8

SCIENCE
Quarter 1 - Module 1 to 8
 Name: _____________________________________________ Year/Section: _______

8 QUARTER I – Module 1
FORCES

COMPETENCY:

1. 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).

OBJECTIVE:

1. Differentiate the two types of force, contact and non-contact force.

2. Explain the effect of balanced and unbalanced forces on the state of motion on an object.
3. Calculate the net or resultant force acting on an object.

I. PRESENTATION:

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.

Figure 1. A girl sitting Figure 2. A boy pushing Figure 3. A woman

on a chair. a wall. throwing a ball.

A force is a push and pulls acting upon an object as a result of its interaction with another object.
There are two types of FORCE, namely:
1.Contact forces
2.Non-contact forces
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
Figure 4. Applied force of a boy
object. If a boy applies a force to a wall, we denote it with FBOY. Refer to (FBOY ) towards the wall
the figure 4.
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
s 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, Figure 5. Frictional force (Ff )
meaning the magnitude is unnoticeable. acts opposite to the force
applied
3. Normal – is the force that acts perpendicular
to the surface of the object in contact with. Its symbol is
FN. Refer to the figure 6.
4. Tension – is the force applied to string, rope, chain or

cable. Its symbol is T. Figure 6. Normal force (FN) acts perpendicular to the

Figure 7. Tensional force or simply tension ( T)

that acts on the rope of a hanging ball
 surface

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 Figure 8. Gravitational force between the
objects affect the gravitational force that holds them. The bigger the Earth and the Moon 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 8 illustrates that the Earth has bigger
gravitational force over the Moon.

The weight of an object, denoted by W, is an example of the

gravitational force of the Earth towards the object. In figure 9, the
weight of a book (WBOOK) is illustrated. However, the weight of an
object depends on the mass of the celestial body where the object is
attracted to. Meaning, we seem to be lighter when we are on the
moon than on the Earth.
Figure 9. Illustration of the
weight of a book (WBOOK) on 2. Magnetic– are forces exerted on a field of attraction or
repulsion as in the case of magnets and other magnetic materials.
the table with normal force (FN)
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.

Figure 10. Opposite poles attract Like poles repel

 BALANCED FORCES

To accurately describe the forces acting on an object, it is important for you to be familiar
first with the following terms: magnitude, direction, point of application, and line of action. Forces are
described in terms of these properties. Magnitude refers to the size or strength of the force. It is
commonly expressed in Newton (N). Consider the diagram in Figure 11. showing a force,
represented by the arrow, acting on a ball. The direction of the arrow indicates the direction of the
force while the length of the arrow represents the relative magnitude of the force. If the force
applied on the ball is doubled, the length of the arrow is increased two times. The line of action is
the straight line passing through the point of application and is parallel to the direction of the
force.
To accurately describe the forces acting on an object, let us examine the figure below:

Figure 11. Forces acting on a ball

Suppose two teams are playing tug-of-war as shown in figure 12. 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.
 Figure 12. A representation of balanced forces in a tug-of-war game

 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 figure 13, 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.

Figure 13. A representation of unbalanced force in a tug-of-war game

 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. When an object is at rest, a zero net force would
make the object remains at rest. Moreover, when the object is moving, a zero net force would make
the object maintain its velocity at a given time interval.

On the other hand, when the net force is not zero, the object’s velocity will change. A net
force exerted to an object at rest may cause the object to move. In a moving object, a net force will
increase its velocity when the force is in the same direction of its motion. If the net force is in the
opposite direction of the object’s motion, the force will reduce the object’s velocity. When the net
force acts sideways on a moving object, the direction of the object’s velocity changes.
 When we combine or add forces to determine the net or resultant force, we will limit to those
forces which act along the same line of action. The algebraic signs + and – are used to
indicate the direction of forces. Unlike signs are used for forces acting in
opposite directions, see figure 14 below.

The force of gravity (Fg) and the normal force (FN)

are assigned opposite signs. FN is given a positive (+)
sign while Fg is given a negative (-) sign. If both Fg and

F
N

a
Figure 14. Forces in
r
opposite direction
e
given a

magnitude value of 3 N, then the net force along this line (vertical) is represented by .

To solve for the net force, you get the sum of all the forces exerted in the object.
The symbol sigma, Σ, means you add all the existing forces in the same line of action. You cannot
add a vertical force to a horizontal force. In Figure 13, we can add the two forces, normal and
gravitational force since they are in the same vertical line of action. If the net force equates to zero,
they are considered balanced. If the net force is not equal to zero, the forces are not balanced. This
unbalanced force would cause a change in a body’s state of motion.
 In figure 15, suppose one side in the tug-of-war,
team A exerts 1,000 N while the other side, Team B exerts
1300 N.
To get the net force,
Fnet = FA + FB
= (-1000 N) + 1300 N
= +300 N or 300 N, to the right
Figure 15. Forces in opposite direction
This means that Team B won the game, since the Fnet = 300 N in the direction of Team B (to
the right). The negative
sign (-1000 N) in the solution means the force is exerted in the opposite side (to the left).
Always remember to write the magnitude and direction of the force.
II. APPLICATION:
Direction: Read the question carefully and encircle the letter of the correct answer.

1. What is the net force in the figure below?

A. 25 N, to the left C. 195 N, to the left
B. 25 N, to the right D. 195 N, to the right
2. Two people pull on a rope in a tug-of-war. Each
pull with a 300 N force. What is the net force?
A. 0 N B. 600 N C. C. 300 N D. 900 N
3. What force is always directed opposite to the motion of an object?
A. Friction B. Magnetic C. Gravitational D. Tension
4. What force pulls an object back to the Earth?
A. Applied B. Magnetic C. Gravitational D. Tension
5. What force acts perpendicular to the surface of the object in contact with?
A. Applied B. Normal C. Gravitational D. Tension
III. ASSESSMENT:
Read each question carefully. Encircle the letter of the correct answer.

