5. Gravitational Potential Energy - the energy acquired by an object by
virtue of its height above the earth.
References:
Bentillo, Eulalia N.et.al. Science and Technology IV Physics Textbook. 2004.Quezon City.Book
Media Press,Inc. pp.310-313.
Campo, Pia C. et.al. Science Grade 8 Learner’s Module.2013. Philippines. Vibal Publishinh
House, Inc. Pp26-31.
Corcino, Karrie Kea L.et.al.2018. SCIENCE for Millenials Grade 8.Makati City.Salinlahi
Publishing House, Inc.pp. 17-19

Eferza Academic Publications Co.pp. 251-252.
Region I

QUARTER I, WEEK 4
MELC: Investigate the effect of temperature to the speed of sound.
• K to 12 BEC CG: S8FE-Ie-25
Objectives:
1. Familiarize with the terms related to the speed of sound.
2. Infer the relationship of temperature to the speed of sound through solid,

liquid and gas.
3. Compare the speed of sound through solids, liquids and gases.
Prepared by:
ROWENA B. PEREZ
Teacher III
Name: __________________________________ Date: _______________
Grade/ Section: ___________________________ Score: ______________
SUBJECT: Science
QUARTER: First
Worksheet No. 1
Title of the Activity: OH MY SOUND! WHICH IS WHICH?
Most Essential Learning Competency: Investigates the effect of temperature to

the speed of sound.
I. FACT OR BLUFF: Write FACT if the statement is correct and

BLUFF if the statement is wrong on the space provided for every item.
1. Sound is produced when a vibration causes pressure variations in the medium.

2. Sound waves require a medium to travel, some kind of physical material.
3. Compared to liquids, sound travel faster through gases.
4. Sound waves are the compression and rarefaction of physical material.
5. Sound waves travel through space.
6. The compression and rarefaction allows sound waves to travel through liquids and
gases but not through solids.
7. Space is a vacuum, and a vacuum is defined by the very absence of physical
material.
8. A sound wave is a transverse wave.
9. The size of compression indicates how much energy the sound wave has.
10. Sound wave with large compression has a high energy.
11. In a low-density material, like air, sound travels faster because the atoms are
farther apart.
12. The speed at which sound travels through a material depends on the density of the
material.
13. It is possible for astronauts on the moon to talk to each other without the aid of
modern electronic communication system because of the atmosphere in the
surroundings.
14. Sound is heard better in far areas during daytime than nighttime due to refraction.
15. Compressions are found when air particles of molecules of the medium are
pushed creating lesser distance between particles.
II. Arrange the jumbled letters in the box correctly by using the given
clues.
1. T – R – E – C – S
The highest point of the sound wave.
2. T- I – L- E -D-A-M-U-P
The maximum distance between
the vibrating particles.
3. A-V-E-W D-E-S-E-P
The product of wavelength and frequency.
4. Q-U-E-C-R-Y-N-F-E-N
The number of waves that passes
at a given point in a given amount of time.
5. G-R-O-U-T-H
The lowest point of the sound wave.
6. T-H-A-W-G-L-E-V-E-N
The distance between two adjacent
crests or compression.
7. C-R-O-A-N-N-E-S-E
The quality of a sound that stays loud and clear.
8. P-R-O-M-I-S-E-C-O-N-S
The decrease in volume of any object or
substance resulting from applied stress.
9. S-C-O-U-T-A-I-C-S
The quality of a room that makes it easy
or difficult to hear sounds clearly.
10. T-R-A-C-E-F-A-R-I-O-N
The decrease in density and pressure
in a medium, such as air, caused by
the passage of a sound wave.
III. Directions: Using several resources and references, compare the different
characteristics of solids, liquids and gases by completing the table below.
Comparing Solids, Liquids, and Gases
Characteristics Solid Liquid Gas

1. Intermolecular
spacing
2. Volume
3. Ability to Flow
4. Compressibility
5. Density

ideas. ideas.

Relevance /
Message /
Technicalities
Required
elements
(grammar,
spelling etc.)
KEY ANSWER:
TITLE OF THE ACTIVITY: OH MY SOUND! WHICH IS WHICH?
I. FACT OR BLUFF
1. FACT 6. BLUFF 11. BLUFF

2. FACT 7. FACT 12. FACT
3. BLUFF 8. BLUFF 13. BLUFF
4. FACT 9. FACT 14. BLUFF
5. BLUFF 10. FACT 15. FACT
II.
1. crest 6. wavelength
2. amplitude 7. resonance
3. wave speed 8. compression
4. frequency 9. acoustics
5. trough 10. rarefaction
III. COMPARING SOLIDS, LIQUIDS AND GASES
Characteristics Solid Liquid Gas

1. Intermolecular Very close to each Not to close nor Very far apart
spacing other too far from each other
2. Volume Has definite No definite volume No definite
volume volume
3. Ability to flow Low Intermediate Low
4. Compressibility Low Intermediate High
5. Density High Intermediate Low
Region I

QUARTER 1, WEEK 4
MELC: Investigate the effect of temperature to the speed of sound.
Objectives:
1. Infer the relationship of temperature to the speed of sound through solid,

liquid, and gas.
2. Calculate the speed of sound through solids, liquids, and gases.
3. Explain the effect of temperature of sound to the different medium.
Prepared by:
ROWENA B. PEREZ
Teacher III
Name: __________________________________ Date: _______________
SUBJECT: Science
QUARTER: First
Worksheet No. 2
Title of the Activity: HOT OR COLD, WHICH IS FASTER?
Most Essential Learning Competency: Investigate the effect of temperature to the

speed of sound.
Formula for the Speed of Sound:
In equation: v= v0 + 0.6 m/s (T)

0
C
Where:
v- speed of sound T = temperature in 0C
v0 – speed of sound 0C = degrees Celsius
in dry air at O0C
which is 331 m/s
0.6 m/s = constant factor for temperature
Sample Problem: What is the speed of sound in air of temperature 140C?
Given: T = 140C Solution:

Required: v = speed of sound in m/s v= 331 m/s + 0.6 m/s (140C)
Equation: v = V0 + 0.6 m/s (T) 0
C
o
C v = 331 m/s + 8.4 m/s
v = 339.4 m/s
Table of the Speed of Sound
MATERIAL SPEED OF SOUND
(m/s)
air at 20 oC 343
air at 30 oC 349
air at 40 oC 355
ethyl alcohol 1144
kerosene 1324
fresh water 1428
sea water 1533
acetic acid 1584
gold 3240
wood 3960
glass 4540
copper 4600
aluminum 6320
I. Fill up the table below completely. Provide the complete solutions below.
Material Temperature Speed of Sound

(m/s)
Air 42 oC a)
Sea water 25 oC b)
Wood 36 oC c)
a) Given: b) Given: c) Given:

