LESSON EXEMPLAR in SCIENCE 8

Code S8FE – Ia – 15 Number of Hours: 6

Domain Science 8
Cluster Force and Energy
Lesson: Law of Acceleration
The learners demonstrate an understanding of Newton’s three laws and uniform circular
Standard:
motion
References: Science 8 LM and TG

OBJECTIVES:
With the use of locally available materials in the community, the Grade 8 students should be able to:
 Infer the relationship between mass and acceleration , net force and acceleration.
Defining Success

 Solve problems problems using the concept of the Second Law of Motion
 Apply the Law of Acceleration in day to day situations.

ASSESSMENT: KEY POINTS:

Journal writing , Rubrics Acceleration
Relationships among force, mass and acceleration

1. ELICIT - 5 MINUTES MATERIALS/TEACHERS TIPS/NOTES

 Let the learners review concepts about force and
motion through a game “Deal or No Deal”
 Students will say Deal if the statement is correct and
No Deal if incorrect, Bonus question needs an answer.
1. Heavy objects moves faster than light ones.
2. Greater force can increase the speed of an Prepared questions
object
3. If the mass of an object is increase, the
acceleration is ____________.

2. ENGAGE – 7 MINUTES


Learning Cycle

What are your experiences as you travel in going to

school?
 Let the students compare the tricycles they ride as
they go to school:
No. of Description of
TRICYCLE
passengers Speed
Trike A 1
Trike B 3
Trike C 5

 Guide Questions:
1. Which among the tricycles do you think
would travel fast?
2. How does the no. of passengers affect the
speed of the tricycle?
 - 3. EXPLORE – 10 MINUTES

 The students perform the activity regarding the  Activity Sheet

Newton’s Law of Acceleration.  Toy car from E – Kawayan
1. The class will be divided into 5 groups,
wherein each group will have a toy cars,
made of E – Kawayan, a plastic toy car and E-kawayan means engineered kawayan
a metal toy car. which a developing industry in the
2. One members of the group pushes the E- locality.
kawayan cart lightly and observe the
motion of the car.
3. Repeat step 2 but this time with 2 rubber
bands.
4. Repeat step 3 but this time with 3 rubber
brands
5. Each group will fill-up the table below.
6. Repeat procedure 2 but this time, the 3 cart
samples will be used.

Mass Amount of
Acceleration
(kg) Force
.25 Light
.25 Strong
.25 Very Strong

GUIDE QUESTIONS:
1. Does the toy car move at the same rate with the
different amount of force applied?
2. How does the force affect the rate of movement of
the toy car?
3. Assuming that the force applied in the toy car is
constant, how would adding loads to the car affects
its motion?

Mass Amount of
Acceleration
(kg) Force
.25 light
.5 light
.75 light
GUIDE QUESTIONS:
1. Does the toy car move at the same rate with the
different amount of force applied?
2. How does the force affect the rate of movement of
the toy car?
3. Assuming that the force applied in the toy car is
constant, how would adding loads to the car affects
its motion?

4. EXPLAIN – 10 MINUTES

 Each group will present their output.  Projector

 Discussion of the answer to guide questions in the  Power Point Presentation
activity. (Revisit answer in the elicit activity)  Chalkboard / Blackboard
 After the students have presented their outputs, the
teacher will ask the following questions:
1. What are the factors affecting the amount of
change in an object’s motion?
 2. How are these factors related from each
other?
3. What mathematical formula can we formulate
to show the relationship between mass, force
and acceleration?
 Substantiate the concept of Second Law of Motion
– Law of Acceleration. Emphasize the relationship
of acceleration to force applied and mass of a given
object. Derive the equation.

5. ELLABORATE – 15 MINUTES MATERIALS

 Solve some sample problem sets involving Law of

 Manila Paper
Acceleration.
 Marker
1. A net force of 500 N causes a bicycle to
 Power Point Presentation
accelerate at a rate of 2 m/s2. Determine the
 Paper and Pencil
mass of the bicycle.
 Chalkboard / Blackboard
2. How much force is needed to accelerate a 66
kg-banana boat rider to 1 m/sec2?

6. EVALUATE – 12 MINUTES MATERIALS

I. Problem Solving: Solve the following problem sets  Paper and Pencil
regarding the Law of Acceleration.  Kayaking image
Three groups of kayak riders decided to have a race.
The table below shows the information about each
group, which group of kayak riders do you think
will win the race? Prove your answer.(4pts)

GROUP Total mass of Force applied in

the kayakers paddling (N)
and the kayak
(kg)
A 80 120
B 100 150
C 120 110

II. In not more than five sentences, explain why most of the
tricycles they ride in the city are made up of light
materials.
Rubric:
CRITERIA POINT
The student explained the
3
answer well.
The student explained yet
there are still some 2
information needed.
The student has an answer
but it is not connected to 1
the question

7. EXTEND - 1 MINUTE
 Journal Notebook
In groups of five, allow the students to collaborate with their
group mates and share some practical applications of the Law of
Acceleration in everyday living and write that in Journal
Notebook. After that, ask one of the representatives to share in
the class their group output next meeting

Prepared by:

ALAMINOS CITY DIVISION

Prepared by:

BERNARD G. MENDEZ