1. Which of the following describes a force?

a. A pull only b. A push only c. A push or pull or both d. Neither a push nor a
pull
2. What refers to how large or strong is the force?
a. magnitude b. line of action c. velocity of the object d. direction of the
force
3. Which surface would be easiest for a bicycle to move?
a. Sand b. Grass c. Muddy Road d. Concrete Road
4. What type of forces holds between two celestial bodies like the Sun and Earth?
a. Applied b. Gravitational c. Magnetic d. Tension
5. Boy A and boy B pull the heavy cabinet at the same time in opposite
directions with 10 N (A) and 25 N (B) of force. What will be the
net force on the cabinet and to what direction will it move?
a. 5 N to the left c. 15 N to the left
b. 5 N to the right d. 5 N to the right
References :

Books:
Alicia L. Padua, Ricardo M. Crisostomo. n.d. Practical and Explorational Physics Modular Approach.
Giancoli, Douglas C. 2013. Physics Principles with Applications. Pearson Education.
Hewitt, Paul G. 2004. Conceptual Physics: The High School Physics Program. Prentice Hall.
2014. "Science - Grade 8 Learner's Material First Module."
Website:
"Pixabay." Accessed May 22, -
blank-library-306468/

Development Team of the Module

Writer: Julie Mae J. Pagente

Editor: Julie Mae J. Pagente
Reviewers: Ann J. Agda, Ruel Camazo
 Name: __________________________________ Year/Section: ______________

8 Quarter 1 – Module 2
Newton’s Three Laws of Motion
Lesson 1 – Newton’s Three Laws of Motion
COMPETENCY:

1. Infer that when a body exert a force on another, an equal amount of force is exerted back on it.
( Week 1-2 S8ES-IIa-15

OBJECTIVE:

1. Identify the Newton’s 3 laws of motion.

2. Describe how the net force of an object affects its acceleration.

I. PRESENTATION:
Many phenomena can be explained by the use of actual observation and simple common
sense. Many attempts have been done to provide a set of ideas about motion as introduced in
Activity 1. One of the famous men who developed an explanation for motion, which lasted for
almost 2000 years, was the Greek philosopher Aristotle (384-322 B.C.). His ideas were based on very
common experiences. Aristotle formulated the idea that, for an object to move, a force must be
exerted on it; but when this force is removed, the object comes to rest.
Another important man is Galileo Galilei. In his experiment, he let a perfectly round ball
rolled down an inclined surface and prepared three set ups under ideal conditions (lack of friction
and air resistance). The following were his observations:

1. The ball is released at a certain height. It speeds up and, if it

rolls up another inclined surface of the same slope, it slows
down and reaches the same height
(figure 2A). Figure 2A

2. In another set up (figure 2B), the ball is released from the

same height as figure 2A. It speeds up and if it is rolling up
another inclined surface that is not as steep as figure 2A, it
slows down and reaches the same height. However, it
covers a farther distance as it rolls up the Figure
2B slope.

3. In the last set up, the ball is released from the same height
as figure 2A. This time, it continues to roll in a flat surface.
The ball does not speed up nor slow down (see
Figure 2C) as if it continues to move forever. Figure 2C
Galileo concluded that in the absence of friction and air resistance, the ball would continue
rolling up to a height above the base equal to the height from where it was released. On a flat
surface, the ball would continue to move forever, since there would be no force to cause its state of
motion to change.
Galileo was the first to suggest that uniform speed straight-line motion was just as natural
as atrest state of motion. He called this tendency of an object to maintain its initial state of motion as
inertia.
Although Galileo did not fully explain motion, he took the first important step that
completely changed the world’s view about motion of objects. Galileo greatly influenced other
scientists including Sir Isaac Newton who then formulated the three laws of motion.
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.

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:
∑ =
Recall from Module 1 that the symbol ∑ (sigma) stands for the algebraic sum. ∑ stands
for the net force acting on the object, m for mass of the object and for its acceleration. The arrow
above the letters F and a indicates that both have magnitude and direction.
Table 1 shows the different units of mass, acceleration and force involved in the second law
of motion.
Table 1. Units for mass, acceleration and force.
System Mass Acceleration Force

MKS kg m/s2 N= kg. m/s2

CGS g cm/s2 Dyne = g.cm/s2

FPS slug ft/s2 Pounds (lbs) = slug. ft/s2

In the Philippines, Presidential Decree No. 187 dated May 10, 1973, prescribes the use of the
metric system of weights and measures as the standard measurement for all products may it be
commodities, materials, utilities, services as well as in all business and legal transactions. In this
module, Meter-KilogramSecond (MKS) units are mostly used. However, for some problems you
may convert the unit from one system to another.
Study and understand the problems below.
Sample problem.
A 1000.0 kg truck is traveling at an acceleration of 4.5000 m/s2, East. Find the net force
needed to accelerate the truck.
Given: = 4.5000 m/s2, East
= 1000.0
Find ∑ .
Solution:
∑ =
∑ = (1000.0 )(4.5000 m/s ) = 4500.0
2 ∙ m/s 2 4500.0 , East.

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.
The Force of Gravity or Weight
In one of Galileo’s experiments, objects dropped near the surface of the Earth would fall
with the same acceleration, if air resistance is neglected. This acceleration is denoted by with an
approximate value of 9.8 m/s2 or 980 cm/ s2 or 32 ft/s2. The force that causes this acceleration is
called the force of gravity or gravitational force. The force acts vertically downward toward the
center of the
Earth. The gravitational force on an object, , can be expressed as

where is for gravitational force, m for mass and for acceleration due to gravity.
The direction of this force is always down toward the center of the Earth. The magnitude of the
force of gravity on an object, mg, is called the object’s weight, symbolized by the letter W. When a
person’s mass is 40 kg, the computed weight is 392 N (multiply the mass to g = 9.8 m/s2) on Earth.
His weight differs when he is on other planets and satellites like the Moon.

II. APPLICATION:
1. A boy pushed horizontally a 3.5 kg plastic chair across the slippery floor. If the acceleration
of the plastic chair is 2.2 m/s2 to the left, what is the net force exerted on the plastic chair?
a. 1.5 N b. 7.7 N c. 1.5 kg d. 7.7 kg
2. 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
3. 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
4. For every _________ there is an equal and opposite ___________.
a. action, action
b. reaction, action
c. action, reaction
d. reaction, reaction
5. 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
III. ASSESSMENT:
Choose the letter of the correct answer. Write your answers on a separate sheet of paper.

1. What Newton’s law of motion requires the use of seat belt in cars?
A. Law of Inertia C. Law of Acceleration
B.Law of Interaction D. Law of Universal Gravitation
2. 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
3. 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.
4. 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.
5. 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 C. Law of Acceleration
B.Law of Interaction D. Law of Universal Gravitation
References :
Book
Alicia L. Padua, Ricardo M. Crisostomo. n.d. Practical and Explorational Physics Modular Approach.
Giancoli, Diuglas C. 2014. Physics Principles with Applications. Person Education.
Hewitt, Paul G. 2004. Conceptual Physics: The Highschool Physics Program. Prentice Hall
2014. " Science - Grade 8 Learner's Material First Module."