Required: Required: Required:
Equation: Equation: Equation:
Solution: Solution: Solution:
II. Fill up the table below completely. Provide complete solutions below.
Material Temperature (oC) Speed of Sound (m/s)
air 1. 352.18 m/s
air 2. 370.15 m/s
ethyl alcohol 3. 1157.62 m/s
kerosene 4. 1348.09 m/s
fresh water 5. 1458.06 m/s
acetic acid 6. 1592.94 m/s
gold 7. 3282 m/s
aluminum 8. 6325.70 m/s
copper 9. 4637.68 m/s
glass 10. 4555.06 m/s
Sample Problem: What is the temperature of air when the speed of sound
is 343 m/s?
Given : v = 343 m/s T =343 m/s – 331 m/s

0.6 m/s o
v0 = 331 m/s / C
0.6 m/s
0 T = 12 m/s
C = constant value 0.6 m/s o
o / C
C
T=?
T = 20 oC
Equation 1: v = v0 + 0.6 m/s (T)

o
C
Equation 2: T= v- v0
0.6 m/s
/ oC
Rubrics in giving points to Problem Solving:
Criteria Points
Identify the given, unknown and formula. Solve the problem correctly and 5
get the correct answer with proper unit/s indicated.
Identify the given, unknown and formula. Solve the problem but the 3
answer is incorrect.
Identify given and unknown but the formula is incorrect. 1
III. ESSAY: Using several references and resources, answer what is asked. Explain in
NOT less than five sentences.
Question: Considering the same amount of temperature in each medium/material, in

which of the following materials do sound waves travel the fastest- GOLD, AIR or
FRESH WATER? Why?

ideas. ideas.

Relevance /
Message /
Technicalities
Required
elements
(grammar,
spelling etc.)
KEY ANSWER
TITLE OF THE ACTIVITY: HOT OR COLD, WHICH IS FASTER?
I. Speed of Sound
Material Temperature Speed of sound (m/s)

Air 42oC a) 356.2 m/s
Sea water 25 oC b) 1548 m/s
wood 36 oC c) 3981.6 m/s
a) Air Solution: v = 331 m/s + 0.6 m/s (42 oC)

o
C
Given: T = 42 oC, vo = 331 m/s
Required: v= speed of sound v= 331 m/s + 25.5 m/s
in m/s v= 356.2 m/s
Equation: v = v0 + 0.6 m/s (T)
o
C
b) Sea Water Solution: v = 1533 m/s + 0.6 m/s (25 oC)

o
Given: T = 25 oC, v0 = 1533 m/s C
Required: v= speed of sound v= 1533 m/s + 15 m/s
in m/s
Equation: v = v0 + 0.6 m/s (T) v= 1548 m/s
o
C
c) Wood Solution: v = 3960 m/s + 0.6 m/s (36 oC)

o
Given: T = 36 oC, v0 = 3960 m/s C
Required: v= speed of sound v= 3960 m/s + 21.6 m/s
in m/s
Equation: v = v0 + 0.6 m/s (T) v= 3981.6 m/s
o
C
II.
Material Temperature
1. air 35.30 oC
2. air 65.25 oC
3. ethyl alcohol 22.70 oC
4. kerosene 40.15 oC
5. fresh water 50.10 oC
6. acetic acid 14.90 oC
7. gold 70 oC
8. aluminum 9.5 oC
9. copper 62.80 oC
10. glass 25.10oC
Solution for the Computation:
1. air: v = 352.18m/s 2. air: v= 370.15 m/s

v0 = 331m/s v0= 331m/s
T= v-v0 T= v-v0
0.6m/s/0C 0.6m/s/0C
T=352.18m/s-331m/s T= 370.15m/s-331m/s
0
0.6m/s/ C 0.6m/s/0C
T= 21.18m/s
0.6m/s/0C T= 39.15m/s T= 65.250C
T= 35.30C 0.6 m/s/0C
3. ethyl alcohol : v= 1157.62m/s 4. kerosene: v= 1324 m/s
v0= 1144 m/s v0= 1348.09m/s
T= v-v0 T= v-v0
0.6m/s/0C 0.6m/s/0C
T= 1157.62m/s-1144m/s T= 1348.09m/s-1324m/s
0
0.6m/s/ C 0.6m/s/0C
T= 13.62m/s T= 24.09m/s
0
0.6m/s/ C 0.6m/s/0C
T= 22.70C T= 40.15 0C
5 . fresh water: v= 1458.06m/s 6. acetic acid: v= 1592.94m/s
v0= 1428m/s v0= 1584m/s
T= 1458.06m/s-1428m/s T=1592.94m/s-1584m/s
0
0.6m/s/ C 0.6m/s/0C
T= 30.06m/s T= 8.9m/s
0.6m/s0C 0.6m/s0C
T= 50.100C T= 14.90C
7 . gold: v= 3282 m/s 8. aluminum: v= 6325.70m/s
v0= 3240 m/s v0= 6320 m/s
T= 3282m/s-3240m/s T= 6325.70m/s-6320m/s
0
0.6m/s/ C 0.6m/s/0C
T= 42m/s
0.6m/s/0C T= 5.7m/s T= 9.50C
T= 700C 0.6m/s/0C
9 . copper: v= 4637.8 m/s 10. Glass: v= 4550.06m/s
=
v0 4600m/s v0= 4540 m/s
T= 4637.68m/s-4600m/s T= 4550.06m/s-4540m/s
0.6m/s/0C 0.6m/s0C
T = 37.68 m/s T= 15.06m/s
0
0.6m/s/ C 0.6m/s/0C
T= 62.80C T= 25.100C
Region I

QUARTER 1, WEEK 4
MELC: Explain the hierarchy of colors in relation to the energy of visible

light.
Objectives:
1. Know the different color components of visible light.
2. Explain the hierarchy of colors in relation to energy.
3. Explain how each color of light bends in relation to its wavelengths and frequencies.
Prepared by:
MARILOU M. SAURA
Teacher I
Name: __________________________________________ Date: _____________
Grade/Section:___________________________________________ Score:____________
SUBJECT: SCIENCE 8
QUARTER 1
Worksheet No. ____
Title of the Activity: CHARACTERISTICS AND COMPONENTS OF VISIBLE

LIGHT
Most Essential Learning Competency: Explain the hierarchy of colors in relation to the
energy of visible light.
K to 12 BEC CG: K to 12 BEC CG: S8FE-Ie-26
PART I
A. Directions: The light we receive from the sun forms part of

the electromagnetic spectrum that we call as visible light. It has seven color
components that can be seen when we let the sunlight passes through a prism.
Encircle the components of visible light on the list of colors below.
GREEN BROWN YELLOW INDIGO

ORANGE WHITE BLACK BLUE
RED PINK VIOLET
B. Directions: A rainbow represents the visible light. Label and color the
following image based on the proper arrangement of the colors from the
outermost to the innermost part (from top to bottom part).
COLOR LABEL
PART II
Directions: Read each statement below and indicate whether the statement is a
MYTH or FACT. Write your answer on the space provided
before each number.
_________________ 1. There is a pot of gold at the rainbow’s end.
_________________ 2. Rainbows form full circles but we only see the light that is
reflected by raindrops.
_________________ 3. Rainbows do not only contain the seven colors but all other
colors that just appear invisible.
_________________ 4. Rainbows do not only appear with rain, it also does in any
source of water droplets in the air provided that the sun has to be
at right angle of about 42 degrees altitude.
_________________ 5. Double rainbows occur when light gets reflected twice inside a
water droplets.
PART III
THINK BEFORE YOU WRITE!

