GRADE School Rizal National High School Grade Level Grade 8

DAILY LESSON LOG Teacher Honesty O. Mehoy Learning Area Science 8

Teaching Dates and Time June 11-15, 2018 Quarter 1st Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards Demonstrate an understanding of Newton’s three laws of motion and uniform circular motion.

B. Performance Standards Develop a written plan and implement a “Newton’s Olympics”

C. Learning Competencies/Objectives LC 2. Investigate the relationship between the amount of force applied and the mass of the object to the amount of change in the LC 3. Infer that when a body exerts a force on another, an equal amount of force is
Write the LC code for each object’s motion. (S8FE-Ia-15) exerted back on it. (S8FE-Ia-16)

Objective 2: 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.
Force, Motion, and Energy
II. CONTENT LAW OF ACCELERATION LAW OF INTERACTION
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
Learning Episode 1:
A. MOTIVATION
1. Presentation Today, we will investigate the relationship between the amount of force applied and the mass of the object to the amount of Today, we will learn to infer that when a body exerts a force on another, an equal
change in the object’s motion. amount of force is exerted on it.
2. Importance It is important to investigate the relationship between the amount of force applied and the mass of the object to the amount of It is important to infer that when a body exerts a force on another, an equal amount
change in the object’s motion so we can understand how mass and the amount of force applied to an object affect its of force is exerted on it, so that we can predict and understand how an object keeps
acceleration. its balance state.
3. Formative Assessment At the end of the lesson, you will investigate the relationship between the amount of force applied and the mass of the object to At the end of the lesson, the students infer that when a body exerts a force on
the amount of change in the object’s motion. another, an equal amount of force is exerted back on it.
B. PROBE AND RESPOND
1. Review /Drill

2. Pre-requisite Skills A. Explain the Law of Acceleration from a given diagram and actual situation. Describe the pair of forces acting on the objects.
1. The teacher will explain the law of acceleration by using a diagram.
Newton's Second Law of Motion: a. The teacher will push the wall to show the pair of forces.
Law of Acceleration
“The force acting on an object is equal to the mass of that object times its acceleration.” b. The teacher will say,
“When I push the wall, I exerted a force. At the same time, the wall also exerts a force
on me. So, in the interaction between my hands and the wall, there is a pair of forces
– a force exerted by my hands to the wall and a normal force exerted by the wall to
my hands.”
Example 1:

In the above pictures the same force (F) is applied to the ball and to the car. However, the ball which has a lesser mass accelerates
greatly in contrast to the car which has a greater mass.

*The more massive the object is the greater force is needed to accelerate it.
*The less massive the object is the lesser force is needed to accelerate it.

Example 2:

2. Relationship: Force vs. Acceleration

The force applied on an object is directly proportional to its acceleration.

 The teacher will ask 3 students from the class to push an empty wooden chair and a wooden chair with a student sitting on
it. The two students will push the chairs at the same time using estimated equal amount of force. The teacher will then ask
the following questions.

a. What happen to the motion of the empty wooden chair? How about the chair with a student sitting on it?
b. How would you increase the motion/acceleration of the chair with a student sitting on it?

To increase the motion/ acceleration of the chair with a student sitting on it, 2-3 students should push the chair increasing the
force in pushing the chair.
By increasing the force applied, the acceleration of the chair will increase. Therefore, the force applied on the chair is directly
proportional to its acceleration.
 B. Applying the Law of Acceleration by solving problems.

 The teacher will show how to solve problems in relation to Law of Acceleration using the following formula.

 The teacher will also discuss the unit of force which is expressed in Newton (N).
1 Newton (N)=1 kg/ms2

 The teacher will show to the class how to solve the following problem:

Suppose a ball of mass 0.60 kg is hit with a force of 12 N. Its acceleration will be:
a=Fnet/m
a= 12N/0.60kg
a=20 m/s2
If the force is doubled for the same ball then,
a=24N/.6kg
a=40 m/s2

If the force applied is doubled, the acceleration of the object is also doubled.
Therefore, the force applied is directly proportional to the acceleration of the object.

 The teacher will use the same problem but this time decreasing the amount of force applied on the same ball into half. The
teacher will let the students solve the problem.

Suppose a ball of mass 0.60 kg is hit with a force of 6 N. Its acceleration will be:
a=Fnet/m
a= 6N/0.60kg
a=10m/s2

Therefore if the force applied is reduced to one half, the acceleration of the ball is also reduced by one half.

If the mass of the ball is doubled to 1.20kg with the same force of 6N, what will happen to the acceleration of the ball?
a=Fnet/m
a= 6N/1.20kg
a=5m/s2

Therefore if the mass of the object is increased twice, the acceleration of the ball is decreased by one half.