Websites:
2018. "John Philoponus." Famous Scuentist The Science Genius. June 30. Accessed May 20, 2020.
http://www.famousscientist.org/john-philoponus/

Development Team of the Module

Writer: Febrah Lou B. Acoymo

Editor: Febrah Lou B. Acoymo
Reviewers: Ann J. Agda, Ruel Camazo
 Name: __________________________________ Year/Section: _____________

QUARTER I – Module 3
FACTORS AFFECTING POTENTIAL AND KINETIC ENERGY
COMPETENCY:

Identify and explain the factors that affect Potential and Kinetic Energy (S8FE–Ia–15)
OBJECTIVE:
1. Identify the factors affecting Potential Energy and Kinetic Energy.

I. PRESENTATION:

In this lesson, you will learn the different factors that affect Potential and Kinetic Energy. 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. Energy comes from various forms such as light, heat, sound, chemical and many
others in accordance to Laws of Conservation of Energy which states that energy cannot be created
nor destroyed. It can only be converted or transferred into another form. Work is a method of
transforming energy.

There are two types of Energy. POTENTIAL ENERGY is a type of energy due to its position. While
KINETIC ENERGY is a type of energy due to motion.

As shown, the energy of a moving object is called energy of motion or Kinetic Energy (KE). The
word kinetic comes from the Greek word “Kinetikos”, which means moving. Kinetic energy
quantifies the amount of work the object can do because of its motion.

More work means more energy is provided to.

Work done in accelerating an object is equal to the kinetic energy gained by the object.

KE = ½ mv2

From the equation, you can see that the kinetic energy of an object depends on its mass and
velocity.

POTENTIAL ENERGY (PE) is energy stored in an object like the unlighted bulb, parked bus and
sleeping girl. 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 most common example is Gravitational Potential

Energy (GPE), which is the energy due to its position or location. Objects when not in motion still
has energy stored called potential energy. The energy is due to its position.

PE = mgh
 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 has different potential energy contained. The object at a higher position
will have a greater potential energy.

The higher the object’s location, the greater it’s PE. It can be mathematically expressed as:

GPE = mgh
Where:
M = Mass
G = gravity (9.8m/s2)

A C

Figure 1. Cyclist moves up then down the hill

In the illustration, the cyclist at point A to point B shows decreasing Kinetic Energy. At point B

Kinetic Energy is converted into PE. It is in point B where the cyclist has the greater Potential
Energy.

PE decreases while KE increases as it moves down the hill.

II. APPLICATION:
1-3. Choose the answer from the box below:

a. True
b. False
c. Maybe
d. It depends

__________1. Stored energy is known as Kinetic Energy.

__________2. If the velocity of a moving object is doubled, its Kinetic Energy is also doubled.
__________3. An stationary object/object at rest may have Potential Energy.

4. John is a cyclist. One day, he went biking on a hilly path. At which point does John glows highest
PE?
a. as he moves up the hill c. as he decelerates down the hill
b. on top of the hill d. as he reaches the lower grounds
5. Leah went to the rooftop of a two-story building. She was holding a ball and dropped it. At
which point did the ball have the highest Potential Energy?
a. on top of the building c. when the ball reached the ground
b. when the ball was dropped d. when Leah was going up to the rooftop
III. ASSESSMENT:

Read each statement carefully. Encircle the letter of the correct answer.

1. It is energy stored in an object.

a. Chemical b. Kinetic c. Potential d. Solar
2. The phrase below show kinetic energy EXCEPT
a. cleaning the yard b. preparing a meal c. fetching water d. a gallon of
water
3. The energy of moving object is called _____________?
a. PE b. KE c. Thermal Energy d. None of these
4. Which of the phrases below is NOT a Potential Energy?
a. Falling glasses in a cabinet. c. Hot water in a thermal flask
b. Hot soup in a bowl d. stocked food in the refrigerator
5. Which is true about the energy of a vehicle that accelerates down a hill?
a. It gains both KE and PE c. It gains KE but loses PE
b. It loses both KE and PE d. It gains PE but loses KE
References:
Henderson, Tom.(2013) Work &Energy.Retrieved
https://itunes.apple.com/us/book/work_&energy/id61194069?mt=13

Development Team of the Module

Writer: Ma. Manuela S. Suello

Editor: Manuella S. Suello
Reviewer: Ann J. Agda, Ruel Camazo
 Name: __________________________________ Year/Section: _____________

Quarter 1- Module 4
EFFECT OF TEMPERATURE TO SPEED OF SOUND
COMPETENCY:

Investigates the effect of temperature to the speed of sound. ( S8FE-If-27 )

OBJECTIVE:
1. Identify the properties of sound;
2. Explain how temperature affects the speed of sound.

I. PRESENTATION:
Effect of Temperature to Speed of Sound

Sounds are caused by vibrations, referring to the back and forth movement of objects. As
you speak, vibrations are produced by the vocal cords inside the throat. You can hear the vibrations
when sound waves reach your ear. When an object vibrates, it creates sound energy.
Sound energy travels in the form of sound waves. These waves are examples of
longitudinal waves where the vibrations are parallel to the direction of the wave. They are also
known as mechanical waves since sound waves need a medium in order to propagate. Sound is a
mechanical wave that needs a medium in order to be transferred.
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.
These media can either be solids, liquids, or gases. Sound waves travel fastest in
solids, then in liquids, and slowest in gases. The speed of sound can be affected by the
elasticity and density of the medium.
 Elasticity is the ability of a material to return to its original form after a certain amount of
force has been applied to it. An example of an elastic material is steel. Steel has the ability to return
to its original shape after it has been bent. Sound travels faster within more elastic objects.
This is due to the atoms and molecules of the elastic materials having a relatively strong
attraction towards each other and responding faster to each other’s movement. As a result, sound
energy is transferred more quickly. Generally, solids are the most elastic, followed by liquids, and
then by gases. Thus, sound travels fastest in solids and slowest in gases. Imagine talking to
someone who is a hundred meters away, you would have to shout if you would use the air as the
medium of the sound. However, if you allow the sound to travel through a solid, such as the string
of improvised phones made from tin cans, you would be able to send the message across just by
whispering.
Density is an intrinsic property that is determined by the amount of mass per area of space
or volume of the material. Recall that an intrinsic property is a property of the material itself which
does not dependent on how much material is present. Denser objects have more mass per volume,
and they have more compact atoms and molecules.
The neighboring atoms and molecules in denser objects are less responsive to each other’s
motions and interactions, making the sound wave travel slower. This factor applies when
comparing media of the same phase. For example, sound travels faster in helium than it does in air,
as helium is less dense than the gases that make up air. You can observe that helium is less dense
than air because balloons are filled with helium float, whereas those filled with air are not.