Directions: Study the table on the colors of the visible light spectrum below, then
complete the statements that follow.
COLORS OF FREQUENCY WAVELENGTH ENERGY

LIGHT (THz) (nm) (eV)
RED 405-480 625-740 1.77
ORANGE 480-510 590-625 2.00
YELLOW 510-530 565-590 2.14
GREEN 540-580 520-565 2.34
BLUE 580-600 435-500 2.64
INDIGO 600-700 420-435 2.78
VIOLET 700-790 380-420 2.95
1. The color of light that has the highest frequency is ___________________________.

2. The color of light that has the lowest frequency is ___________________________.
3. __________________ is the color of light that has the longest wavelength.
4. The color that has the highest energy level is __________________________.
5. Based on the table of data presented above, the frequency of each color is inversely
proportional to wavelength and directly proportional to energy. This means that, the
color of light with higher frequency will have a _____________ wavelength and
_______________ energy level.
ANSWER KEY:
Activity No._____: CHARACTERISTICS AND COMPONENTS OF VISIBLE LIGHT
Part I:
A. Green
Yellow
Indigo
Orange
Blue
Red
Violet
B. Red
Orange
Yellow
Green
Blue
Indigo
Violet
Part II: MYTH OR FACT

1. Myth
2. Fact
3. Fact
4. Fact
5. Fact
Part III:
1. Violet
2. Red
3. Red
4. Violet
5. Shorter, Higher
References:
A. Books
Luisito T. Evangelista, Ph.D. et.al. 2013. Practical Science for Grade 8. Lipa City, Batangas.
EFERZA Academic Publications.
Karrie Kea L. Corcino et.al. 2018. Science for Millenials Grade 8. Makati City. SALINLAHI
Publishing House Inc.
B. Government Publications
Department of Education, Republic of the Philippines. 2016 Reprint Edition of 2014. Science
Learner’s Module for Grade 8. Pasig City. FEP Printing Corporation.
C. Online and Other Sources
Tip: Press “shift and enter: to break URLs without breaking the link.
https://science.howstuffworks.com
Region I

QUARTER I, WEEK 4
MELC: Differentiate between heat and temperature at the molecular level.

• K to 12 BEC CG: S8FE-Ig-29
Objectives:
1. Infer the relationship of heat and temperature, and the effects of heat on the
body.
2. Solve thermometric scale conversions.
3. Cite practical applications of thermal expansion.
4. Discuss the effects of heat in terms of thermal expansion.
Prepared by:
ROWENA B. PEREZ
Teacher III
Name: __________________________________ Date: _______________
SUBJECT: Science
QUARTER: First
Worksheet No. 1
Title of the Activity: HIT ME HEAT!
Most Essential Learning Competency: Differentiate between heat and

temperature at the molecular level.
• K to 12 BEC CG: S8FE-Ig-29
I . Directions:
Search the listed words in the puzzle by underlining it vertically,
horizontally or diagonally.
H I C Y R E T E M O M R E H T
U H E A T T R A N S F E R E I
E T L E X P A N S I O N M G E
Q A S V T U Z A M N R P N F H
U T I W H V X Y L O E O D E N
I S U X S E W C K R I B C I E
L O S Y R Q A D A T T A V P R
I M U Z N O P T C P U L H O H
B R V A L K U I J Q E Z I J A
R E W B M R R E I K V Y L K F
I H X E E T G F H R W X M N Q
U T A B S O L U T E Z E R O R
M Z Y N I J R O T C U D N O C
B A O J H I N S U L A T O R S
S C I M A N Y D O M R E H T T
WORD LIST:
1. CELSIUS 11. THERMODYNAMICS
2. KELVIN 12. THERMOMETER
3. FAHRENHEIT 13. THERMOSTAT
4. HEAT 14. HEAT TRANSFER
5. TEMPERATURE 15. ABSOLUTE ZERO
6. EQUILIBRIUM
7. CONDUCTOR
8. INSULATOR
9. EXPANSION
10. CONSTRICTION
Convert the thermometric readings. Use the formulas below.
• From oC to K: Use the formula : TK = ToC + 273.16
where: TK = Temperature in Kelvin
9
T oF = (T oC) +32
• From oC to oF: use the formula: 5
where: ToF = Temperature in Fahrenheit

where: ToC = Temperature in degrees Celsius
• From oF to oC: use the formula: T oC = 5 (T oF) - 32

9
where: ToF = Temperature in degrees Fahrenheit
where: ToC = Temperature in degrees Celsius
II. Fill-up the table below completely. Provide the complete solutions below.
Degrees Fahrenheit Degrees Celsius Kelvin

1. 49 oC 2.
210 oF 3. 4.
5. 9 oC 282.16 K
o
149 F 6. 7.
o
8. -14 C 259.16 K
73.4 oF 9. 296.16 K
10. 85 oC 358.16
CRITERIA POINTS
5
Identify the given, unkown and formula.Solve correctly the problem and get the
3
incorrect.
1
III. ESSAY:
1. Differentiate heat and temperature at the molecular level.
2. Cite at least three (3) practical applications of thermal expansion. Be able to
describe the effects of heat in terms of thermal expansion.

ideas. ideas.

Relevance /
Message /
Technicalities
Required
elements
(grammar,
spelling etc.)
KEY ANSWER
I. TITLE OF THE ACTIVITY: HIT ME HEAT!
C R E T E M O M R E H T
H E A T T R A N S F E R E I
E T L E X P A N S I O N M E
Q A S P N H
U T I H E O N
I S U E R I I E
L O S A A T V R
I M T C L H
B R U I E A
R E R R K F
I H E T
U T A B S O L U T E Z E R O
M N R O T C U D N O C
O I N S U L A T O R
S C I M A N Y D O M R E H T
II.
1. 120.2 oC 6. 65 oC
2. 322.16 K 7. 338.16 K
3. 98.89 oC 8. 6.8 oF
4. 372.05 K 9. 23 oC
5. 48.2 oF 10. 185 oF
Solution for Thermometric Conversions:

1. 49 oC to oF 3. 2100F to 0C
T oF = 9 (49 oC) +32 0
C = 5/9 (T0F-32)
5
T oF = 1.8 (49) +32 0

C = 5/9 (210-32)
T oF = 88.2 +32 0
C= 5/9 (178)
T oF = 120.2 oF 0
C= 890/9 0
C= 98.890C
2. 49 oC to K 4. 98.890C to K
K= oC + 273.16 K= 0C + 273.16
K = 49+273.16 K= 98.89 + 273.89
K = 322.16 K K= 372.05K
5. 9 oC to oF
T oF = 9 (9 oC) +32 o
C= 5
(41.4)
5 9
T oF = 1.8 (9) +32

