Republic of the Philippines

OUR LADY OF RANSOM CATHOLIC SCHOOL

Mangga I, Matatalaib, Tarlac City
S.Y. 2019-2020

WEEK 8 (LEARNING PLAN SCIENCE 8)

I. OBJECTIVES

Content Standard:

 The learners demonstrate an understanding of Newton’s three laws of motion and uniform circular
motion
Performance Standards:

 The learners develop a written plan and implement a “Newton’s Olympics”

Learning Competencies

 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;
 Infer that when a body exerts a force on another, an equal amount of force is exerted back on it.
 Demonstrate how a body responds to changes in motion;
 Relate the laws of motion to bodies in uniform circular motion;
 Infer that circular motion requires the application of constant force directed toward the center of the circle;
 Identify situations in which work is done and in which no work is done;
 Describe how work is related to power and energy;
 Differentiate potential and kinetic energy;
 Relate speed and position of object to the amount of energy possessed by a body.
 Infer how the movement of particles of an object affects the speed of sound through it;
 Investigates the effect of temperature to speed of sound through fair testing;
 Demonstrate the existence of the color components of visible light using a prism or diffraction grating;
 Explain the hierarchy of colors in relation to energy;
 .Explain that red is the least bent and violet the most bent according to their wavelengths or frequencies;
 Differentiate between heat and temperature at the molecular level;
 Infer the relationship between current and charge;
 Explain the advantages and disadvantages of series and parallel connections in homes;
 Differentiate electrical power and electrical energy; and
 Explain the functions of circuit breakers, fuses, earthing, double insulation, and other safety devices in the home.
II. SUBJECT MATTER

Lesson: Work, Power, and Energy

Sub. Topics: Let’s get to Work, Time to get Energized.
References: Practical Science 8, by Eduard Cristian R. Papa. Al pg. 39-46
2. Science for the 21st century, by Anne Brigitte U. Lim et. Al pg. 46-53
Strategies: Activity Method, Gaming

III. ORGANIZING BIG IDEAS:

Essential Understanding

Students will understand that newton’s three law of motion, uniform circular motion and the application of
constant force can be used in developing a written plan of “Newton’s Olympics” by practicing road safety
at all times.

Essential Questions:

 How can you minimize road accidents?

 Why do objects tend to resist changes in its current state?
IV. PROCEDURE

A. EXPLORE: DAY 1

Activity 1: Focus Question

WHAT I THINK

WHAT I LEARNED

Process Questions:
1. What is POWER?
2. How can I apply power in my daily activities?

Activity 2: WHAT IS POWER?

Make a acrostic using the word power. Your sentence should start with the letters of the word. Your sentences
should also be related to the physics concept of power.

P=_____________________________________________
O=_____________________________________________
W=_____________________________________________
E=_____________________________________________
R=_____________________________________________
When you lift books at certain time, you are demonstrating power. Show some power with this activity.
Materials: books of the whole class, stopwatch
Procedure:
1. pile all the books that you can in one minute.
2. The students who can pile the most books in one minute will be considered the winner.

Guide question:
1. How were the concepts of work and energy shown in the activity?
2. What do you know about power before doing the activity?
3. Can you say that you felt powerful after the activity? Why or why not?
B. FIRM UP: DAY2

Activity 3: POWER
Objectives:
1. determine the power of a person going up to the stairs.
2. Identify the factors affecting the power of a body doig work.

Materials: stopwatch and meterstick

Procedure:
1. form a group with five members. Of a flight of stairs using your meter stick.
2. Determine your weight ( in newtons) by multiplying your mass ( in kg)by 9.8 m/s.
3. Measure the height of a flight of stairs using your meterstick.
4. Ask a group mate to measure the time it will take you to reach in the top flight of the stairs through
walking.
5. Then ask your group mates to do the same thing that you did.
6. Record all your observations in table 2.3.2

NAME OF WEIGHT (N) HEIGHT OF TIME (S) WORK DONE ( POWER (W)
MEMBERS THE STAIRS J)
(M)

Guide questions:
1. Who among the members of the group did the most work?
2. Who among the members of the group generated the most power?
3. What are the factors that affect power/ how is work related to power in this activity?
4. How do you relate the results of the activity to real life situation?

C. DEEPEN: DAY 3

Activity 4: Power Up!

Objectives:
1. Calculate the work and power used by a person, while he or she climbs up the stairs.
2. Compare the work and power of different people.
3. State the relationship among WORK, FORCE, AND POWER.

Materials: weighing scale, measuring tape or meter stick, flight of stairs (10-20steps), stopwatch
Procedure:
1. Work in group height of the staircase in meters.
2. Measure the height of the staircase in meters (FIGURE 2.1), and record it in table 2.1.
3. Weigh each person in the group, and record each person’s mass in table 2.1. Convert the mass into
newton’s by using the formula in step 5.
4. Place the stopwatch on zero, and record each person’ s time as he or she climbs from the bottom to the
top of the staircase.
5. Compute the other required data using the following equations:
a. Force =mass (9.8 N/ kg)
b. Work= force (distance)
work
c. Power=
time

Questions:
1. Fill up table 2.1
Table 2.1
 Name Height or Mass (kg) Time (s) Weight Work Power
Distance (N) Done (watt)
(m) (Joule)
Example: 3 50 20 490 1470 73.5
Juan Cruz

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

Table 2.2
Name Force (N) Work done (Joule)
1
2
3
4
5
6

3. Look at table 2.2. What can you say about the relationship between force and work?
4. In table 2.3, list the names of your group members according to increasing (from lest to greatest) power
exerted. List down their force and speed as well.

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

1
2
3
4
5
6

1. From table 2.3, what can you infer about the relationship among force, speed, and power? Look at the
listed in step 5 of the procedure.

Activity 5: Practice Exercise

Power
1. What is the power of a swimmer who uses 1100 kJ in an hour?
2. How many minutes will it take you to burn 500 kJ if you are exerting 278 kW of power while bicycling?
3. How long did take a person to push a 60 N shopping cart across 30 m if he used 5 W?
 D. TRANSFER: DAY 4

Activity 6: Revisiting Map of Conceptual Change

Focus Question

WHAT I THINK

WHAT I LEARNED

Process Questions:
1. What is POWER?
2. How can I apply power in my daily activities?

Activity 7: Mini Task

The students will paste a picture/ scenario in a folder that shows/ represent power and work. In
this activity the students will recognized the different scenario in their lives that can apply power and
work. The output will be graded based on: neatness of the output= 20 percent; accuracy of the output: 30
percent. In total of 50 percent.

Questions for Values Integration:

1. What is the relevant of work and power in our daily life?
2. How can you increase in applying power and work in your daily activities?

Prepared by:
MS. CORINA S. DOMINGO
Science Teacher
Checked by:
MS. JENALYN G. DE LARA
Subject Coordinator

Checked by:
MR. MELVIN M. SURLA
Academic Coordinator