II. APPLICATION:
Multiple Choice: Read the questions carefully and encircle the letter of the correct answer.
1. Which factor does not affect the speed of sound?
A. density B. distance C. elasticity D. temperature
2. Which medium will sound travels the fastest?
A. Solid B. Liquid C. Gas D. Vacuum
3. What is produce if an object vibrates?
A. Sound B. Light C. Heat D. Electricity

For number 4 and 5:

Below is the data of air temperature of the four cities at the same

time: Metro Manila 29 C Cebu City 27 C

Davao City 26 C Dapitan City 25 C

4. Which city does sound travel the fastest?

A. Dapitan City B. Cebu City C. Davao City D. Metro Manila

5. Which city does sound travel the slowest?

A. Dapitan City B. Cebu City C. Davao City D. Metro Manila
III. ASSESSMENT:

Multiple Choice: Read the questions carefully and encircle the letter of the correct answer.

1. Which medium will sound travels the slowest?

A. Solid B. Liquid C. Gas D. Vacuum
2. In which one of the following does sound travel the fastest?
A. Water C. Ice
B. Steam D. Sound travels at the same speed in all of the above.
3. What is the reason for hearing noises in the distance while standing near a body of water during
night time?
A. There are fewer 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 over the water.
4. Which of the following is TRUE about the effect of temperature to the rate of how sound travels?
A. Warmer particles move at a slower rate.
B. Warmer particles move at a constant rate.
C. Temperature decreases the speed of sound.
D. Temperature increases the speed of sound.
5. Which of the following is true about the effect of air temperature on the speed of sound? A. The
lower the temperature the faster the speed.
B. The higher the temperature the faster the speed.
C. The higher the temperature the slower the speed.
D. The temperature does not affect the speed of sound.
References:

Education, Department of. "Sound: It's Origin and Properties." In EASE Module, by Department of
Education. Manila: Department of Education, 2005.

Nora F. Nalda, Leah L. Salvaleon, Josefina Ll. Pabellon. Physics Textbook. Quezon City: SD
Publications, Inc., 2004.

Pia C. Campo, et.al. Science 8 Learner's Module. Pasig City: Vibal Publishing House, Inc., 2013.

Development Team of the Module

Writer: Anelyn T. Cimafranca

Editor: Anelyn T. Cimafranca
Reviewers: Ann J. Agda, Ruel Camazo
 Name: __________________________________ Year/Section: _____________

8 Quarter 1- Module 5

Colors of Light

COMPETENCY:

 Explain the hierarchy of colors in relation to the energy of the visible light. (S8FE-If-27)

OBJECTIVE

1. Identify the colors found in the visible light spectrum.

2. Explain how the wavelength, frequency and energy of colors affect the way we see them.

I. PRESENTATION

Look at the sky today, is the sun shining brightly or is it hiding because of the rain? Can you see
a rainbow? Have you ever wondered how it is formed? We always see spectacular events in the
sky: sunset, sunrise, rainbows, and even at night when the moon and the stars light up the sky. All
of these are lights.
When we talk about light, we usually mean visible light, even though there are lot more types
of light in our environment. It is all around us and is a kind of energy that travels through space in
a form of waves. The visible light is the only light seen by the naked eye and it occupies a small
part in the electromagnetic spectrum. The sun is the most important source of light here on earth
and is commonly called white light. When white light goes through a prism, it slows down a little
bit and bends, this phenomenon is called dispersion (Fig.1) which gives us the visible light
spectrum (Fig.2). This spectrum shows us that white light is actually a mixture of different colors
with different frequencies and wavelength: Red being on top, followed by Orange, Yellow, Blue,
Indigo, and Violet at the bottom. The abbreviation ROYGBIV is often used to remember them.
Figure 2. Visible Light Spectrum
https://physicsforanimators.com/why -is-the-sky-blue/

Figure 1. Dispersion of light in a glass prism

Are the colors familiar? That is because we can see them in rainbows. Rainbows form because the
water droplets from the rain refract sunlight into a spectrum of light in the sky. Light travels
through waves, we need to take note of two important parts of these waves: the wavelength and
the frequency. The frequency of a light wave refers to the number of waves the move through one
spot while the wavelength is determined by the space or distance between two points in a wave
(fig.3).

Figure 3. Frequency and Wavelength of a wave

 The relationship of these two contribute to the way they are seen by the human eye and their
order. The order of these colors shows their corresponding energy, too. More energy means higher
frequency while less energy means lower frequency. The shorter the wavelength, the greater the
frequency; and the longer the wavelength, the lesser the frequency.

Table 1. Range of Wavelength, Frequency, and Energy of Light

Let’s study Table 1. If we compare the colors at the top and bottom part of the spectrum, red and
violet, we can see that Red light has the lowest frequency and energy but the longest wavelength
compared to other colors while Violet light has the highest frequency and energy but the shortest
wavelength. You can also see that the energy increases starting from red so is the frequency but the
wavelength decreases. Each color has a particular wavelength and frequency, but all light travels at
the same speed.
So how do we see the colors and lights all around us? When lights are absorbed by an object, it
is not seen by the human eye; but if it is reflected, the color is visible. The wavelengths that are
reflected back to our eyes determine the color we see. The shorter wavelength is easily scattered
and this makes the color more visible than all the others. The color blue in the sky is more scattered
than all the other colors because blue has a short wavelength and that is why we often see the sky
as blue. But why is this so when violet has the shortest wavelength? This is because some objects
reflect two or more colors that combine and form a new color. The atmosphere that surrounds our
planet is mostly made up of gases. When sunlight hits the atmospheric gases at a certain angle,
some of the rainbow colors reflect off the gases and down to us on Earth. The purple, blue, and
green light reflected by the gas molecules in the atmosphere combine to create the familiar blue of
the sky. When the reflected color is blue, this phenomenon is known as Rayleigh Scattering.
The colors that we see also depend on a variety of elements, including the angle of the sun and
the quantity of moisture in the environment. The angle at which sunlight enters the atmosphere
changes during sunset and sunrise, and most of the blue and green (shorter) wavelengths of light
are scattered even before reaching the lower atmosphere, resulting in a sky that is more orange and
red in color. Light plays a very important role in the world we live in. It does not just make
darkness go away but also gives us the colors we see in our environment.
II. APPLICATION

Read the questions carefully and encircle the letter of the correct answer.
1. When white light is dispersed through a prism it gives off the seven different colors. What are
these colors?