207
o
o
C= /9
T F = 16.2 +32
o
C= 23 oC
o o
T F = 48.2 F
10. 85 oC to oF
T oF = 9 (85 oC) +32
5
6. 149 oF to oC T oF = 1.8 (85) +32

o
C= 5 (T oF-32)
9 T oF = 153 +32
o 5 T oF = 85 oF
C= 9
(149-32)
o 5
C= (117)
9
585
o
C= /9
o
C= 65 oC
7. 65 oC to K
K = 65oC +273.16
K = 338K
8. -14 oC to oF
T oF = 9 (-14 oC) +32
5
T oF = 1.8 (-14) +32
T oF = 25.2 +32
T oF = 6.8 oF
9. 210 oF to oC
o
C= 5 (T oF-32)
9
o 5
C= 9
(73.4-32)
III.
HEAT TEMPERATURE
• Heat is energy in transit • Temperature is the hotness and
• Heat is the movement of thermal coldness of a body
energy from one place to another • Temperature is the measure of the
• Heat is the total kinetic energy of average kinetic energy of all the
an object called “thermal energy” particles in the object.
• Heat is the result of how energy is • Temperature can be measured by a
transferred from hotter object to a thermometer.
cooler object. • There are different thermometric
scales such as degrees Celsius,
degrees Fahrenheit and Kelvin.
Practical applications of Thermal Expansion:
1. Thermometer – the liquid alcohol in the thermometer rises as the temperature

increases and drops as the temperature decreases.
2. Having a hard time opening a glass or container – running hot water over the
lid gives way to open at last because the high-temperature water causes the
metal lid to expand faster than the glass.
3. Sagging of clothesline on a hot day – this happens because heat causes them to
expand, and, thus, there is a greater length of extending from pole to pole than
under lower temperature conditions.
4. Bridges apply the concept of thermal expansion joint- structure- when heat
causes the bridge to expand during hot summer days, the two sides of the
expansion joint move toward one another and as the bridge cools down after
dark, they begin to retract gradually.
5. Railroad tracks are built from pieces of steel supported by wooden tiles and
laid with a gap between the ends – this gap provides a space for thermal
expansion.
6. A thermostat that uses bimetallic strip – it is composed of two different metals

which are heat sensitive characteristics and with different coefficient of
thermal expansion. It can also be used to control pointer positions and to open
and close electrical circuits.
7. Space for fuel / engine tanks – because of the compressibility and flammability
of gas, space is needed for thermal expansion to avoid gas explosion.
References
Corcino, Karrie Kea L., et.al. 2018. Science for Millennials 8. Salinlahi Publishing House, Inc.,
p.20, p. 30
Evangelista, Luisito T., et.al. 2013. Practical Science Concepts and Skills. United Eferza
Academic Publications Co., pp. 261-265, 295-304
Government of the Philippines, Department of Education. 2013. Science Learner’s Module 8.
Pasig City., pp. 77-80
Tablante, Teddy.2018. The Speed of Sound and How Does Sound Travel. Branch Education.
https://www.youtube.com/watch?v=1kjAkuwYx
Region I

QUARTER I, WEEK 5 and 6
MELC: Infer the relationship between current, voltage and resistance.

• K to 12 BEC CG: S8FE-Ih-30
Objectives:
1. Infer the relationship between current and charge.
2. Determine the relationship between current and voltage through power
rating of household appliances.
3. Analyze the relationship between current, voltage and resistance through
Ohm’s Law.
Prepared by:
CESAR B. VILLARUZ
Teacher III
Name: ____________________________ Date: ______________________
Grade/Section: _____________________ Score: _____________________

SUBJECT: Science 8
QUARTER: 1
Worksheet No. 1
Title of the Activity: CHARGE THE ELECTRIC GRID

Most Essential Learning Competency: Infer the relationship between current, voltage
and resistance.
Part I
K to 12 BEC CG: S8FE-Ih-30
Direction: (A) Find the words listed below in the puzzle.
Current Voltage Resistance Electricity Watt Potential energy Conductors Light Ammeter Volts
Voltmeter Amperes Ohms Ohmmeter Electrons Mechanical Kilowatt Electric current
Electromotive force Joule Motion Energy Heat Kinetic Work
P E A F S T Z A J A E S N O R T C E L E
O F Z U E D B D R W G I H R V E E G A Q
T N E R R U C U D D H E N W O R K J E E
E T Y A E G O H M S A O M S L D T I U C
N C J E P H N O C T E C N A T S I S E R
T B O L M I D F K H L A R I S Y S K E O
I J U H A R U D I Y E D F O A I D T I F
A I L B G S C V N U C T H K E O E T O E
L T E A E K T B E I T B N D R M U A B V
E Q I R O N O M T L R N F E T O I W H I
N M G O A Y R E I O I M S L H T X O F T
E Y V H I T S W C P C R O T G I Z L T O
R E T E M M A Q E B I V H Z O O K I J M
G D D E L D E P O C T I T V M N F K O O
Y O M T J A G N A E Y L H C O A G R L R
L E G Y F S K H E A T K G O T L T D P T
O H M M E T E R P R O S I X F F T F M C
B U K P S X O L E O G Z L M B V E A C E
M E C H A N I C A L I Y D N N N O U G L
E L E C T R I C C U R R E N T T A W V E
(B) Complete the table below on current and charge calculation. Formulas are given to guide you
in the computation.
Formula for Current:

Charge moving past a point Q
Current = ----------------------------------- I = -------
Time t
Whereas:
Formula for Charge:
I = Current; unit is A (amperes) Q=Ixt
Q = Charge; unit is C (coulombs)
t = Time; unit is s (seconds) Formula for time:
Q
t = -------
I
1. I = 0.8 A Q=? t = 40 s
2. I=? Q = 480 C t = 600 s
3. I = 4A Q = 800 C t=?
1. Given: ___________ 2. Given: ___________ 3. Given: __________
___________ ___________ __________
Find: ___________ Find: ___________ Find: __________
Rubrics for evaluating problem solving performance of learners:

Logical All needed items At least 3 items A few of the None of the
presentation of are logically are logically items are items are
data in terms of presented with presented with clearly presented nor
number with correct values correct values presented with the values or
correct symbols and symbols and symbols values and symbols
symbols
Accuracy and All of the process Most of the The process in None of the
correctness in in solving the process in solving the process in
calculation problem shows a solving the problem show solving is
high degree of problem shows a some degree accurate and
accuracy and degree of of accuracy correct.
correctness accuracy and and
correctness correctness
Title of the Activity: MATCHING SOURCE AND LOAD

Part II
1. Explain the reason behind the following source and load appliances situation:
a. Why is a 110V second hand television set imported from Japan damaged when plugged into a
220V source? _____________________________________________
_____________________________________________________________________
b. Can I light up a 4.5V bulb using a 1.5V dry cell? Yes or NO and why? ____________
_____________________________________________________________________
_____________________________________________________________________
c. On the base of a bulb is written: 3V, 0.15 A. What does this mean? ______________
_____________________________________________________________________
d. What will happen if the bulb is connected to a 1.5 V cell? ______________________
_____________________________________________________________________
e. What will happen if it is connected to a 4.5 V battery? _________________________
_____________________________________________________________________

5 3 1
The student shows
limited
deep considerable
explained
accurately and
explicitly.
The output has no
clear purpose. The
intended message
was not delivered.
2. Below is a table of household appliances with the data on the amount of power source, voltage
(V) and current (A) being utilized. Complete the data by filling in the values of power. Formulas
are given to guide you in the computation.