3. Relationship: Acceleration vs. Mass

The acceleration of an object is inversely proportional to its mass.
Learning Episode 2:
 A. Modeling/Coaching 1. The teacher will divide the students into groups with three members.
2. The teacher will present the activity and distribute the materials to be used. Refer to the list of materials on the activity sheet.
3. Together, the teacher and the students will perform the activity simultaneously.
Activity
Objective: 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.
Materials: wooden plane, wooden block, set of mass (1kg, 1.5kg, and 2kg), string, spring balance
Procedure:
1. Set up the wooden plane on top of the table. Make sure that it is fixed and will not move.
2. Put a string on the wooden block and then position it on the wooden plane.
3. Place a 50 g-mass on top of the wooden block.
4. Attached the spring balance on the other end of the string and try to pull the wooden block.
5. When the wooden block move, record the data registered on the spring balance. Make three trials on each set of mass.
6. Repeat procedures 3, 4 and 5 using the other set of mass 100g and 150g.
7. Record your data in the table below.
Learning Episode 3:
A. Guided Practice Q1. As the mass of the object increases, what happen to the amount of force needed to move the object?
Answer: Based on the table above, the forces needed to move the object will increase as the mass of the object increases.
Q2. Based on your data, what can you say about the relationship between the mass and force applied?
Answer: Mass is directly proportional to the force applied.
8. Complete the table below using the Law of Acceleration (a = F/m). Set the average force by adding the forces of the above table
divided by 3. This is to keep the force applied constant.
Q3. As the mass of the object increases, what happened to the value of acceleration of the object?
Answer: Based on the computed acceleration above, as the mass of the object increases, the acceleration decreases.
Q4. Based on your computed data, what can you say about the relationship between the mass and acceleration?
Answer: Mass is inversely proportional to acceleration.
Q5. If the mass is set constant, what will happen to the acceleration when greater force is applied?
Answer: Acceleration becomes greater too.
1.The teacher holds a book on his hand and assumes that the book has a weight of
approximately 5N which is directed downward.
(Note to the teacher: The teacher will instruct the students to get a book and follow
what she’s doing.)
2.The teacher will model how to infer that when a body exerts a force on another, an
equal amount of force is exerted back on it.
3. Then the teacher will say,
“In order to keep the book in its position level, my hand should exert an equal amount
of force as the weight of the book. Because if my hand exerts greater force than that
of the weight of the book, the book will rise up or if my hand exerts lesser force than
the weight of the book, it will fall down. . There is a pair of forces in the interaction
between my hand and the book – a force exerted by my hand to the book and the
weight or the gravitational force exerted by the book to my hand.”
(Note to the teacher: The teacher will instruct the students to repeat the same
statement she said.)
1. The teacher instructs the students to do arm wrestling (bunong braso) with their
seatmate. The students will take note of their body weight before performing the
task. The teacher sees to it that everyone is in position then signals to start the arm
wrestling. The execution should be done in 10 seconds only.
2. The teacher asks the following to the students.
a. Who among you won the bunong braso? Why do you think you won the game?
Answer. The student with greater force exerted won the game.
b. Who among you here are on tie? Why do you think that happened?
Answer. Both of the students exerted equal amount of force.
3. The teacher instructs the students to write their inference on a sheet of paper and
call each pair of students randomly to read their answers to the class.
Answer: “In order to have a tie result, both students should exert an equal amount of
force. Because if one student exerts greater force than that of the other, the former
will win. There is a pair of forces in the interaction between the arms – a force
exerted by one first student to the other, and the force exerted by the second student
to the first.”
 B. Independent Practice Q6. Describe the relationship between force and acceleration. 1. The teacher instructs the students to be with their seatmate and stand 1 meter
Answer: Force is directly proportional with acceleration. away facing each other. Students should once again take note of their body weight.
Ask the students to mark a line using a chalk behind their feet. Instruct the students
to align their arms and push against each other making sure that they will not go
beyond the line.

2. The teacher instructs the students to infer how they kept their position in place.
Possible Answer. Both of the students exerted equal amount of force.

3. Instruct the students to write their inference on a sheet of paper.

Expected Answer: “In order to stay at rest, both students should exert an equal
amount of force to the other. Because if one student exerts greater force than that of
the other, the other student will move. There is a pair of forces in the interaction
between the both of us – a force exerted by one student to the other, and vice versa.”

4. Let the students share their answers to the class.

Learning Episode 4:
A. Evaluation Test Item: From the given picture, infer what keeps the two persons in place.

Expected Answer: There is an equal amount of force exerted by the two persons in
opposite direction. There is a pair of forces in the interaction between both of them –
a force exerted by one student to the rope and the other student to the opposite side
of the rope.

B. Assignment/Project
V. REMARK

VI.REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional
supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in
the evaluation.

B. No. of learners who require

additional activities for remediation
who scored below 80%.
C. Did the remedial lessons work? No.
of learners who have caught up with
the lesson.

D. No. of learners who continue to

require remediation

E. Which of my teaching strategies

worked well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor
can help me solve?

G. What innovation or localized

materials did I use/discover which I
wish to share with other teachers?