A. Red, Orange, Yellow, Green, Blue, Indigo, Violet

B. Red, Orange, Yellow, Green, Blue, Indigo, White
C. Red, Orange, Yellow, Green, Blue, Maroon, Violet
D. Red, Orange, Yellow, Green, Brown, Indigo, Violet
2. The wavelengths that are reflected back to our eyes determine the color we see. The shorter
wavelength is easily scattered and this makes the color more visible than all the others. Why do
we often see the sky as blue?

A. The colors green and yellow combine to make it blue.

B. All the other colors disappear except blue
C. Blue has short wavelength and is less scattered than all the other colors
D. Blue has short wavelength and is more scattered than all the other colors
3. What happens to the color of the sky if red is more scattered?

A. If red is more scattered than the other colors, the sky will be violet because it will mix with
blue.
B. If red is more scattered than the other colors, the sky will be red.
C. If red is more scattered than the other colors, the sky will be red and blue at the same time.
D. None of the above
4. When lights are absorbed by an object, it is not seen by the human eye; but if it is reflected, the
color is visible. What do you think happens to the scattering of lights when the sky displays both
yellow and red-orange colors during sunset?

A. This is because the eyes see these colors, the dispersion of visible light has nothing to do
with it.
B. This is because yellow, red, and orange are less dispersed.
C. This is because of the angle of the sun, since it is low, it passes through more air and the
other colors are scattered out of our vision, leaving the colors yellow and red-orange since
they have longer wavelengths.
D. This is because of the angle of the sun, since it is low, it passes through less air and the other
colors are scattered out of our vision, leaving the colors yellow and red-orange since they
have longer wavelengths.
5. JM decided to take a walk after the rain poured. While he was walking, he looked up the sky and
saw a rainbow. Red is at the top of the rainbow, followed by Orange, Yellow, Green, Blue, Indigo,
and Violet is at the bottom. How does the wavelength and frequency of these colors affect their
order in the spectrum?
A. The colors are arranged according to their wavelength and energy; the outermost color, red,
has the longest wavelength but the lowest frequency and energy; while violet has the shortest
wavelength but highest frequency and energy.
B. The colors are arranged according to their wavelength only; the outermost color, red, has the
shortest wavelength; while violet has the longest wavelength.
C. The colors are arranged according to their energy only; the outermost color, red, has the
highest energy; while violet has the lowest energy.
D. None of the above
III. ASSESSMENT

Read the questions carefully and encircle the letter of the correct answer.

1. Which of the following is the correct order of the colors in the visible light spectrum?
A. Red, Indigo, Violet, Blue, Green, Yellow, Orange
B. Red, Orange, Blue, Yellow, Indigo, Green, Violet
C. Red, Orange, Yellow, Green, Indigo, Blue, Violet
D. Red, Orange, Yellow, Green, Blue, Indigo, Violet
2. There are different types of light in our environment and they travel through waves shown in an
electromagnetic spectrum. However, only a small part of the spectrum is seen by the naked eye.
What do you call this light?
A. Visible Light B. Visible part C. Sunlight D. Daylight
3. How does the wavelength affect the color we see?
A. The shorter the wavelength, the lesser it is seen.
B. The shorter wavelength is easily scattered that is why it is also easily reflected and visible to
the eyes.
C. The shorter wavelength is easily scattered that is why it is also not reflected and visible to
the eyes.
D. The shorter the wavelength, the more it is hidden from the naked eye.
4. If arranged according to a decreasing order of wavelength, which is the correct order of the
colors in the visible spectrum?
A. Red, Orange, Yellow, Green, Blue, Indigo, Violet
B. Red, Orange, Yellow, Blue, Indigo, Green, Violet
C. Violet, Indigo, Blue, Green, Yellow, Orange, Red
D. Violet, Indigo, Blue, Green, Orange, Yellow, Red
5. In terms of decreasing frequency, which is the correct order of the colors in the visible
spectrum?
A.Violet, Indigo, Blue, Green, Yellow, Orange, Red
B.Red, Orange,Yellow, Blue, Indigo, Green, Violet
C. Violet, Indigo, Blue, Green, Orange, Yellow, Red
D. Red, Orange, Yellow, Green, Blue, Indigo, Violet
 References:
Science 8 SLM S.Y. 2020-2021
Elert, G. 2021. The Physics Hypertextbook retrieved from https://physics.info/light/
http://www.theodoropoulos.info/

Development Team

Writer: Mary Lyndie G. Borgonia

Editor: Mary Lyndie G. Borgonia
Reviewer: Ann J. Agda, Mary Lyndie G. Borgonia
Layout Artist: Mary Lyndie G. Borgonia
 Name: __________________________________ Year/Section: _____________

8 Quarter 1- Module 6
Heat and Temperature and its Effects of Heat
COMPETENCY:

Differentiate between heat and temperature at the molecular level. ( S8FE-Ig-29 )

OBJECTIVE:

1. Describe the hotness and coldness of an object in its temperature.

2. Explain the effects of heat on objects.

I. PRESENTATION:

People think that heat and temperature are the same. However, in Physics, although they
are related, these terms are not the same. Temperature is commonly associated with coldness or
hotness of a body. How do we quantify this difference in the hotness or coldness of a body? You
might have experienced that your mother checked your temperature by putting a small glass tube,
called a thermometer, in your underarm. temperature is a measure of hotness or coldness of an
object. Kinetic molecular theory tells us that all matter has molecules or atoms which are constantly
moving; thus, they have kinetic energy. Molecules are constantly moving but at different speeds
and in the same direction. Moreover, the faster these molecules move, the more kinetic energy they
have. The more kinetic energy, the higher is the temperature of an object.

Temperature is a measure of the average kinetic energy of molecules. When molecules move
faster, they have higher temperatures while when molecules move slower, they have lower
temperatures. Heat is produced from molecules of matter that continuously vibrate. Heat is an
energy form that transfers from a body of higher temperature to another body of lower
temperature. Once heat is transferred or released, it affects the internal energy of the body. Internal
energy is the total energy in a body; thus, it includes the potential energy and the kinetic energy of
the molecules or atoms in an object. Joule (J) is the SI unit of heat. Another common unit of heat is
calorie, defined as the amount of heat needed to change the temperature of one gram of water by
1ºC at a pressure of 1 atm. To avoid confusion, Calorie is not used to refer to an amount of heat. It is
used by dieticians or nutritionists to specify energy content of food.