P
I = -------
Power = current x voltage V
Whereas: Formula for Power:

P=IxV
P = Power; unit is W (watts)
I = Current; unit is A (amperes) Formula for Voltage:
V = Voltage; unit is V (volts) p
V = -------
I
Table on Power Rating of Appliances

Appliances Voltage (V) Current (A) Power (W)
Flat Iron 220 4.5 ?
Radio 2? 0.45 99
Electric Stove 220 ? 2992
Refrigerator 220 0.64 ?
Television 220 ? 149.6
1. Given: ___________ 2. Given: ___________ 3. Given: __________

___________ ___________ __________
Find: ___________ Find: ___________ Find: __________
4. Given: ___________ 5. Given: ___________
___________ ___________
Find: ___________ Find: ___________
Solution: Solution:

symbols
Guide Questions
1. Which appliance has the greatest power? ______________________________________
2. Which appliance consumes much greater current? _______________________________
3. Based from the data, arrange the appliances in a decreasing order that is from highest power
rating to the lowest power rating. _____________________________________________
________________________________________________________________________

5 3 1
The student shows
limited
deep considerable
explained
accurately and
explicitly.
The output has no
clear purpose. The
intended message
was not delivered.
Title of the Activity: OHM’S FOR ONE

Part III
1. Complete the statement in the word grid by writing the missing consonant letters, a vowel
letter is initially given as a guide. A black square indicates the end of a word. When you
have placed all the letters in their correct squares, you will be able to read a statement across
the diagram from left to right.
T H E C U R R E N T F L O W I N G
T H R O U G H A C I R C U I T I S
D I R E C T L Y P R O P O R T I O N A L
T O T H E E L E C T R O M O T I V E F O R C E
A N D I N V E R S E L Y P R O P O R T I O N A L
T O T H E R E S I S T A N C E
O F T H E C I R C U I T
2. Solve the given problems on Ohm’s Law regarding the relationship on current (I), voltage
(V) and resistance (R) below. Formulas are given to guide you in the computation.
V
Voltage = Current x Resistance I = -------
R
Whereas:
Formula for Power:
R = Resistance; unit is Ω (ohm) V=IxR
I = Current; unit is A (amperes)
V = Voltage; unit is V (volts) Formula for Voltage:
V
R = -------
I
a. A 10 power supply is connected to a 3Ω resistor. What is the current flowing in

the circuit?
b. A resistor of 20Ω is connected to a battery of unknown voltage. The current in the
circuit is measured to be 0.5A. Calculate the voltage of the battery?
c. A current of 5A leaves a 30V power supply. Determine the value of the resistor
connected to the power source?
a. Given: ___________ b. Given: ___________ c. Given: __________
___________ ___________ __________
Find: ___________ Find: ___________ Find: __________

symbols
Title of the Activity: BRAIN CIRCUIT CHALLENGE
Part IV
Direction: Answer Part A, B, and C by following the specified directions.
A. If the statement is true, write T; if the statement is false, write F.

_____1. A complete or an open circuit provides a path for electrical charges to flow.
_____2. Electric current is a measure of the number of electrical charges passing through
a cross-section of an insulator in a given time.
_____3. The flow of conventional current is from the positive terminal of the battery to
the negative terminal.
_____4. An ammeter measures electric current while a voltmeter measures voltage.
_____5. An ammeter is connected to the terminals of the energy source while a voltmeter
is connected to the load being tested.
_____6. An electric circuit is made up of the energy source, flow of current and load.
_____7. When an object gains electrons, it becomes positively charged.
_____8. An insulator is a substance through which an electric charge is not readily
transferred.
_____9. A shorter wire has less resistance than a longer wire in a circuit.
____ 10. Keeping the energy source constant and adding more load results to an
increased resistance in a circuit.
B. Multiple Choice: Choose the BEST answer and write the letter in the blank provided.
_____1. Which of the following is NOT a conductor?
a. the earth b. a salt solution c. distilled water d. human body
_____2. An object becomes positively charged because
a. neutrons are removed from it
b. protons are added to it
c. the number of electrons are increased
d. it loses electrons
_____3. In an electrical system,
a. a generator acts as the electron pump
b. the potential energy of the electrons is decreased
c. the protons activate the electric motor
d. the used electrons are no longer reused
_____4. The electromotive force or emf
a. is measured in volts
b. gives the electrons a greater potential energy
c. creates a difference in potential
d. all of the above
_____5. The ammeter
a. measures the resistance in an electric circuit
b. is also a galvanometer
c. is connected across a circuit
d. measures electric power
_____6. Ohm’s law states that
a. I in a circuit is directly proportional to emf
b. I in a circuit is directly proportional to resistance
c. I in a circuit is inversely proportional to emf
d. Emf and resistance are inversely proportional
_____7. A resistance of 11 ohms will allow 10 amperes of current if the electromotive
force is
a. 0.91V b. 110V c. 1.1V d. 10V
_____8. Which of the following statements is true?
a. The resistance of a wire is directly proportional to its diameter.
b. The shorter the wire, the greater the resistance.
c. The higher the temperature, the greater the resistance of a uniform conductor.
d. The resistance of wires of different materials is the same provided they are of
the same length, diameter, and temperature.
_____9. The symbol used in current is
a. V b. I c. Ω d. π
____10. If the load in a circuit is increased with the same voltage, current is
a. decreased b. increased c. the same d. doubled
C. On the space provided below, draw how your house is wired. Start from the meter to the
different parts of the house.
The Way My House Is Wired

Presentation The house wiring The house The house The house
sketch clearly wiring sketch wiring sketch wiring sketch
communicates the communicates indirectly does not
main idea and some of the communicates sufficiently
strongly promotes important ideas the idea and communicate
awareness . and slightly hardly any idea that
promotes promotes can promote
awareness. awareness. awareness.
Creativity All of the Most of the The graphics The graphics
and graphics used on graphics used on were made by were not made
originality the sketch reflect the sketch the student but by the students.
an exceptional reflect student were copied
degree of student ingenuity in from the
ingenuity in their their creation. designs or
creation. ideas of others.
Required The sketch All required Few required Required
Elements includes all elements are elements are elements are
required elements included. included. missing.
as well as
additional
information.
Key Answer
Title of the Activity: CHARGE THE ELECTRIC GRID
A.
P S S N O R T C E L E
O E V
T N E R R U C W O R K E
E E O H M S L C
N J P N E C N A T S I S E R
T O M D K L S E O
I U A U I E T F
A L C N C E T E
L E T E T M A V
E O T R T O W I
N R I I L T O T
E S C C O I L O
R E T E M M A I V O I M
G E T T V N K O
Y N Y H O R
H E A T G L T
O H M M E T E R R I T C
G L A E
M E C H A N I C A L Y G L
E L E C T R I C C U R R E N T T A W E
B.
1. I = 0.8 A Q = 32 C t = 40 s
2. I = 0.8 A Q = 480 C t = 600 s
3. I = 4A Q = 800 C t = 200 s
1. Given: I = 0.8 A 2. Given: Q = 480 C 3. Given: I = 4A
t = 40 s t = 600 s Q = 800 C
Find: Q Find: I Find: t Solution:

Solution: Solution:
Q=Ixt I = Q/t t = Q/I
Q = 0.8 A x 40 s I = 480 C / 600 s t = 800 C / 4 A
Q = 32 C I = 0.8 A t = 200 s
Logical All needed items At least 3 items are A few of the items None of the items
presentation of data are logically logically presented are clearly are presented nor
in terms of number presented with with correct values presented with the values or
with correct correct values and and symbols values and symbols
symbols symbols symbols
Accuracy and All of the process Most of the process The process in None of the
correctness in in solving the in solving the solving the process in solving
calculation problem shows a problem shows a problem show is accurate and
high degree of degree of accuracy some degree of correct.
accuracy and and correctness accuracy and
Title of the Activity: MATCHING SOURCE AND LOAD

1. Explain the reason behind the following source and load appliances situation:
a. Answer: Because the power source is greater than the load which is the second hand TV set.
b. Answer: No. because the voltage of the light bulb is greater than the dry cell battery.
c. Answer: It means that the bulb requires a power source of 3 volts and a current flow of 0.15
amperes to light the bulb.
d. Answer: The bulb will not light up due to the lesser voltage the dry cell provides.
e. Answer: The bulb will explode due to the greater amount of voltage given by the battery.
2.
Table on Power Rating of Appliances
Appliances Voltage (V) Current (A) Power (W)
1 Flat Iron 220 4.5 990
2 Radio 220 0.45 99
3 Electric Stove 220 13.6 2992
4 Refrigerator 220 0.64 140.8
5 Television 220 0.68 149.6
1. Given: I = 4.5 A 2. Given: I = 0.45 A 3. Given: V= 220 V
V = 220 V P = 99 W P = 2992 W
Find: P Find: V Find: I Solution:

Solution: Solution:
P=IxV V = P/I I = P/V
P = 4.5 A x 220 V V= 99W / 0.45 A I= 2992 W / 220V
P = 990 W V= 220 V I= 13.6 A
4. Given: I = 0.64 A 5. Given: V= 220 V
V = 220 V P = 149.6 W
Find: P Find: I
Solution: Solution:
P=IxV I = P/V
P = 0.64 A x 220 V I= 149.6 W / 220V
P = 140.8 W I= 0.68 A
Logical All needed items At least 3 items are A few of the items None of the items
presentation of are logically logically presented are clearly are presented nor
presented with with correct values presented with the values or
data in terms of correct values and and symbols values and symbols
number with symbols symbols
correct symbols
Accuracy and All of the process Most of the process The process in None of the
correctness in in solving the in solving the solving the process in solving
problem shows a problem shows a problem show is accurate and
calculation high degree of degree of accuracy some degree of correct.
accuracy and and correctness accuracy and
Guide Questions
1. Answer: Electric stove
2. Answer: Electric stove
3. Answer: Electric Stove, Flat Iron, Television, Refrigerator, Radio
Title of the Activity: OHM’S FOR ONE
Part 1
T H E C U R R E N T F L O W I N G
T H R O U G H A C I R C U I T I S
D I R E C T L Y P R O P O R T I O N A L
T O T H E E L E C T R O M O T I V E F O R C E
A N D I N V E R S E L Y P R O P O R T I O N A L
T O T H E R E S I S T A N C E
O F T H E C I R C U I T
Part 2.
a. Given: V = 10 V b. Given: R = 20 Ω c. Given: I = 5 A
R =3Ω I = 0.5 A V = 30 V
Find: I Find: V Find: R Solution:

Solution: Solution:
I=V/R V=IxR R=V/I
I = 10 V / 3 Ω V= 0.5 A / 20 Ω R = 30 V / 5 A
I = 3.33 A V= 0.025 V R=6A

presentation of are logically are logically items are clearly items are
data in terms of presented with presented with presented with presented nor the
number with correct values correct values and values and values or
correct symbols and symbols symbols symbols symbols
Accuracy and All of the Most of the The process in None of the
correctness in process in process in solving solving the process in
calculation solving the the problem problem show solving is
problem shows a shows a degree of some degree of accurate and
high degree of accuracy and accuracy and correct.
accuracy and correctness correctness
correctness
Title of the Activity: BRAIN CIRCUIT CHALLENGE
A. If the statement is true, write T; if the statement is false, write F.
1. F 2. F 3. T 4. T 5. T
6. T 7. F 8. T 9. T 10. T
B. Multiple Choice:
1. A 2. D 3. A 4. D 5. C 6. A 7. B 8. A 9. B 10. A
C. The Way My House Is Wired

Presentation The house wiring The house wiring The house wiring The house wiring
sketch clearly sketch sketch indirectly sketch does not
communicates communicates communicates sufficiently
the main idea some of the the idea and communicate
and strongly important ideas hardly promotes any idea that can
promotes and slightly awareness. promote
awareness . promotes awareness.
awareness.
Creativity and All of the Most of the The graphics The graphics
originality graphics used on graphics used on were made by were not made
the sketch reflect the sketch reflect the student but by the students.
an exceptional student ingenuity were copied from
degree of student in their creation. the designs or
ingenuity in their ideas of others.
creation.
Required The sketch All required Few required Required
Elements includes all elements are elements are elements are
required included. included. missing.
elements as well
as additional
information.
References:
C. Books and Science Manuals
Module.Pasig City. Vibal Publishing House, Inc. pp.53-61.
Module.Pasig City. Vibal Publishing House, Inc. p. 25.
Government of the Philippines, Department of Education. Revised Edition 2004. Science and Technology
IV SEMP: Physics Textbook. Quezon City. NISMED. Book Media Press Inc. pp. 142-153.
Department of Education, Region I. Pangasinan Division I & II; Provincial Government of Pangasinan.
2008 Edition. Course of Study Science IV (Physics), A Guidebook for Teachers. pp. 103, 124-125.
Navaza, Delia Cordero., et.al. You and the Natural World Series-Physics. Second Edition 1998.
Quezon City. Phoenix Publishing House, Inc. pp. 248-250, 263-264.
Corcino, Karrie Kea L., et.al. 2018. Science For Millennials: Grade 8. Makati City, Philippines. Salinlahi
Publishing House, Inc. pp. 33-37.
Mendoza, Estrella E., et.al. 2002. Integrated Science: Laboratory Manual. Quezon City. Phoenix
Publishing House, Inc. pp.191-193.
D. Internet Sources
https://www.mechanical.clipart.com/powerpoint.
https://www.thirdlawofmotion.powerpoint
Region I