The three common temperature scales are Celsius, Fahrenheit, and kelvin. Anders Celsius
introduced the Celsius scale in 1741, while Daniel Gabriel Fahrenheit introduced the Fahrenheit
scale in 1724. Both scales used the freezing and boiling points of water as reference points. On the
Celsius scale, the freezing point of water is 0ºC, while its boiling point is 100ºC under a pressure of
1 atm, having 100 intervals between two reference points. On the Fahrenheit scale, the freezing
point of water is 32ºF, while its boiling point is 212ºF, having 180 intervals between two reference
points. The difference between these two reference points is divided equally into intervals called
degrees (º). William Thompson, also known as Lord Kelvin, introduced the third temperature scale,
which is called kelvin. This scale is based on absolute zero corresponding to 0 kelvin. It is the
lowest possible temperature, and it is when the molecules of the substance have the lowest energy.
Kelvin scale cannot have negative temperatures. On the kelvin scale, the freezing point of water is
273K, while its boiling point is 373K. The temperature difference is 100 kelvin. The difference in
temperature between two reference points in the Celsius scale is also 100 Cº. So, when comparing
kelvin and Celsius scales in terms of change or difference in temperature, 1K is equivalent to 1Cº.
The symbols ºC, ºF, and K are used to report temperatures of objects while Cº, Fº, and K are used
for temperature difference or change in temperature. For example, the freezing point of water in the
three scales is 0ºC, 32ºF, and 273K, and its boiling point is 100ºC, 212ºF, and 373K, respectively.

When the temperature of substances changes, its molecular structure and movement also
change, which results to phase change. Fusion or melting is the process that causes a solid to
change to its liquid state. The amount of heat required to produce this change is called heat of
fusion. When liquids release heat, the water molecules begin to move at a slower pace. The space
between the molecules become compact. The process of changing liquids to solids is called
solidification or freezing. When water boils, evaporation takes place. Heat is absorbed, and water is
converted into steam or water vapor. The amount of heat needed for a liquid to evaporate depends
on the boiling point of the liquid. When water vapor releases heat, its gas state changes to the liquid
state through condensation, which accounts for the formation of clouds in the water cycle. In
addition, sublimation is the process of transforming a substance from the solid phase directly to the
gas state without passing the liquid phase and requires additional energy.

On the other hand, deposition is the process of transforming a substance from gas to solid
without passing the liquid phase and requires a release of energy. During any of these phase
changes, energy is either given off or taken in. When a substance changes phase, the temperature
does not change, and only the amount of energy changes. When temperature changes, thermal
expansion in solids happens, causing a change in their length, width, height, area, and volume.
Molecules or atoms of materials vibrate constantly. Heating these materials causes the particles to
vibrate faster, fill in more spaces, and move to empty spaces resulting in the materials to expand or
increase in size. On the other hand, when the temperature is reduced, the particles vibrate slower
and move closer to each other.

Generally, materials expand when the temperature is increased, or contract when the
temperature is reduced. This is what happens to the mercury inside the glass tube of thermometers.
The mercury expands at a different rate than the tube; thus, as the temperature increases, it rises
and drops when temperature decreases. Thermal expansion also happens in liquids and gases.
Molecules of fluids vibrate faster, tend to move farther away from each other, and attract weakly to
each other when heated. When cooled, the molecules vibrate slower and move closer to each other.
When the temperature is increased, fluids expand. On the other hand, when the temperature is
reduced, the fluids contract. The increase or decrease in the temperature causes the volume of the
fluids to change. This concept of expansion and contraction in fluids is not applicable to water. It
behaves differently from other liquids. Whether increased or reduced from 4ºC, water expands.
This is why water is densest at 4ºC. The mass of the material is constant when it expands. Its
volume increases, and it becomes less dense. When cooled, the mass also remains constant, but the
volume of the material reduces, and it becomes denser.

II. APPLICATION:

Multiple Choice: Read the questions carefully and encircle the letter of the correct answer.

1. Do all particles of the substance at a certain temperature move at the same speed and in the same
direction?

A. No B. Yes C. Maybe D. None of the above

2. Does the temperature of a substance depend on how much of the substance is present?

A. Yes B. No C. Maybe D. None of the above

3. “All substances will expand equally with the same change in temperature”.

A. True B. False C. Neither A or B D. Either A or B

4. Which of the following is NOT a unit of temperature?

A. Celsius B. Calorie C. Fahrenheit D. Kelvin
5. During warm days, you cool yourself by damping your skin with a wet towel. Which of the
following takes place?

A. Your skin absorbs the coldness of the water.

B. Your skin releases energy when water from your skin evaporates.

C. The temperature of the water on your skin decreases as it evaporates.

D. The temperature of your skin increases as water evaporates from your skin.
ASSESSMENT:

Multiple Choice: Read the questions carefully and encircle the letter of the correct answer.
1. What happens to water when its temperature reaches 4ºC?

A. It becomes denser. C. Its volume will reduce.

B. It becomes less dense. D. Its volume will not change

2. Which expands the greatest when heated at the same temperature?

A. gas B. solid C. liquid D. all expand equally

3. 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
4. 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
5. Which of the following happens when ice changes into a liquid at 0ºC?

A. The molecules move slower than before.

B. The temperature of the substance increases.

C. The potential energy of the molecules increases.

D. The average movement of the molecules increases.

Reference:
Exploring Life Through Science Series and Edition, p.76.

Development Team

Writer: Rhodora C. Dayna

Editor: Rhodora C. Dayna

Reviewer: Ann J. Agda, Ruel Camazo

 Name: _____________________________________ Year/Section: _____________

8
Quarter 1- Module 7
Heat and Temperature and its Effects of Heat
COMPETENCY:
Infer the relationship between current and voltage (MELC Week 5-6)

OBJECTIVE:

1. Determine the relationship between electric current and voltage.

2. Determine the relationship between electric current and resistance.

I. PRESENTATION:

Recall that when you study heat and temperature, you learned that heat energy flows from
a body of higher temperature to a lower temperature. The flow ceases when both bodies reach the
same temperature. Similarly, when an electrical conductor is connected to different electric
potentials, charge flows from one end to the other end of the conductor. Without potential
difference, no charge flows as well.

To attain a sustained flow of charge in a conductor, an electrical set up must maintain a

difference in potential while charge flows from one end to the other. The situation is analogous to a
flow of water from a higher reservoir to a lower one. Water will flow in a pipe that connects the
reservoirs only as long as a difference in water level exists. Like the flow of water molecules in a
pipe, electric current also is simply the flow of electric charges in a conducting wire. These charges
are free electrons that would only flow in conducting wires, usually made of metals, connected to a
voltage source. When there is flow of electric charges, an electric current is present.

Electric current (I) is the rate of flow of electric charges from one point to another in a
circuit. It is measured in Amperes (A). One ampere is a rate of flow equal to 1 coulomb of charge
per second. Mathematically, electrical current is given by

The standard unit of charge is coulomb. One coulomb is the electric charge of 6.25 billion electrons.
So, if a wire carries 5 amperes, 5 coulombs of charges flow through the wire each second. This
means that there are 31.25 billion electrons flowing from one point of a circuit to another. That is a
lot of electrons! How much more if a wire carries 10 amperes, twice as many electrons would pass
at any cross section each second.

A sustained current in conducting wire requires a suitable pumping device; meaning, charges will
flow only when they are pushed or driven. The work needed per unit charge to move between two
points is called voltage (V), expressed in unit volt (V).

Voltage (V) is what makes a current move. Mathematically voltage is given by,
 A common automobile battery, as shown in figure 1, will provide a voltage of 12 volts to a circuit
connected across its terminals. Then 12 joules of energy are supplied to each coulomb of charge that
is made to flow in the circuit. Remember, voltage does not go anywhere, it only drives the charges
to move. Figure 2 shows the equivalent electrical symbol of 12-volt automobile battery. You notice
that it has 6 pairs of short and long lines that represent negative and positive terminals respectively.
Each pair corresponds 2 volts.

Fig. 1 12 V automobile battery Fig. 2 Electrical symbol of a 12 V battery

We know that batteries and generators are the primary sources of voltage in an electric
circuit. How much current exists in a circuit depends not only on the voltage but also on the
electrical resistance of the conductor.

Electrical resistance (R) is the opposition to the flow of current by the conducting wire. The
electrical resistance of the wire depends on its thickness, length, and conductivity. Thick wires have
less resistance than thin wires because thick wires have greater cross-sectional area for the electron
to flow than thin wires. Moreover, longer wires have more resistance than shorter wires because
longer wires have longer path for the current to flow. Copper wires have less resistance than steel
wires of the same size because copper has higher conductivity than steel. Conductivity is the
property of matter that allows current to flow. The higher the conductivity of material the more
current can freely flow. Electrical resistance also depends on temperature. At higher temperature,
atoms are violently vibrating that can result to greater collision, creating more resistance against the
flow of current. Electrical resistance is measured in ohms (Ω), named after Georg Simon Ohm.

An electronic device that is designed to resist the flow of current is known as a resistor,
shown in figure 3 with its equivalent electrical symbol in figure 4.

A resistor can also be a light bulb, as shown in figure 5 with its equivalent electrical symbol in
figure 6 that will convert the energy that was moving the electrons into heat and light.
 The relationship among voltage, current, and resistance is summarized by Ohm’s law. Ohm
discovered that at constant resistance, current in a circuit is directly proportional to the voltage
established across the circuit as graphically represented in figure 7.

For given values of resistance, current and voltage in figure 8, current will double if voltage
is doubled at constant resistance as shown in figure 9. This means that the greater the voltage, the
greater the current. If the resistance of a circuit is doubled, the current would be reduced to one-half
when voltage is held constant.
This means that the greater the resistance, the smaller the current (figure 10).

Ohm’s Law In a simple circuit, voltage is directly proportional to current. Its

proportionality constant is R = Resistance.

V=I R
Where: V = voltage expressed in volt (V)
I = Current expressed in Ampere (A)
R = Resistance expressed in ohm (Ω)
Example 1: Find the resistance in kΩ of a single motor horn if it has a voltage of 6 V and current of 2
mA.

Given: Voltage (V) = 6 V;

Current (I) = 2 mA x (1A/1000mA) = 0.002A

Required: Resistance(R)

Ohm’s Law: V = I R

Solution:
Example 2: If a circuit has a resistance of 44 Ω and a current of 5 A, what is its voltage?

Given: Resistance (R) = 44 Ω

Current (I) = 5 A

Required: Voltage (V)

Solution: Ohm’s Law V = I R

V = 44 Ω x 5 A

= 220 V

Example 3 : What will happen to the current if the resistance is tripled? State the relationship of
current and resistance based on your answer.

Therefore, when resistance is tripled, the current is reduced by one third. The result shows that
when resistance is increased at constant voltage, the current is reduced.

II. APPLICATION
Directions: Encircle the letter of the correct answer.
1. What will happen to the current if the voltage is reduced to one half?

A. Tripled B. doubled C. decreased by one half D. decreased by one fourth

2. 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

3. What is the voltage across a 6 Ω load when 3 A of current passes through it?

A. 2V B. 9 V C. 18 V D. 36 V
4. A multi-cab starter motor has a current of 60.0 A and a voltage of 12 V. What is the resistance of
the starter motor?

A. 0.200 B.0.201 C. 0.202 D. 0.203

5. An electric fan has a resistance of 3.0 kΩ and a voltage rating of 220 volts. What is the current
needed to operate the electric fan?

A. 0.073 B.0.074 C. 0.075 D. 0.076

III. ASSESSMENT
Direction: Encircle the letter of the correct answer.
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. resistant D. voltage

3. 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.

4. Which of the following conducting wires has the least resistance?

A. Steel wire at room temperature C. Copper wire at room temperature

B. Steel wire at higher temperature D. Copper wire at higher temperature

5. How many coulombs does a 3-A current have in one second?

A. 3 B. 4 C. 5 D. 6
 References :

Gil Nonato S. Santos, Alfonso D. Danac. 2010. “Resistance in Electric Circuits.” In O-Physics IV, by Gil Nonato S. Santos, Alfonso D. Danac, 208.
Manila, Philippines: Rex Book Store.

Hugh D. Young, Roger E Freedman, Lewis A. Ford. 2008. "Ohm's Law." In University Physics, by Roger E Freedman, Lewis A. Ford Hugh D. Young, 855.
San Francisco, California: Pearson Addison-Wesley.

2014. " Science - Grade 8 Learner's Material First Module."

Paul G. Hewitt. 2006. “ Electric Current .“ The Physics Place Circuit. In Conceptual Physics. Accessed May 9, 2020.
http://schools.misd.org/upload/page/1757/ELECTRIC%20CURRENT.pdf Ck-12. “Ohm’s Law Ck-12 Foundation.”Accessed May 26, 2020.
https://flexbooks.ck12.org/cbook/ck-12-physics-flexbook-
2.0/section/16.5/primary/lesson/resistance-and-ohms-law-phys

Development Team of the Module

Writer: Ruel E. Camazo

Editor: Ruel E. Camazo
Reviewer: Ann J. Agda
Illustrator:
Layout Artist: Ruel E. Camazo
 Name: __________________________________ Year/Section: _____________

8 Quarter 1- Module 8

Current-voltage-resistance relationship, electric power, electric energy, and home circuitry

(ELECTRICAL SAFETY MEASURES AND DEVICES AT HOME)

COMPETENCY:
Explain the function of circuit breakers, fuses, earthing, double insulation, and other
safety devices in the home.
OBJECTIVE:
1. Identify the functions of different electrical safety devices found at home.

I. PRESENTATION:

This lesson will help you explain the functions of circuit breakers, fuses, earthing, double
insulation, and other safety devices at home.

Electricity, if not properly installed and not properly used could mean injury, harm, or even death.
So, what safety measures should we follow to prevent injury or an untimely death? What are the
electrical devices that can protect us from a sudden surge of electrical energy?

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.

Electrical hazard or Electric Shock may be defined as "Dangerous event or condition due to direct
or indirect electrical contact with energized conductor or equipment and from which a person may
sustain electrical injury from shock, damage to workplace environment, damage to property or
both.

When working with or nearby electrical installations, an electrical shock, arc flash or arc blast can
occur and current can go through the body due to the following situations:
 Direct contact with live parts of the installation.
 Accidental contact with damaged wires that are seemingly not live.
 Direct contact with a grounded surface

The Fatal Current

Electric current damages the body in three ways:
1. It can cause improper function of the brain and heart. May lead to cardiac arrest or death.
2. The body will experience intense heat that can cause skin burning.
3. Muscles will involuntarily contract which will be hard to control.

Dry skin has a resistance against current over 500,000 Ω, while wet skin has only 1000 Ω. However,
once the skin breaks through, for example by burning or wire piercing the skin, the body will have
500 Ω resistance.
Faulty Electrical Wiring

One leading cause of the fire is faulty electrical wiring. How do you know that you should have
your house electrical wiring be repaired? Check on for the following warning signs:
1. Lights dim or flicker when another appliance is turned on.
2. Appliances do not have permanent outlet.
3. Many extension cords are utilized.
4. Fuses blow or circuit breakers trip frequently

Electrical Safety Device

Circuit breaker
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.

Fuse
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 be 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.

Automatic Voltage Regulator (AVR)

is a device designed to protect our home appliances by regulating

voltage automatically. It takes a fluctuating voltage level return into a constant
voltage level.

Uninterruptible Power Supply (UPS)

An electrical safety device which provides emergency power to the load

when there is unexpected power disruption. It also functions like an AVR.

Earthing or Grounding

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 Device

A Residual Current Device (RCD) is used to prevent household circuits
leaking current. The device is used to detect if any current flows from the circuit
to the earth through a person or through other means, and then break the circuit
to stop the current flowing before it causes any harm or dangerous electric shock.
A RCD greatly reduces the risk of electric shock from a leaking circuit however it
is not guaranteed to provide protection every time. It is also called a safety switch
and must be installed in any new buildings as standard
fuse box equipment.

II. APPLICATION:
Direction: Read the question carefully and encircle the letter of the correct answer.

1. Which of the following safety devices that provides emergency power to the load when there is
unexpected power disruption?

a. Circuit breaker b. Uninterruptible power supply c. Fuse d. Earthing

2. Which of the following situation does not cause electrical shock?

a. Direct contact with live parts of the installation

b. Accidental contact with a damage extension wire that is unplug from the main outlet.
c. Direct contact with an open or wounded wiring
d. Accidentally holding a damaged wire with a wet hand.

3. How do you know that you should have your house electrical wiring be repaired?

a. Fuses blow or circuit breakers trip frequently

b. The wires are still intact.
c. Appliances have permanent outlet.
d. Lights does not dim or flicker when another appliance is turned on.

4. It is a dangerous event or condition due to direct or indirect electrical contact with

energized conductor or equipment and from which a person may sustain electrical injury
from shock, damage to workplace environment, damage to property or both.

a. Electric b. shock car accident c. Burn from a stove fire d. none of these
5. What do you call an electric device that breaks the circuit when the current exceeds the
maximum value.

a. Fuse b. AVR c. Circuit breaker d. RCD

III. ASSESSMENT:
Direction: Read the question carefully and encircle the letter of the correct answer.

1. What safety device will you use to protect the appliances by regulating voltage automatically?
a. a. Earthing b. Automatic Voltage Regulator c. Fuse d. Double
Insulation
2. The following are warning signs that means you need to repair your household wiring except
one.

a. Lights does not dim or flicker when another appliance is turned on.
b. Appliances do not have permanent outlet.
c. Many extension cords are utilized.
d. Fuses blow or circuit breakers trip frequently

3. Why is it important to have a grounding conductor (earthing) on all electrical cords?

a. Helps protect the person using the cord from electrical shock
b. Helps route current through the supplied ground instead of the person
c. Current will always take the path to ground with the least resistance d. all of these

4. If you are asking to install a safety devise that is used to detect any current flows from the circuit
to the earth through a person or through other means, and then break the circuit to stop the
current flowing before it causes any harm or dangerous electric shock. Which of the
following will you used?
a. AVR b. RCD c. UPS d. Fuse
5. What will you install so that wiring and electric appliances are covered and the current will only
go through its intended path

a. Double insulation b. Circuit breaker c. Fuse d. Residual current device

References:
Science Learning Guide Grade-8
Sci8M9centralfile:///F:/Quarter%201_Module%201%20for%20printing/Central%20Office%20SLM%20for%20Printing
/Grade%208/Science/science8_q1_mod9_safe%20electricity%20installation_FINAL07282020.pdf
Wikipedia.com https://en.wikipedia.org/wiki/Residualcurrent_device#/media/File:Residential_GFCI_receptacle.jpg
https://eliotsphysics.weebly.com/electrical-safety-devices.html

Development Team of the Module

Write: Charisa E. Candelanza

Editor Charisa E. Candilanza
Reviewers: Ann J. Agda, Ruel Camazo

Management Team

Felix Romy A. Traimbulo, CESO V

Oliver B. Talaoc, EdD.
Ella Grace M. Tagupa, EdD.
Ann J. Agda
Jephone P. Yorong, EdD.
KEY ANSWERS FOR QUARTER 1 SCIENCE 8