QUARTER 1, WEEK 7
MELC: Explain the advantages and disadvantages of series and parallel

connections at home.
• K to 12 BEC CG: S8FE- Ii-31
Objectives:
1. Know the different types of electric circuit at home.
2. Understand the difference between series and parallel circuits.
3. Explain the advantages and disadvantages of series and parallel connections at home.
Prepared by:
MARILOU M. SAURA
Teacher I
Name: __________________________________________ Date: _____________

Grade/Section:___________________________________________ Score:____________
SUBJECT: SCIENCE 8
QUARTER 1
Worksheet No. ____
Title of the Activity: ELECTRICAL CONNECTIONS AT HOME.
Most Essential Learning Competency: Explain the advantages and disadvantages of

series and parallel connections at home.
K to 12 BEC CG: S8FE- _____
PART I
WHAT AM I MADE OF?
Directions: Study the image that follows. Write the different parts of an electric
circuit by using the choices provided in the box.
Electrical load energy source conducting wire controller switch
1.
3.
4.
2.
PART II
HOW AM I CONNECTED?
Directions: Determine whether the following statements pertain to (A) Series
or (B) Parallel circuit. Write ONLY the letter of the correct answer on the
space provided before the number.
_____ 1. Electrical current can flow along more than one pathway.
_____ 2. The total resistance is the sum of the components connected to the
circuit.
_____ 3. The total overall resistance is lower than the resistance of any single
component.
_____ 4. All components of the electrical circuit are connected in series.
_____ 5. All component part share the same current.
_____ 6. All components have the same potential difference between them.
_____ 7. A single electric power source that supplies all the lights and appliances
with the same voltage.
_____ 8. Components are connected from end to end forming a single path for
current flow.
_____ 9. Components are connected across each other forming two sets of
electrical common points.
_____ 10. There is an increased resistance for every added component parts of the
circuit.
PART III
WHERE DO I BELONG?
Directions: Put a “/” mark for Advantage and “X” mark for
Disadvantage on the space provided before each box, then connect each box to
the type of circuit that it describes. Example is provided in the first box.
Cells lasts longer.
All circuit components are

controlled by one switch.
Electric current in the circuit is PARALLEL

SERIES the same even if more cells are
CIRCUIT
CIRCUIT connected.
Burning of one bulb does not

affect the other bulb connected in
the circuit.
Each bulb connected in the

circuit lights up with the same
brightness.
ANSWER KEY:
Activity No._____: ADVANTAGES AND DISADVANTAGES OF SERIES AND
PARALLEL CIRCUITS
Part I: WHAT AM I MADE OF?

1. Energy source
2. Electrical load
3. Conducting wire
4. Controller switch
Part II: HOW AM I CONNECTED?
1. P
2. S
3. P
4. S
5. S
6. P
7. S
8. S
9. P
10. P
Part III: WHERE DO I BELONG?

1. /, Parallel Circuit
2. /, Series Circuit
3. X, Parallel Circuit
4. /, Parallel Circuit
5. /, Series Circuit
References:
A. Books
Luisito T. Evangelista, Ph.D. et.al. 2013. Practical Science for Grade 8. Lipa City, Batangas.
EFERZA Academic Publications.
Karrie Kea L. Corcino et.al. 2018. Science for Millenials Grade 8. Makati City. SALINLAHI
Publishing House Inc.
B. Government Publications
Department of Education, Republic of the Philippines. 2016 Reprint Edition of 2014. Science
Learner’s Module for Grade 8. Pasig City. FEP Printing Corporation.
C. Online and Other Sources
Tip: Press “shift and enter: to break URLs without breaking the link.
https://www.quora.com
https://byjus.com
Region I

QUARTER I, WEEK 7
MELC: Explain the functions of circuit breakers,fuses,earthing, double

insulation, and other safety devices at home.
• K to 12 BEC CG: S8FE-Ii-33
Objectives:
1.Define electrical safety devices.
2. Identify and discuss the function of electrical safety devices.
3. Enumerate electrical safety tips.
4. Draw electrical safety devices found at home.
5. Appreciate the significance of electrical safety devices.
Prepared by:
IRENE A. PARAGAS
Master Teacher I
Name: ____________________________ Date:______________________

SUBJECT: Science
QUARTER: First
Worksheet No. 1
Title of the Activity: SEARCH ME IF YOU CAN!

Most Essential Learning Competency: Explain the functions of circuit breakers,
fuses,earthing, double insulation, and other safety devices at home.
K to 12 BEC CG: S8FE-Ii-33
PART 1:
Directions: Find the words that are listed on the right side of the box by marking
it horizontally, vertically and diagonally.
I N S U L A T I O N R E CIRCUIT
D R I X F U S E Z Y O L BREAKER
D U E W I R I N G B T E
FUSE
A J W C K L R B D R I C RECEPTACLES
O U T I E V O E E E C T ELECTRICIAN
L M R R R P L S N A A R
EARTHING
R P W C F I T T T K P I
INSULATION
E E V U A T N A Z E A C
WIRING
V R X I N I E G C R C I
OVERLOAD
O A R T E C W Q Y L R A
B E A R T H I N G U E N JUMPER
R E M R O F S N A R T S TRANSFORMER
CAPACITOR
PART 2.
Title of the Activity: NAME ME!
Directions: Identify the words being asked,in each item.
__________________1. An electrical device that can stop current flowing when it becomes
overload.
__________________2. It is an automatically operated electrical switch designed to protect an
electrical circuit from damaged caused by overcurrent.
__________________3. It is consists of a basic insulation and supplementary insulation.

__________________4. This occurs when too much current passes throgh electric wire.
__________________5. Refers to a conducting wire that establishes an electrical connection
between two points in a circuit.
__________________6. It is the process of transferring the immediate discharge of electricity
directly to the earth plate.
__________________7. It is the fusible part of a fuse.
__________________8. Refers to plugging of many appliances and gadgets in a single extension
wire.
PART 3.
Title of the Activity: SAFETY FIRST!
Directions. Answer the following by completing the needed

information.
A. Identify at least 5 safety measures in working with electricity.
Rubrics for Evaluating the Activity of Learners

Criteria Score
5
Identify 5 correct safety measures when working with electricity
3
Identify at least 3 safety measures correctly.
1
Identify at least 1 safety measures correctly
B. In a Venn Diagram, compare and contrast a circuit breaker and a fuse.

Circuit Breaker Fuse
Rubrisc for Venn Diagram (Part 3B)
CRITERIA 4 3 2 1
Each section of Each section of Each section of Each section of
Concept the diagram the diagram the diagram the diagram
Arrangement contains four contains three contains three contains very
facts easily facts easily facts that are few factsthat
identified. identified. somewhat are not easily
identified. identified.
Student exhibits Student Student display Student shows
Primary mastery of the illustrates a a limited little or no
Source material as firmer understanding understanding
Content evidenced by understanding with some of topic.
attention to of most of the details pertinent
detail. the similarities to the subject
and differences. matter.
Reflects factual Most of the Reflects some Contains non
Linking information that information is factual factual
Content corresponds factualand information and information that
Together with seemingly attempts to put does not
appropriate corresponds it in correspond to
section of with corresponding the appropriate
diagram. appropriate section of section of
section of diagram. diagram.
diagram.
C. Draw the electrical safety devices.

ELECTRICAL SAFETY DEVICES DRAWING
1.Circuit Breaker
2.Fuse
3.Double Insulation
4.Earthing
Rubrics for Drawing

Criteria 3 2 1
Details are clearly Details are Details are not
Details evident. somewhat evident. evident.
Drawing is free from Drawing has Drawing has
Neatness erasures. limited erasures. many erasures.
The drawing is 80-100 The drawing is 50- The drawing is
Accuracy percent accurate. 70 percent 30-50 percent
accurate. accurate.
PART 4.
Title of the Activity: Poster Making!
Directions. Make a poster on the theme Significance of Electrical Safety Devices

to Mankind.
Part 4: Poster Making (Rubric)
CRITERIA 4 3 2 1
Details on the Details on the Details of the Details of the
Coverage of poster capture poster include poster relate to poster have
the Topic the important important the topic but are little or nothing
information information. too general or to do with the
about the topic. incomplete. topic
All graphics are All graphics are All graphics Graphics do not
Use of related to the related to the relate to the relate to the
Graphics topic and make topic and make topic topic.
it esier to it easy to
understand. understand.
Information is Information is Information is The
Organization very organized organized with organized but information
with clear ideas ideas and some ideas are appears to be
and understanding. missing and not disorganized.
understanding. clear.
All information Most of the Some of the Much of the
Layout and on the poster is information on information on information on
Design in focus and the poster is in the poster is in the poster is
can be easily focus and the focus and some unclear and
viewed and content can be of the content is cannot be
identified. easily viewed easily viewed identified.
and identifiied. and identified.
Answer Key:
PART 1
I N S U L A T I O N R E
D R I X F U S E Z Y O L
D U E W I R I N G B T E
A J W C K L R B D R I C
O U T I E V O E E E C T
L M R R R P L S N A A R
R P W C F I T T T K P I
E E V U A T N A Z E A C
V R X I N I E G C R C I
O A R T E C W Q Y L R A
B E A R T H I N G U E N
R E M R O F S N A R T S
PART 2.
1. FUSE 5. JUMPER WIRE
2. CIRCUIT BREAKER 6. EARTHING
3. DOUBLE INSULATION 7. ELEMENT
4. OVERLOAD 8. OCTOPUS CONNECTION
PART 3.A
1. Do not put fingers or objects in the outlet.
2. Never pull a plug by its cord.
3. Stay away from power lines.
4. Don’t climb on power poles.
5. Do not plug applianceor gadget with wet hands.
B.
Circuit Breaker Fuse
C.
ELECTRICAL SAFETY DEVICES DRAWING
1.Circuit Breaker
2.Fuse
3.Double Insulation
4.Earthing
References:

Eferza Academic Publications Co.pp. 321-330
Crisostomo, Ricardo M. and Padua,Alicia L.2005.Practical and Explorational Physics Modular

Approach.Quezon City.Vibal Publishing House Inc.pp. 271-272
Online:
https://www.shutterstock.com.
https://blog.steinerelectric.com.
https://circuitglobe.com.

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Republic of the Philippines

ACTIVITY SHEETS IN SCIENCE 8

MELC: Investigate the relationship between the amount of force

Force Velocity Displacement Balanced Vector

1. Which of the following situations shows that force is applied on an object?

4. When can we say that forces acting on an object is unbalanced?

Use the illustration to answer items 5-7

6. What is the net force acting on the crate?

8. Which of the following statement explains Newton’s second law of motion?

Directions: Solve and answer the following problems completely.

3. What force is necessary to accelerate a 2 107 kg car at a rate of 50 m/s2?

4. What is the mass of an object if a force of 75 N produces an acceleration of 18 m/s2?

Directions: Read and explain the following questions.

1. What is a force? What can force do?

2. What are Newton’s three laws of motion?

Criteria Description Score

2. Rosario Laurel-Sotto.2005. Science in Today’s World Series Physics Textbook. Quezon

ACTIVITY SHEETS IN SCIENCE 8

MELC: Infer that when a body exerts a force on another, an equal

Grade/Section: _____________________ Score: _____________________

NEWTON’S THIRD LAW OF MOTION STATES THAT:

NEWTON’S FIRST MESSAGE:

NEWTON’S SECOND MESSAGE:

NEWTON’S THIRD MESSAGE:

NEWTON’S FOURTH MESSAGE:

b. A dinosaur pulls the string of a bow Action Force Reaction Force

c. A man’s body tied on a bungee rope Action Force Reaction Force

d. A truck moving on the dirt pavement Action Force Reaction Force

Speed 1 + Speed 2 + Speed 3

Balloon 2 Time (s) Distance (m) Speed (m/s) Average Speed

Balloon 3 Time (s) Distance (m) Speed (m/s) Average Speed

Rubrics for evaluating the performance of learners:

Activity 1: NEWTON’S WORD CHALLENGE

(A) NEWTON’S THIRD LAW OF MOTION STATES THAT:

NEWTON’S FIRST MESSAGE:

FORCES ALWAYS COME IN PAIRS

NEWTON’S SECOND MESSAGE:

EACH OF THESE TWO FORCES ALWAYS ACT ON DIFFERENT OBJECTS

TWO FORCES ARE OPPOSITE TO EACH OTHER IN TERMS OF DIRECTION

NEWTON’S FOURTH MESSAGE:

TWO FORCES HAVE THE SAME LINE OF ACTION

b. A dinosaur pulls the string of a bow Action Force Reaction Force

Dinosaur arms - string of a bow

c. A man’s body tied on a bungee rope Action Force Reaction Force

Man’s body - bungee rope

d. A truck moving on the dirt pavement Action Force Reaction Force

Truck tires - dirt pavement

e. Books resting on a hanging book shelves Action Force Reaction Force

Books - book shelves

Answer and visualization may vary

Answer and visualization may vary

Activity 3: BALLOON ROCKET

Rubrics for evaluating the performance of learners:

ACTIVITY SHEETS IN SCIENCE 8

Name: ____________________________ Date:______________________

Title of the Activity: UNLOCK THE MYSTERY!

Directions: Answer Part A and B by following the specified directions.

Part A. Supply the needed quantity in each formula.

Grade/Section: _ Score: _

Name: ______ Date:

Name: ______ Date:

Name: ____________________ Date: _

Grade/ Section: _____________ Score:

Grade/ Section: _____________ Score: