Finale Learning Activity

LEARNING ACTIVITY #
Name: Section:
The Linguistic Side of Force, Mass, and Object’s Motion
I. Learning Competency
Investigate the relationship between the amount of force applied and the mass of the object
to the amount of change in the object’s motion. S8FE-la-15
Target: Verbal-Linguistic Learners
II. Background Information for Learners
Imagine pushing a heavy box and a light ball with the same amount of force. Which one will
move farther or faster? You'll probably notice that the lighter ball will move farther or faster
compared to the heavier box. This is because the amount of force applied relative to the mass
of the object determines the acceleration it experiences.
Force and Acceleration:

When a force is applied to an object, it causes it to accelerate, which means its speed changes.
The greater the force applied, the greater the acceleration. However, for a given force, a lighter
object will experience a greater acceleration compared to a heavier object. This is because it
takes less force to overcome the inertia of a lighter object.
Mass and Inertia:

Inertia is the resistance of an object to change its state of motion. Mass and inertia are directly
proportional. This means that an object with more mass has more inertia and therefore requires
a greater force to change its state of motion.
Newton's First Law:

This law states that an object at rest will remain at rest, and an object in motion will remain in motion
with the same speed and in the same direction unless acted upon by an unbalanced force.
This law helps us understand the relationship between force, mass, and motion. If a net force is
not applied to an object, it will maintain its state of motion due to its inertia.
Sample Activities and Experiments:
To investigate the relationship between force, mass, and motion, students can engage in hands-
on activities and experiments. Some examples include:
1. Push cars on a ramp with different weights and forces. Students can observe how the
distance and speed of the cars change depending on the weight and the force applied.
1
1
1
2. Measure the acceleration of carts with different weights on a frictionless track. Students can
use motion sensors or timers to calculate the acceleration and compare it to the applied
force and mass of the carts.
3. Play tug-of-war with different numbers of players. Students can experience how the
combined force of the players influences the movement of the rope, and how the number of
players (representing mass) affects the outcome.
References:
Department of Education - Philippines. (2015). K to 12 Curriculum Guide Physics 8.

Serway, R. A., & Jewett, J. W. (2016). Physics for Scientists and Engineers with Modern Physics
(9th ed.). Cengage Learning.
Giancoli, D. C. (2017). Physics: Principles with Applications (7th ed.). Pearson Education
2
1
2
III. Activity Proper
Activity 1: "Verses of Discovery: A Poetic Exploration of Force, Mass, and Motion"
Directions: Read the selection below entitled "Physics Expedition: Mastering Force, Mass, and
Motion, then answer the guide questions through a poem and read it in front of the class.
"Physics Expedition: Mastering Force, Mass, and Motion”

By: Jodrali E. Balsomo
Once upon a time in the bustling town of Knowledgeville, a group of curious students gathered
at the innovative Thinker's Academy. They were about to embark on a thrilling adventure that
would unravel the mysteries of force, mass, and object motion. The charismatic Professor
Newton, renowned for his deep understanding of the laws of physics, was their guide on this
exciting journey.
As the students entered the Physics Lab, they were greeted by an array of colorful ramps, motion
sensors, and a giant tug-of-war rope. Professor Newton welcomed them and shared a tale about
the importance of understanding the relationship between force, mass, and motion. The
students were eager to grasp the knowledge that would help them conquer the challenges that
lay ahead.
Guided by their enthusiastic professor, the students dove into the first experiment. They lined
up toy cars on ramps of varying inclinations, each carrying different weights. With equal amounts
of force applied, the students observed how the distance and speed of the cars changed based
on the weight of the objects. Laughter filled the air as they marveled at the lighter objects
outpacing their heavier counterparts.
After the exhilarating car race, Professor Newton led them to a frictionless track with carts of
different masses. Equipped with motion sensors and timers, the students measured the
acceleration of the carts, connecting the dots between force, mass, and acceleration. Animated
discussions erupted as they deciphered the patterns and relationships inherent in the
experiments.
The climax of their adventure unfolded in a lively tug-of-war competition. Divided into teams,
each representing different masses, the students experienced firsthand how the combined force
of team members influenced the movement of the rope. Sweat and laughter mingled as they
realized the role of mass in determining the outcome.
3
1
3
3
Guide Questions:
As the day concluded, Professor Newton gathered the students and posed thought-provoking
questions to reinforce their verbal-linguistic intelligence:
1. Force and Acceleration: How does the application of force affect the acceleration of an
object? Can you provide examples from the car race experiment?
2. Mass and Inertia: Explain the relationship between mass and inertia. How did the carts
with different masses on the frictionless track showcase this relationship?
3. Newton's First Law: Elaborate on Newton's First Law and its relevance to the experiments
conducted. How does the law help us understand the connection between force, mass,
and motion?
4
1
4
4
Activity 2: Comic Strip Script
This activity will engage on writing a comic strip script and collaborate to the
students/classmates who are good in drawing and painting.
Materials:
 Drawing paper or comic strip templates
 Pencils, crayons, or markers
 Rulers or scales (optional)
 Reference materials on force, mass, and motion (books, online resources)
Procedures:
1. Choose a Scenario: Based on your readings, think of a familiar scenario involving
force, mass, and m o t i o n , like p u s h i n g a s c o o t e r , kicking a b a l l , or
j u m p i n g rope. Alternatively, you can provide prompts or story starters related to these
concepts.
2. Plan the Comic Strip: Sketch out a storyboard with 4-6 panels in your comics. Each panel
should represent a key moment in the chosen scenario, highlighting the application of
force, the object's mass, and the resulting motion.
3. Add Dialogue and Captions: In each panel, write script describing the forces acting on the
object (push, pull, friction), the object's mass (heavy, light), and the changes in its motion
(speeding up, slowing down, changing direction). You can also add dialogue between
characters to further explain the scientific concepts.
4. Presentation and Analysis: Share and discuss your comic strips script to your classmates
who are good in drawing and painting and collaborate with them and present your output
to your classmate and teacher.
See Rubrics for this on page 120 of this learning activity
5
1
5
Activity 3: From Mathematics to Story
Directions: Read the following information below, then from the given information about
Mathematics, write a creative informative essay about the mathematical view of force, mass and
motion of the objects.
A. Mathematical Concepts:
Force: Measured in Newtons (N), represents a push or pull that can cause an object to accelerate. In
mathematical terms, force is the rate of change of momentum (p = mv).
Mass: Measured in kilograms (kg), represents the amount of matter in an object. Higher mass signifies
greater inertia, making it harder to accelerate. Mathematically, mass is a measure of how much
resistance an object offers to changes in its motion.
Motion: Described by position, velocity (speed and direction), and acceleration (rate of change of
velocity). Velocity and acceleration are vectors, meaning they have both magnitude and direction.
Equations:
o Newton's Second Law: F = ma (Force = mass x acceleration) This fundamental law quantifies
the relationship between force, mass, and acceleration, stating that the net force acting on an object
is directly proportional to its mass and acceleration.
o Other relevant equations: Depending on the level of study, you can introduce equations
based on Newton's First Law (net force = 0 implies constant velocity) or Third Law (action- reaction
forces have equal magnitudes and opposite directions).
B. Importance of Mathematics:
• Quantifies physical concepts: By translating force, mass, and motion into numerical values
and equations, mathematics allows for precise analysis and predictions of their interactions.
• Reveals patterns and relationships: Mathematical expressions and graphs visually show how
changes in force and mass affect acceleration, highlighting the proportional and inverse relationships
defined by Newton's Second Law.
Discussing Newton's Second Law:

Meaning of F, m, and a: Explain that F represents the net force acting on an object, m is its mass,
and a is its resulting acceleration.
Emphasize: The direction of the net force and acceleration are always in the same direction.
Example problems (GUESA method):
Sample # 1
Given: A 10 kg skateboard accelerates at 2 m/s² due to a push.
Unknown: What is the net force acting on the skateboard?
Equation: F = ma Solution:
Solution: F = 10 kg * 2 m/s²
Calculate the force: F = 20 N
Answer: The net force acting on the skateboard is 20 N.
6
Sample # 2:
Given: A 50 kg cart is pulled with a force of 150 N, but friction opposes the motion with a force of
30 N.
Unknown: What is the acceleration of the cart? Equation: F = ma (consider net force) Solution:
Calculate the net force: F_net = 150 N - 30 N = 120 N
Substitute values: 120 N = 50 kg * a
Solve for acceleration: a = 2.4 m/s²
Answer: The cart accelerates at 2.4 m/s².
Write your informative Essay here:
7
IV. Reflection
In this lesson, I learned that
7
1
8
LEARNING ACTIVITY #
Name: Section:
The Mathematics of Force, Mass, and Object’s Motion
Target: Mathematical-Logical Learners
Force: Measured in Newtons (N), represents a push or pull that can cause an object to accelerate.
In mathematical terms, force is the rate of change of momentum (p = mv).
Mass: Measured in kilograms (kg), represents the amount of matter in an object. Higher mass
signifies greater inertia, making it harder to accelerate. Mathematically, mass is a measure of how
much resistance an object offers to changes in its motion.
Equations:
the relationship between force, mass, and acceleration, stating that the net force acting on
an object is directly proportional to its mass and acceleration.
o Other relevant equations: Depending on the level of study, you can introduce equations
based on Newton's First Law (net force = 0 implies constant velocity) or Third Law (action-
reaction forces have equal magnitudes and opposite directions).
 Quantifies physical concepts: By translating force, mass, and motion into numerical values and
equations, mathematics allows for precise analysis and predictions of their interactions.
 Reveals patterns and relationships: Mathematical expressions and graphs visually show how
changes in force and mass affect acceleration, highlighting the proportional and inverse
relationships defined by Newton's Second Law.
8
1
9
 Solves real-world problems: By applying the mathematical understanding of force, mass, and
motion, students can tackle practical problems involving forces in everyday situations, engineering,
or other fields.
References:

9
1
10
Activity 1: Force and Acceleration Equations
Meaning of F, m, and a: Explain that F represents the net force acting on an object, m is its
mass, and a is its resulting acceleration.
Sample # 1
Solution : F = 10 kg * 2 m/s²
Sample # 2:
Given: A 50 kg cart is pulled with a force of 150 N, but friction opposes the motion with a force
of 30 N.
Unknown: What is the acceleration of the cart?
Equation: F = ma (consider net force)
Solution:
Task 1: Numerical Exercises:

Directions: Read, understand, analyze, and solve the following problems following the GUESA
format.
1. Easy: A 2 kg book slides across a table with an acceleration of 1 m/s². What is the
net force acting on it?
2. Medium: A 40 kg bicycle experiences a net force of 80 N uphill. What is its
acceleration?
3. Hard: A 1000 kg car accelerates from 0 to 50 km/h (13.9 m/s) in 5 seconds. What is
the average net force acting on it? (Convert km/h to m/s before calculating)
10
1
11
Task 2: Think Deeper:
Directions: Read, understand, and analyze the following questions, then answer the following
questions briefly.
1. How does increasing force affect acceleration? Compare your answers in problems 1 and 2
(same mass, different forces) form task 1.
2. How does increasing mass affect acceleration? Compare problems 1 and 3 (different
masses, similar forces) from task 1. How mass acts as a resistance to changes in motion?
11
1
12
Activity 2: Graphing Force vs. Acceleration
Materials:
Graphing Paper
Ruler
Pencil
Ballpen
Directions:
1. Revisit your understanding on graph where it is a visual representation of the relationship

between two variables. In this case, the x-axis will represent the net force (N) and the y-axis
will represent the acceleration (m/s²).
2. Based on the data tables below containing different force and acceleration values. Plot it using
graphing paper.
Net Force (N) Acceleration (m/s²)
10
20 2
30 3
3. Plot the points on the graph using the data provided. Make sure you label the axes correctly
and use appropriate scales.
Questions:
1. What you observe about the points and the line connecting them?
2. Relate the slope of the graph to the proportionality constant in Newton's Second Law (F =
ma). Explain that the slope represents the constant of proportionality between force and
acceleration.
12
1
13
Activity 3: Understanding Inertia and Net Force: The Key Players in Motion
Explanation of Inertia:
Imagine a bowling ball sitting on the lane. It seems content to just stay there, unbothered by
gravity or the whispers of nearby pins. This reluctance to change its state of motion is precisely
what we call inertia. Inertia is the inherent property of an object to resist changes in its velocity.
Objects at rest tend to stay at rest: Think of that bowling ball again. Unless someone gives it a
push (a force), it'll happily remain stationary.
Objects in motion tend to stay in motion: Once that bowling ball starts rolling, it wants to keep
moving at the same speed and direction. It takes another force, like friction or a collision, to slow
it down or change its path.
Net Force: The Driving Force of Change:

While inertia might prefer the status quo, the world loves a good shove. Enter the net force: the
sum of all forces acting on an object. It's the puppet master pulling the strings of motion.
Positive net force: If the sum of all forces pushes or pulls in the same direction, the object
accelerates in that direction. Picture kicking that bowling ball—the combined force of your foot
and gravity become the net force, propelling it forward.
Negative net force: When opposing forces cancel each other out, the net force is zero. This
essentially puts inertia back in the driver's seat, keeping the object at rest or constant velocity.
Remember the bowling ball on the lane? Gravity pulls down while the normal force from the
floor pushes up, resulting in a net force of zero and a perfectly content, stationary ball.
References:
Serway, R. A., & Jewett, J. W. (2018). Physics for scientists and engineers with modern physics.
Cengage Learning.
Giancoli, D. C. (2005). Physics: Principles with applications. Pearson Education.
Mathematical Expressions based on the First Law :
Zero net force implies zero acceleration (F_net = 0 --> a = 0). This equation captures the essence
of inertia. If there's no net force acting on an object, its acceleration must be zero, meaning it
remains at rest or maintains constant velocity.
Non-zero net force results in acceleration in the direction of the net force (F_net = ma). This
equation, derived from Newton's Second Law, tells us that any net force will cause an object to
accelerate in the direction of that force. The greater the net force, the greater the acceleration,
and vice versa.
13
1
14
Sample Problems (GUESA Method):
Sample # 1
Given: A 20 kg box is sitting on a flat surface. The only forces acting on it are gravity pulling down
(50 N) and the normal force from the surface pushing up (50 N).
Unknown: What is the net force acting on the box?

Equation: F_net = F_gravity + F_normal
Solution: F_net = 50 N - 50 N = 0 N
Answer: The net force acting on the box is 0 N. This confirms that the opposing forces cancel
each other out, resulting in no acceleration and a stationary box.
Sample # 2
Given: A 5 kg cart is rolling at a constant speed of 2 m/s. Suddenly, it experiences a push of 10 N
to the right.
Unknown: What is the net force acting on the cart now?
Equation: F_net = F_push
Solution: F_net = 10 N
Answer: The net force acting on the cart is 10 N to the right. This non-zero net force will cause
the cart to accelerate in the direction of the push, meaning it will speed up and turn
slightly to the right.
Task 1: Real-Life Problems for Derivation:

Directions: Read and understand the following real-life problem them answer it following the
GUESA format.
1. Challenge: A car is coasting downhill at a steady speed. Analyze the forces acting on it
(gravity, friction, air resistance) and derive an expression for the net force responsible for
maintaining its constant velocity.
2. Challenge: A rocket blasts off from Earth's surface, experiencing a net upward force from its
thrusters. Derive an expression for the acceleration of the rocket based on its mass and the
net force acting on it.
3. Challenge: A falling leaf flutters to the ground, reaching a terminal velocity where its
downward weight is balanced by air resistance. Derive an expression for the air resistance
force acting on the leaf based on its terminal velocity and mass.
4. Challenge: A swimmer pushes off from the pool wall, accelerating through the water. Define
the forces acting on them and derive an expression for the net force responsible for.
14
1
15
IV. Reflection
15
1
16
LEARNING ACTIVITY #
Name: Section:
The Song of Force, Mass, and Object’s Motion
Target: Musical
Imagine pushing a heavy box and a light ball with the same amount of force. Which one will
move farther or faster? You'll probably notice that the lighter ball will move farther or faster
compared to the heavier box. This is because the amount of force applied relative to the mass
of the object determines the acceleration it experiences.
Force and Acceleration:

When a force is applied to an object, it causes it to accelerate, which means its speed changes.
The greater the force applied, the greater the acceleration. However, for a given force, a lighter
object will experience a greater acceleration compared to a heavier object. This is because it
takes less force to overcome the inertia of a lighter object.
Mass and Inertia:

Inertia is the resistance of an object to change its state of motion. Mass and inertia are directly
proportional. This means that an object with more mass has more inertia and therefore requires
a greater force to change its state of motion.
Newton's First Law:

This law states that an object at rest will remain at rest, and an object in motion will remain in
motion with the same speed and in the same direction unless acted upon by an unbalanced
force. This law helps us understand the relationship between force, mass, and motion. If a net
force is not applied to an object, it will maintain its state of motion due to its inertia.
Sample Activities and Experiments:
To investigate the relationship between force, mass, and motion, students can engage in hands-
on activities and experiments. Some examples include:
4. Push cars on a ramp with different weights and forces. Students can observe how the
distance and speed of the cars change depending on the weight and the force applied.
5. Measure the acceleration of carts with different weights on a frictionless track. Students
can use motion sensors or timers to calculate the acceleration and compare it to the
applied force and mass of the carts.
16
1
17
6. Play tug-of-war with different numbers of players. Students can experience how the
combined force of the players influences the movement of the rope, and how the
number of players (representing mass) affects the outcome.
References:

17
1
18
Activity 1: "Verses of Discovery: A Song Exploration of Force, Mass, and Motion"
Directions: Read the selection below entitled "Physics Expedition: Mastering Force, Mass, and
Motion, then answer the guide questions through a writing lyric and present it to the class
through singing.
"Physics Expedition: Mastering Force, Mass, and Motion”

Once upon a time in the bustling town of Knowledgeville, a group of curious students gathered
at the innovative Thinker's Academy. They were about to embark on a thrilling adventure that
would unravel the mysteries of force, mass, and object motion. The charismatic Professor
Newton, renowned for his deep understanding of the laws of physics, was their guide on this
exciting journey.
As the students entered the Physics Lab, they were greeted by an array of colorful ramps, motion
sensors, and a giant tug-of-war rope. Professor Newton welcomed them and shared a tale about
the importance of understanding the relationship between force, mass, and motion. The
students were eager to grasp the knowledge that would help them conquer the challenges that
lay ahead.
Guided by their enthusiastic professor, the students dove into the first experiment. They lined
up toy cars on ramps of varying inclinations, each carrying different weights. With equal amounts
of force applied, the students observed how the distance and speed of the cars changed based
on the weight of the objects. Laughter filled the air as they marveled at the lighter objects
outpacing their heavier counterparts.
After the exhilarating car race, Professor Newton led them to a frictionless track with carts of
different masses. Equipped with motion sensors and timers, the students measured the
acceleration of the carts, connecting the dots between force, mass, and acceleration. Animated
discussions erupted as they deciphered the patterns and relationships inherent in the
experiments.
The climax of their adventure unfolded in a lively tug-of-war competition. Divided into teams,
each representing different masses, the students experienced firsthand how the combined force
of team members influenced the movement of the rope. Sweat and laughter mingled as they
realized the role of mass in determining the outcome.
18
1
19
Guide Questions:
As the day concluded, Professor Newton gathered the students and posed thought-provoking
questions to reinforce their verbal-linguistic intelligence:
Force and Acceleration: How does the application of force affect the acceleration of an
object? Can you provide examples from the car race experiment?
Mass and Inertia: Explain the relationship between mass and inertia. How did the carts with
different masses on the frictionless track showcase this relationship?
Newton's First Law: Elaborate on Newton's First Law and its relevance to the experiments
conducted. How does the law help us understand the connection between force, mass, and
motion?
19
1
20
Activity 2: The Symphony of Force, Mass, and Motion
This activity will engage on presenting the output in activity 1 using any available materials that
can be found within the school’s vicinity. (eg. Rocks, plastic bottle and others).
Directions: Students will be given twenty minutes of preparation for their presentation;
rubrics will be used as their guide on presenting their musical output and how the teacher will
rate their performance.
20
1
21
Activity 3: From Mathematics to Song
Directions: Read the following information below, then from the given information about
Mathematics, write a lyric for about two stanzas then present it to the class using different materials
that can easily found inside the classroom as an instrument on their creative presentation.
Force: Measured in Newtons (N), represents a push or pull that can cause an object to accelerate. In
mathematical terms, force is the rate of change of momentum (p = mv).
Mass: Measured in kilograms (kg), represents the amount of matter in an object. Higher mass signifies
greater inertia, making it harder to accelerate. Mathematically, mass is a measure of how much
resistance an object offers to changes in its motion.
Equations:
the relationship between force, mass, and acceleration, stating that the net force acting on an object
is directly proportional to its mass and acceleration.
o Other relevant equations: Depending on the level of study, you can introduce equations based
on Newton's First Law (net force = 0 implies constant velocity) or Third Law (action- reaction forces
have equal magnitudes and opposite directions).
• Quantifies physical concepts: By translating force, mass, and motion into numerical values
and equations, mathematics allows for precise analysis and predictions of their interactions.
• Reveals patterns and relationships: Mathematical expressions and graphs visually show how
changes in force and mass affect acceleration, highlighting the proportional and inverse relationships
defined by Newton's Second Law.

Meaning of F, m, and a: Explain that F represents the net force acting on an object, m is its mass,
and a is its resulting acceleration.
Sample # 1
Solution: F = 10 kg * 2 m/s²
22
Sample # 2:
Given: A 50 kg cart is pulled with a force of 150 N, but friction opposes the motion with a force of
30 N.
Unknown: What is the acceleration of the cart? Equation: F = ma (consider net force) Solution:
Write your lyrics here:
23
IV. Reflection
23
1
24
LEARNING ACTIVITY #
Name: Section:
The Words of Action and Reaction
Infer that when a body exerts a force on another, an equal amount of force is exerted back on
it. S8FE-la-16
Imagine you're playing tug-of-war. You pull the rope with all you might, but the other team
seems stuck. Are you exerting more force, or are they pulling back just as hard? This is the
essence of Newton's Third Law of Motion, which states that for every action, there is an equal
and opposite reaction.
Dissecting the Law:
Let's break it down:
Action: The initial force you exert on something. Imagine kicking a ball.
Reaction: The force exerted back on you by the object you're affecting. The ball pushes back on
your foot when you kick it.
Equal: Both forces have the same magnitude (strength), but...
Opposite: They act in opposite directions. The ball pushes back in the opposite direction you
kicked it.
Examples in Action:
1. Jumping: When you jump, you push down on the ground (action). The ground pushes back
up on you with equal force (reaction), propelling you into the air.
2. Swimming: As you swim, you push water backward (action). The water pushes you forward
with equal force (reaction), allowing you to move.
3. Rocket Propulsion: Hot gases expelled from a rocket engine push down on the rocket
(action). The rocket, in turn, pushes up on the gases with equal force (reaction), propelling
itself forward.
Beyond the Obvious:
While the law seems intuitive for direct interactions, it applies even when forces seem
"unequal."
24
1
25
For instance:
1. Kicking a ball: Though your foot might feel more pain than the ball, both experience equal
forces in opposite directions. The ball's larger mass makes the effect less noticeable.
2. Bird in flight: A bird's wings push air down (action). The air pushes the bird up with equal
force (reaction), enabling flight. The bird's lightweight design makes it seem effortless.
Misconceptions and Clarifications:
1. Bigger force, bigger effect? No. Force is about magnitude and direction, not "winning." The
outcome depends on the object's mass and other factors.
2. Does the ground feel our jump? Technically, yes. But the Earth's immense mass makes the
reaction negligible.
Conclusion:
Newton's Third Law of Motion is a fundamental principle governing interaction between objects.
Understanding it helps us explain and predict various phenomena in our everyday lives and
beyond, from simple games to complex rocket launches. Remember, it's not about who pushes
harder, but about the balanced exchange of forces that keeps everything moving!
References:

25
1
26
Activity 1: "Celebrating Newton's Third Law: The Dance of Forces"
Directions: Read, understand and analyze the selection poem below entitled " Celebrating
Newton's Third Law: The Dance of Forces" Motion, then answer the guide questions below and
share it with your classmates.
"Celebrating Newton's Third Law: The Dance of Forces"Motion”

Once In the world of forces, let's take a peek,

At Newton's Law, so simple and sleek,
When one acts, a reaction you'll find,
Equal and opposite, in balance aligned.
Imagine a game of tug-of-war's delight,

Where teams pull with all their might,
Do you exert more, or do they, my friend?
In this law's embrace, let's comprehend.
Action is the force, the initial thrust,

Like kicking a ball, a leap, or a gust,
Reaction, it's equal, but in the reverse,
Opposite direction, in a cosmic dance.
Jumping so high, against gravity's sway,

The ground pushes up, to the sky, we obey,
Swimming through water, a fluid ballet,
Equal forces in action, leading the way.
Rocket's fierce roar, to the stars it aspires,

Hot gases push down, their flaming desires,
Equal and opposite, the rocket inspires,
With this law, to space, it transpires.
But remember, it's not always clear,

When forces at play might seem unfair,
Kicking a ball, though it may sting,
Equal forces, the essence of this thing.
26
1
27
A bird in the sky, its wings in flight,
Pushing air down with all its might,
Equal forces at play, so light,
In this balance, they soar to great height.
Misconceptions we must set aside,

It's not about winning, in this ride,
Force is about magnitude and direction,
Not about power, but a cosmic connection.
So, in Newton's world, we find our way,

Understanding forces, day by day,
A law that governs, in a graceful ballet,
Equal and opposite, in every way.
In this poem, we've uncovered the key,

To Newton's Third Law, so come and see,
It's not about strength or who's ahead,
But balance and forces, where knowledge is spread
Guide Questions:
Directions: Answer the following questions below based on the poem that you had read.
1. In the poem, what is the significance of the tug-of-war analogy in helping us grasp Newton's
Third Law of Motion?
2. Could you explain how the poem highlights the idea of equal and opposite reactions in
various scenarios, like jumping, swimming, and rocket propulsion?
3. The poem mentions that even when forces seem unequal, they still follow the law. Can you
give examples from the poem that illustrate this idea, such as kicking a ball and a bird in
flight?
27
1
28
4. How does the poem emphasize that force is not about "winning," but rather about the
magnitude and direction of interactions between objects? What lines or stanzas in the poem
support this message?
5. Based on the poem, why is it important to understand Newton's Third Law of Motion, and
how does it apply to both everyday situations and more complex endeavors like rocket
launches?
28
1
29
Activity 2: Mathematical Slogan for Action
and Reaction Materials:
 Coupon or any drawing sheet
 Pencils, crayons, or markers
 Rulers or scales (optional)
Directions: Based on the information below, write a slogan that will encapsulate your
mathematical understanding of the information. Ensure that the following important terms
are included in your slogan. Each student will be given 20 minutes to write their creative
slogan and present it to their classmates.
Terminologies:
Third Law of Motion
Action
Reaction
Direction of Forces
Opposite Force
The same Force / Equal Force
Cause
Effect
Please Read:
Imagine a game of tug-of-war. Two teams pull opposite ends of a rope with equal force. What
happens? The rope stays still, right? This isn't a coincidence; it's a fundamental principle of
physics known as Newton's Third Law of Motion. Buckle up, because we're about to embark
on a mathematical adventure to unravel this law!
The Law in Action:

Newton's Third Law states that for every force exerted, there is an equal and opposite force
exerted back. Let's break it down:
1. Force: A push or pull that can change the motion of an object. Imagine kicking a
soccer ball; the force from your foot makes the ball move.
2. Equal: The opposing force has the same strength (magnitude) as the original force.
Think of the tug-of-war; both teams pull with the same intensity.
3. Opposite: The opposing force acts in the opposite direction. In the soccer example,
the ball pushes back on your foot with the same force you used to kick it.
30
Mathematically Speaking:
The law can be expressed using vectors, arrows that represent both the magnitude and
direction of forces. Let's say force A acts on object 1. According to the law, there will be an
equal and opposite force B exerted back on object A by object 1. We can write this as:
A (vector) = -B (vector)
The negative sign indicates the opposite direction. Remember, vectors add head-to-tail. If A
and B are equal and opposite, their sum will be zero, explaining why the system remains
balanced in the tug-of-war example.
Examples in Motion:
1. Rocket Launch: Hot gases expelled from the rocket engine push down on the rocket
(force A). In response, the rocket pushes up on the gases with an equal and opposite force
(force B), propelling it upwards.
1. Swimming: As you push water backwards (force A), the water pushes you forward
with an equal and opposite force (force B), allowing you to move.
Challenge your Mind:

1. Can you think of other situations where Newton's Third Law applies? Draw vector
diagrams to represent the forces involved.
2. How does this law relate to Newton's other laws of motion?
3. Imagine two objects with different masses pulling on each other. Will the forces still
be equal and opposite? Why or why not?
31
Write your Mathematical Slogan here:
32
32
Activity 3: Writing a Poem of Action and Reaction
Directions: Based on the discussions from your understanding in activities 1 and 2, create a poem
with a maximum of four stanzas. Please use the following key terms in writing your own poem
and provide a creative title for your poem relating to our topic today.
Important Terminologies:
Third Law of Motion; Action; Reaction; Direction of Forces
Opposite Force ; The same Force / Equal Force ; Cause; Effect
30
1
33
IV. Reflection
31
1
34
LEARNING ACTIVITY #
Name: Section:
The Logical Works of Action and Reaction Forces
II. Learning Competency

it.S8FE-la-16
III. Background Information for Learners
The Law in Action:

Examples in Motion:
2. Rocket Launch: Hot gases expelled from the rocket engine push down on the rocket
32
1
35
(force A). In response, the rocket pushes up on the gases with an equal and opposite force
(force B), propelling it upwards.
3. Swimming: As you push water backwards (force A), the water pushes you forward
with an equal and opposite force (force B), allowing you to move.

1. Can you think of other situations where Newton's Third Law applies? Draw vector
diagrams to represent the forces involved.
2. How does this law relate to Newton's other laws of motion?
3. Imagine two objects with different masses pulling on each other. Will the forces still
be equal and opposite? Why or why not?
References:

33
1
36
IV. Activity Proper
Activity 1: Drawing a Tug-of-War Scenario

Materials Needed:
Paper
Pencils
Ruler
Colored markers or pencils (optional)
Procedure:
Step 1: Draw the Rope (2 minutes)
Take a piece of paper and draw a straight horizontal line across it. This line represents the rope
in your tug-of-war game.
Step 2: Create Teams (2 minutes)

Imagine two teams: Team A and Team B. At one end of the rope, draw a small stick figure
representing Team A. At the other end, draw another small stick figure representing Team B.
Step 3: Show the Forces (5 minutes)

Now, it's time to represent the forces. Using your pencil, draw arrows next to the stick figures to
show the forces they exert.
For Team A, draw an arrow pointing to the right, indicating the force they exert on the rope.
For Team B, draw an arrow pointing to the left, indicating the force they exert on the rope.
Make sure both arrows are the same length to show that the forces are equal.
Step 4: Label the Forces (2 minutes)

Write 'Force A' next to the arrow pointing to the right (Team A's force).
Write 'Force B' next to the arrow pointing to the left (Team B's force).
Step 5: Magnitude of Forces (3 minutes)
The length of the arrows can represent the strength or magnitude of the forces. Make sure both
'Force A' and 'Force B' arrows are of the same length to show that the forces are equal.
Step 6: Optional Coloring (3 minutes)

If you like, you can use colored markers or pencils to make your drawing more colorful and
visually appealing. Color the stick figures, arrows, and labels as you wish.
34
1
37
Step 7: Reflection (2 minutes)
Take a moment to look at you’re drawing. What do you notice about the forces represented by
the arrows? Are they equal and opposite, just like in a real tug-of-war?
Step 8: Discussion (3 minutes)

Share your drawings with others if you'd like. Discuss as a group why the rope stays still in a
tug-of-war when both teams pull with equal force.
Step 9: Challenge (3 minutes)

Can you think of other situations where Newton's Third Law applies? You can draw more
diagrams to represent those scenarios if you like.
Put your answer inside the box below:
Step 10: Conclusion (2 minutes)
Wrap up the activity by summarizing what you've learned about Newton's Third Law and how it
applies to the tug-of-war scenario you've drawn
38
Activity 2: Balancing Forces Experiment
Materials:
Ruler
String or a thin rope (about 2 feet long)
Small objects like paper clips, erasers, or small toys (two different objects)
Sticky notes or masking tape
A small table or flat surface
Stopwatch or timer
Procedures:
Step 1: Introduction
Newton's Third Law of Motion states that for every action, there's an equal and opposite
reaction.
We will conduct an experiment to show this law using objects.
Step 2: Setting Up
1. Find a stable surface to place your ruler.

2. Attach one end of the string or rope to the ruler's center.
3. Hang the ruler horizontally from the table edge so it can swing.
Step 3: Object Selection
1. Pick two different small objects (e.g., a paper clip and an eraser).
Step 4: Experiment
1. Hold the ruler level.

2. Place one object (e.g., a paper clip) on one end.
3. Gently push the other end of the ruler down to tilt it. Watch what happens to the
object.
4. Record what you observe: Does the object stay, fall, or move?
36
1
39
Step 5: Analysis
1. Discuss your observations. Remember, when the ruler tilts, it exerts a force on the
object, and the object exerts an equal and opposite force back on the ruler.
2. Try the same with the second object (e.g., the eraser).
3. Compare the results and note any differences.
Step 6: Conclusion
Summarize what you've learned. Newton's Third Law was demonstrated when the ruler
tilted, creating equal and opposite forces.
Step 7: Additional Challenge
Think of your own situations where you see this law at work. You can draw or write about
them.
37
1
40
Activity 3: Analyzing Forces in Complex Systems
Materials Needed:
Whiteboard or chalkboard
Markers or chalk
Several small objects with varying masses (e.g., toy cars, marbles, or small weights)
String or thin ropes
Spring scale
Protractor or angle measuring tool
Stopwatch or time
Procedure:
Step 1: Introduction (10 minutes)

1. Start with a brief review of Newton's Third Law of Motion and its key concepts.
2. Explain that in this activity, you will investigate how multiple forces interact in complex
systems.
Step 2: Setting Up (10 minutes)

1. Arrange the small objects on the whiteboard or a table, creating a simple but interconnected
system. For example, you can set up a system of toy cars connected by strings.
2. Attach the spring scale to one of the strings. This scale will help you measure the force
applied.
Step 3: Predictions (5 minutes)

1. What will happen when you apply a force to one of the objects in the system? Will all the
objects move? Will some remain stationary? Discuss their hypotheses.
Step 4: Experiment (15 minutes)
1. Choose one object in the system and gently pull it to apply a force. Use the spring scale to
measure the force applied.
2. Observe and record the movement of all the objects in the system, including any changes in
their angles.
38
1
41
3. Repeat the process with different objects and different forces, keeping track of the forces
applied and the resulting motions.
Step 5: Data Analysis (10 minutes)
1. Gather the recorded data and create a table or chart to document the forces applied and the
movements observed.
2. Use trigonometric principles to calculate the angles at which the strings pull on the objects.
3. How these angles relate to the direction of the forces?
Step 6: Discussion and Interpretation (15 minutes)
1. What did you observe on the results? Explain the interactions between the objects in the
system based on Newton's Third Law.
2. Discuss the role of angle measurements in understanding the forces' direction and how
different forces cancel or combine to produce motion.
Summarize the key findings and insights gained from the activity.
Emphasize how understanding the mathematical relationships between forces and angles can
help predict and explain complex systems' behaviors.
42
V. Reflection
40
1
43
LEARNING ACTIVITY #
Name: Section:
Composing the Action and Reaction of Forces
it. S8FE-la-16
Target: Musical Learners
Imagine you're playing tug-of-war. You pull the rope with all you might, but the other team
seems stuck. Are you exerting more force, or are they pulling back just as hard? This is the
essence of Newton's Third Law of Motion, which states that for every action, there is an equal
and opposite reaction.
Dissecting the Law:
Let's break it down:
Action: The initial force you exert on something. Imagine kicking a ball.
Reaction: The force exerted back on you by the object you're affecting. The ball pushes back on
your foot when you kick it.
Equal: Both forces have the same magnitude (strength), but...
Opposite: They act in opposite directions. The ball pushes back in the opposite direction you
kicked it.
Examples in Action:
4. Jumping: When you jump, you push down on the ground (action). The ground pushes back
up on you with equal force (reaction), propelling you into the air.
5. Swimming: As you swim, you push water backward (action). The water pushes you forward
with equal force (reaction), allowing you to move.
6. Rocket Propulsion: Hot gases expelled from a rocket engine push down on the rocket
(action). The rocket, in turn, pushes up on the gases with equal force (reaction), propelling itself
forward.
41
1
44
Beyond the Obvious:
While the law seems intuitive for direct interactions, it applies even when forces seem
"unequal."
For instance:
3. Kicking a ball: Though your foot might feel more pain than the ball, both experience equal
forces in opposite directions. The ball's larger mass makes the effect less noticeable.
4. Bird in flight: A bird's wings push air down (action). The air pushes the bird up with equal
force (reaction), enabling flight. The bird's lightweight design makes it seem effortless.
Misconceptions and Clarifications:
3. Bigger force, bigger effect? No. Force is about magnitude and direction, not "winning." The
outcome depends on the object's mass and other factors.
4. Does the ground feel our jump? Technically, yes. But the Earth's immense mass makes the
reaction negligible.
Conclusion:
Newton's Third Law of Motion is a fundamental principle governing interaction between

objects. Understanding it helps us explain and predict various phenomena in our everyday lives
and beyond, from simple games to complex rocket launches. Remember, it's not about who
pushes harder, but about the balanced exchange of forces that keeps everything moving!
References:

42
1
45
Activity 1: “Musical Forces”
Materials Needed:
 Musical instruments (e.g., drums, xylophones, or any instruments available)
 Sturdy table or flat surface
 Soft balls or cushions
 Stopwatch or timer (optional)
Procedure:
Step 1: Introduction
 Read and understand that you will explore Newton's Third Law of Motion through a
musical activity.
 Remind yourself that this law involves equal and opposite reactions to forces.
Step 2: Setting Up
 Find a suitable table or flat surface in your classroom or music room.
 Carefully set up the musical instruments on the table, ensuring they are secure and won't
fall off.
Step 3: Playing the Instruments
 Begin playing the musical instruments freely, creating sounds and rhythms.
 Experiment by striking the instruments with different levels of force and observe the
sounds produced.
Step 4: Adding Soft Balls
 Introduce soft balls or cushions into your experiment.
 Gently toss the balls onto the instruments while you're playing, paying attention to what
happens when the balls collide with the instruments.
Step 5: Discussion
 Take some time to reflect on your observations. Consider the concept of equal and
opposite reactions.
 Describe what happened when you applied force (tossing the balls) to the instruments.
 Use musical terms to describe the sounds produced if you can.
Step 6: Musical Experiments
 Challenge yourself to experiment with different instruments and different ways of
applying force.
 Try to create rhythms or musical patterns based on the concept of equal and opposite
reactions.
 Feel free to time yourself and make notes of your experiments.
Step 7: Musical Reflection
 Reflect on your musical experience and how it relates to Newton's Third Law of Motion.
 Consider how forces and reactions in music create harmony, just as they do in the physical
world.
43
1
46
Step 8: Draw you Conclusion
44
1
47
Activity 2: Musical Momentum
Directions: Using the information below, make a creative musical presentation of the
Mathematical information below.
Please Read:
The Law in Action:

Examples in Motion:
1. Rocket Launch: Hot gases expelled from the rocket engine push down on the rocket (force A).
In response, the rocket pushes up on the gases with an equal and opposite force (force B),
propelling it upwards.
2. Swimming: As you push water backwards (force A), the water pushes you forward with
an equal and opposite force (force B), allowing you to move.
48
a. Can you think of other situations where Newton's Third Law applies?
Draw vector diagrams to represent the forces involved.
b. How does this law relate to Newton's other laws of motion?
c. Imagine two objects with different masses pulling on each other.
Will the forces still be equal and opposite? Why or why not?
49
Activity 3: Harmonic Forces - Advanced Level
Materials Needed:
Musical instruments (e.g., drums, keyboards, or any instruments available)
Soft balls or cushions
Metronome (optional)
Video recording equipment (e.g., smartphone or camera)
Procedure:
Step 1: Advanced Introduction (10 minutes)
 Begin by reviewing Newton's Third Law of Motion, emphasizing the concept of equal and opposite
reactions in the context of music.
 Explain that in this advanced activity, you will explore how forces affect the harmonic content and
resonance of musical instruments.
Step 2: Setting Up (10 minutes)
 Set up the musical instruments in a quiet space where you can focus on their sound.
 Position a video recording device to capture your performance.
Step 3: Forceful Playing (15 minutes)
 Start playing your musical instruments with varying degrees of force, from very soft to very loud.
 Experiment with different rhythms and techniques while keeping in mind the concept of equal and
opposite reactions.
 You can use a metronome to maintain a consistent tempo if desired.
Step 4: Ball Impact (10 minutes)
 Introduce soft balls or cushions into the activity.
 While playing your instruments with force, toss the balls onto the strings, keys, or drumheads.
 Observe how the force from the balls affects the resonance and harmonics of the instruments.
Step 5: Record and Analyze (15 minutes)
 Record your performances and the impact of the soft balls using the video recording equipment.
 Analyze the recorded videos, paying attention to changes in the sound, harmonics, and resonance
of the instruments.
 Discuss your observations and findings with your peers or teacher.
Step 6: Composition Challenge (20 minutes)
 Now, it's time for a creative challenge. Compose a piece of music that incorporates the concept of
equal and opposite forces.
 Your composition should feature dynamic changes in force and utilize the harmonic affects you
observed in the previous steps.
Step 7: Performance and Discussion (15 minutes)
 Perform your compositions for your classmates or a small audience.
 After each performance, engage in a discussion about how you used the concept of equal and
opposite forces to create unique and expressive music.
50
Step 8: Reflection and Extension (10 minutes)
 Reflect on the advanced concepts you explored during this activity.
 Consider how understanding the interplay of forces can enhance your musical compositions.
 Challenge yourself to extend your understanding by experimenting further with different
instruments and forces.
48
1
51
IV. Reflection
49
1
52
LEARNING ACTIVITY #
Name: Section:
Exploring the Factors of Potential and Kinetic Energy: From Observation to Creative Understanding
Identify and explain the factors that affect potential and kinetic energy.S8FE-la-17
Potential Energy:
Potential energy, often denoted by PE, is the energy possessed by an object due to its position
or configuration. It depends on two main factors:
1. Mass (m): The greater the mass of an object, the more potential energy it stores. Imagine
two balls at the same height; the heavier ball will have more potential energy because it
requires more work to lift it to that height.
2. Height (h) or distance from a reference point: The higher an object is, the more potential
energy it stores due to its position in the gravitational field. This applies to other systems as
well, like a stretched spring or a compressed gas.
Kinetic Energy:
Kinetic energy, denoted by KE, is the energy possessed by an object due to its motion. It depends
on two main factors:
1. Mass (m): Similar to potential energy, the mass of an object affects its kinetic energy. A
moving object with more mass will have more kinetic energy. Imagine two cars traveling at
the same speed; the heavier car will have more kinetic energy due to its greater mass.
2. Speed (v): The faster an object moves, the more kinetic energy it possesses. This is due to
the increased work required to accelerate the object to that speed.
Additional factors to consider:
1. Gravitational field strength (g): For potential energy related to gravity, the strength of the
gravitational field (g) also plays a role. A stronger gravitational field increases the potential
energy stored at a given height.
2. Elastic potential energy: In the case of elastic potential energy (e.g., a stretched spring), the
object's stiffness or spring constant (k) influences the stored energy.
References:
50
1
53
Activity 1: Exploring Energy Factors

Materials Needed:
Visual aids (pictures or diagrams of objects)
Index cards or small pieces of paper
Notebook or paper for reflection
Procedure:
Step 1: Introduction (Understand First)
Take 5 minutes to read and understand the concept of potential and kinetic energy that
will be explored in this activity.
Step 2: Visual Aids (Observe)

 Spend 10 minutes looking at the provided visual aids showing objects like a boulder on a hill, a
moving car, a stretched spring, and a pendulum.
 Boulder on a hill
Source: https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.alamy.com%2Fstock-
photo%2Fmountainboulders.html&psig=AOvVaw3qPdH2ed4QtI09fWOz3a0P&ust=1707132973769000&source=images&cd=vfe&opi=89978449&ved=2ahUKEwizg5SFzJGEAxXbka8BHXAXBXYQr4kDegQIARBY
 A moving car
Source: https://www.google.com/imgres?imgurl=https%3A%2F%2Fwww.shaalaa.com%2Fimages%2F_4%3Af2efc4ce0a274095b8b8cffdf7cf7db6.png&tbnid=AwrkWypRTpCCkM&vet=12ahUKEwiSt_TxzJGEAxXZm68BHSrsD6QQMygXegUIAR
CDAQ..i&imgrefurl=https%3A%2F%2Fwww.shaalaa.com%2Fquestion-bank-solutions%2Fthe-diagram-below-shows-the-pattern-of-the-oil-on-the-road-at-a-constant-rate-from-a-moving-car-what-information-do-you-get-from-it-about-the-motion-of-the-car-measuring-the-rate-of-
motion-speed-with-direction_90449&docid=9rCrAFFPqyCm3M&w=613&h=146&q=A%20MOVING%20CAR%20DIAGRAM&ved=2ahUKEwiSt_TxzJGEAxXZm68BHSrsD6QQMygXegUIARCDAQ
51
1
54
 A Stretched Spring
Source:https://www.google.com/imgres?imgurl=https%3A%2F%2Fstatic.wikia.nocookie.net%2Fhscboards%2Fimages%2F3%2F39%2FStretched-spring-resistance-opposition-metaphor-two-hands-stretching-
31062408-2.jpg%2Frevision%2Flatest%3Fcb%3D20151208103702&tbnid=b0ZHwNSo-
9IG_M&vet=12ahUKEwiUucfTzZGEAxWfRvUHHQSvA3wQMygIegQIARBk..i&imgrefurl=https%3A%2F%2Fhscboards.fandom.com%2Fwiki%2FElasticity&docid=Iq1J9nixTb9fVM&w=9
07&h=334&q=s%20strethched%20spring&ved=2ahUKEwiUucfTzZGEAxWfRvUHHQSvA3wQMygIegQIARB
 A Pendulum
Source:https://www.google.com/imgres?imgurl=https%3A%2F%2Fcdn1.byjus.com%2Fwp-content%2Fuploads%2F2020%2F09%2FChanging-the-Period-of-a-
Pendulum-1.png&tbnid=FcQPB9PjRDGMEM&vet=12ahUKEwjh-_-
SzpGEAxWjZfUHHSs7CTYQMygEegQIARB9..i&imgrefurl=https%3A%2F%2Fbyjus.com%2Fphysics%2Fchanging-the-period-of-a-
pendulum%2F&docid=DtVFEqUqtDBb3M&w=750&h=350&q=a%20pendulum&ved=2ahUKEwjh-_-SzpGEAxWjZfUHHSs7CTYQMygEegQIARB9
 Identify which objects you think have potential energy and which have kinetic energy.
Step 3: Group Discussion (Discuss and List)
 Form small groups or work individually.
 Allocate 15 minutes to discuss and write down factors that you think affect the potential or kinetic
energy of the assigned object (each group gets a different object).
 Use verbal communication to discuss and list these factors. You can take more time if needed.
Step 4: Group Presentations (Share Insights)
 Spend 15 minutes listening to each group's presentation.
 As each group presents, they should explain how the factors they listed influence the object's
energy.
 The instructor can record the factors mentioned on the board or in a digital document.
52
1
55
Step 5: Class Discussion (Participate and Clarify)
 Engage in a 10-minute class discussion about the factors that affect potential and kinetic energy.
 Ask questions if you need clarification or have insights to share.
 Summarize key points discussed during this step.

Step 6: Reflection and Application (Reflect and Write)
 Take 10 minutes to reflect individually or in pairs on a real-life scenario involving potential or
kinetic energy (e.g., a roller coaster ride, a pendulum swing, or a falling object).
 Write a short paragraph explaining how the factors discussed in the activity apply to your chosen
scenario.
Step 7: Sharing and Conclusion (Share Insights)

 In the last 10 minutes, share your scenarios and explanations with the class if you're comfortable.
53
1
56
Activity 2: From Mathematics to Reflective Analysis
Directions: Read the information below, then write a narrative report on different
mathematical key terms need to understand. Make the narrative report comprehensive
and should have a maximum word of 500.
Please Read:
Potential Energy (PE):

1. Mass (m): PE is directly proportional to the mass of the object. Imagine lifting two identical
boxes; the heavier one will have more stored potential energy due to its greater mass. Think
of it as more "stuff" having the potential to move.
2. Height (h) or distance from a reference point: PE increases with height or distance. A book
on a higher shelf has more potential energy than one on the ground due to its greater
distance from the reference point (usually the ground). This is because it can exert a greater
force due to gravity if it falls. Imagine PE as "gravitational storage," and height increases the
"storage capacity."
3. Strength of gravitational field (g): PE is also affected by the strength of gravity. An object on
the moon (weaker gravity) will have less PE at the same height compared to Earth (stronger
gravity). Imagine g as a "gravity multiplier" affecting the overall storage capacity.
Kinetic Energy (KE):

1. Mass (m): Similar to PE, KE is directly proportional to the mass of the object. A moving car
has more KE than a moving bicycle due to its larger mass. More mass means more "stuff" in
motion, resulting in greater KE.
2. Velocity (v): KE is proportional to the square of the object's velocity. This means doubling the
speed quadruples the KE! Imagine KE as the "force of motion," and squaring the velocity
emphasizes the significant impact of speed changes.
Key Equations:
PE = mgh (where g is the acceleration due to gravity, typically 9.8 m/s²)
KE = 1/2 mv²
57
Sample Problems following G-U-E-S-A
Problem 1:
G: A 10 kg rock is lifted 20 meters off the ground.
U: What is the potential energy of the rock?
E: PE = mgh = 10 kg * 9.8 m/s² * 20 m = 1960 J
S: PE = mgh = 10 kg * 9.8 m/s² * 20 m = 1960 J

Therefore, the potential energy of the rock is 1960 Joules.
A: 1960 J
Problem 2:
G: A car with a mass of 1500 kg is moving at a speed of 30 m/s.
U: What is the kinetic energy of the car?
E: KE = 1/2 mv² = 1/2 * 1500 kg * (30 m/s)² = 675000 J
S: KE = 1/2 mv² = 1/2 * 1500 kg * (30 m/s)² = 675000 J

Therefore, the kinetic energy of the car is 675000 Joules.
A: 675000 J
Problem 3:
G: A roller coaster reaches a height of 40 meters with a speed of 20 m/s at the top.
U: What is the total mechanical energy of the roller coaster at the top?
58
E: Since mechanical energy is conserved (assuming no friction), the total energy remains the
same as at the bottom (where PE = 0). Therefore, KE at the top + PE at the top = KE at the bottom
+ PE at the bottom (which is 0 + 0).
=> KE at the top = PE at the top = mgh = 1500 kg * 9.8 m/s² * 40 m = 588000 J
S: KE at the top = PE at the top = mgh = 1500 kg * 9.8 m/s² * 40 m = 588000 J
Therefore, the total mechanical energy of the roller coaster at the top is 588000 Joules (divided
equally between KE and PE).
A: 588000 J
Logical Connections:
1. PE can be converted to KE and vice versa. Think of a ball rolling down a hill. As it loses PE
(getting closer to the ground), it gains KE (speeding up). This conversion is based on the Law
of Conservation of Energy.
2. The factors affecting PE and KE can be used to calculate and compare energy in different
situations. For example, you can calculate the KE of a car at different speeds or the PE of a
diver at different heights.
59
Activity 3: From Pictures to a Creative Story
Directions: Based on the different pictures in the activity 1, write a creative story citing different
scenarios depicted on the picture and cite on your creative the following terminologies. Present
your creative story to your classmates.
Important Terminologies:
Potential Energy, Kinetic Energy, Mass, Speed, Velocity, Height
56
1
60
IV. Reflection
57
1
61
LEARNING ACTIVITY #
Name: Section:
Exploring the Dynamics of Potential and Kinetic Energy: A Hands-On Learning Experience
II. Learning Competency

Identify and explain the factors that affect potential and kinetic energy. S8FE-la-17
III. Background Information for Learners

"storage capacity."

Key Equations:
KE = 1/2 mv²
58
1
62
Problem 1:
E: PE = mgh = 10 kg * 9.8 m/s² * 20 m = 1960 J
S: PE = mgh = 10 kg * 9.8 m/s² * 20 m = 1960 J

A: 1960 J
Problem 2:
E: KE = 1/2 mv² = 1/2 * 1500 kg * (30 m/s)² = 675000 J
S: KE = 1/2 mv² = 1/2 * 1500 kg * (30 m/s)² = 675000 J

A: 675000 J
Problem 3:
59
1
63
E: Since mechanical energy is conserved (assuming no friction), the total energy remains the
same as at the bottom (where PE = 0). Therefore, KE at the top + PE at the top = KE at the bottom
+ PE at the bottom (which is 0 + 0).
A: 588000 J
(getting closer to the ground), it gains KE (speeding up). This conversion is based on the Law
of Conservation of Energy.
References:

60
1
64
IV. Activity Proper
Activity 1: Energy Transformation Exploration

Objective: To understand how potential energy can be converted into kinetic energy and vice
versa.
Materials Needed:
A small toy car or any object that can roll.
A small ramp or inclined surface (you can use a book or a piece of cardboard).
A ruler or measuring tape.
Pen and paper for calculations.
Instructions:
1. Begin by setting up your inclined surface (ramp) on a flat table or floor.
2. Measure the height (h) of the inclined surface from the ground using the ruler or measuring tape.
Record this measurement.
3. Place the toy car at the top of the inclined surface, ensuring it's stationary.
4. Calculate the potential energy (PE) of the toy car at the starting point using the formula: PE = mgh,
where m is the mass of the toy car, g is the acceleration due to gravity (approximately 9.8 m/s²),
and h is the height from step 2.
5. Now, release the toy car from the top of the ramp and observe its motion as it travels down.
6. Measure the final velocity (v) of the toy car when it reaches the bottom of the ramp. You can do
this by timing how long it takes for the car to travel a certain distance and then calculating its
velocity (v = d / t, where d is the distance and t is the time).
7. Calculate the kinetic energy (KE) of the toy car at the bottom of the ramp using the formula: KE =
1/2 * mv², where m is the mass of the toy car and v is the final velocity from step 6.
Show you answer here
61
1
65
8. Compare the initial potential energy (PE) with the final kinetic energy (KE) of the toy car. Did the
energy change? If so, in which direction did it change? Discuss your findings.
9. Repeat the experiment with the toy car at different heights (you can adjust the ramp) and observe
how it affects the potential and kinetic energy. Make sure to calculate and compare the energies
each time.
10. Discuss as a group what you have learned about the conversion of energy from potential to kinetic
and how the height of the ramp affects this transformation.
Guide Questions:
Directions: Based on your understanding from the activity, answer the following questions briefly.
1. What is the relationship between the height of the inclined surface (ramp) and the potential
energy (PE) of the toy car at the starting point?
2. How does the velocity of the toy car at the bottom of the ramp relate to its kinetic energy
(KE)?
3. When the toy car rolls down the ramp, do you observe any changes in energy? If so, which
type of energy is transforming into another?
62
1
66
4. What happens to the potential energy when you increase the height of the ramp? How does
this affect the kinetic energy of the toy car?
5. How does the mass of the toy car impact the potential and kinetic energy calculations?
 This question encourages learners to consider the role of mass in potential and kinetic
energy, emphasizing its presence in both energy formulas.
Step 9: Challenge (3 minutes)
Can you think of other situations where Newton's Third Law applies? You can draw more
diagrams to represent those scenarios if you like.
Put your answer inside the box below:
63
1
67
Wrap up the activity by summarizing what you've learned about Newton's Third Law and how it
applies to the tug-of-war scenario you've drawn
64
1
68
Activity 2: Energy Transfer Challenge
Objective: To explore the relationship between potential and kinetic energy and how they change
with different variables.
Materials Needed:
Toy car or small object that can roll (with varying mass if possible).
Inclined surface (ramp) with adjustable height.
Stopwatch or timer.
Measuring tape or ruler.
Paper and pen for recording data.
Instructions:
1. Set up the inclined surface (ramp) on a flat surface.
2. Choose a starting height for the ramp (e.g., 20 cm) and secure it in place.
3. Place the toy car at the top of the ramp, ensuring it's stationary.
4. Measure the initial potential energy (PE) at the starting height using the formula: PE = mgh, where
m is the mass of the toy car, g is the acceleration due to gravity (approximately 9.8 m/s²), and h is
the height.
5. Release the toy car and use the stopwatch or timer to measure the time it takes to reach the
bottom of the ramp. Record this time.
6. Calculate the final velocity (v) of the toy car at the bottom of the ramp using the formula: v = d / t,
where d is the distance (the length of the ramp) and t is the time from step 5.
7. Calculate the kinetic energy (KE) of the toy car at the bottom of the ramp using the formula: KE =
1/2 * mv², where m is the mass of the toy car and v is the final velocity from step 6.
Write your answer here:
8. Record the calculated kinetic energy.

65
1
69
9. Repeat steps 3 to 8 for different starting heights (e.g., 10 cm, 30 cm, 40 cm) while keeping the
mass of the toy car constant.
10. Analyze the data to identify any patterns or trends in how potential and kinetic energy change
with varying heights.
11. Now, vary the mass of the toy car while keeping the starting height constant, and repeat steps 3 to
8 for each different mass.
12. Analyze the data again to understand the impact of mass on potential and kinetic energy.
13. Compare and discuss the results, drawing conclusions about the relationships between height,
mass, potential energy, and kinetic energy.
14. As a challenge, predict and test how changing the initial velocity (giving the car a push) affects the
energy transformation and the time it takes to reach the bottom of the ramp.
Guide Questions:
Directions: Based on the activity, answer the following questions briefly.
1. What is the relationship between the height of the ramp and the potential energy (PE) of the toy
car at the starting point? How does this relationship align with the formula PE = mgh?
2. As the height of the ramp increases, does the time it takes for the toy car to reach the bottom
change predictably? Can you explain this relationship mathematically using the formula v = d / t?
3. When you vary the mass of the toy car while keeping the height constant, how does the kinetic
energy (KE) change? Is there a mathematical pattern you can observe?
4.
66
1
70
5. Can you identify any mathematical relationships between the initial potential energy (PE) and the
final kinetic energy (KE) of the toy car as it moves down the ramp?
6. Based on your data and calculations, what conclusions can you draw about the impact of height
and mass on potential and kinetic energy? How do these findings align with the concepts of energy
conservation and the laws of physics?
7. In the challenge phase where you altered the initial velocity of the toy car, did you observe any
changes in the energy transformation process? How did this affect the time it took for the car to
reach the bottom?
8. Can you formulate a mathematical equation or model that describes the relationships you've
discovered between height, mass, potential energy, kinetic energy, and time?
9. How might the concepts you've explored in this activity be applied in real-life scenarios, such as
designing roller coasters or optimizing energy efficiency in machines?
67
1
71
Activity 3: Advanced Energy Problem Solving
Objective: To apply the concepts of potential and kinetic energy to solve complex problems.
Materials Needed:
Pen and paper or a computer for calculations.
Instructions:
In this advanced problem-solving activity, learners will tackle various scenarios involving
potential and kinetic energy. Each problem will require the application of the key equations (PE
= mgh and KE = 1/2 mv²) and logical reasoning. Use G-U-E-S-A format in solving and providing
answer in each problems.
Problem 1: Pendulum Swing
A 2 kg pendulum bob is released from a height of 5 meters. Calculate:

a) The potential energy (PE) at the starting point.
b) The maximum kinetic energy (KE) it reaches during its swing.
c) The height it reaches on the opposite side.
Problem 2: Roller Coaster Dynamics
A roller coaster with a mass of 500 kg starts from rest at the top of a 30-meter-high hill.
Calculate:
a) The potential energy (PE) at the starting point.
b) The speed (velocity) of the roller coaster at the bottom of the hill.
c) The kinetic energy (KE) at the bottom of the hill.
d) The maximum height it reaches on the next hill, assuming no energy loss due to friction.
Problem 3: Projectile Motion
A 0.2 kg object is launched vertically upward with an initial velocity of 20 m/s. Calculate:
a) The initial kinetic energy (KE) of the object.
b) The maximum height it reaches.
c) The potential energy (PE) at the maximum height.
d) The velocity of the object as it falls back to the ground.
68
1
72
Problem 4: Energy Conversion
A car with a mass of 1000 kg is initially at rest. It accelerates from 0 to 20 m/s in 10 seconds.
Calculate:
a) The change in kinetic energy (ΔKE) during this acceleration.
b) The average power (in watts) exerted by the car's engine during the acceleration.
Problem 5: Elastic Potential Energy
A spring with a spring constant (k) of 500 N/m is compressed by 0.1 meters. Calculate:
a) The elastic potential energy (PE) stored in the compressed spring.
b) If this energy is used to launch a 0.05 kg object horizontally, calculate its speed as it leaves
the spring.
Problem 6: Energy Efficiency
A machine is designed to convert potential energy into kinetic energy with an efficiency of
80%. If it starts with 1000 J of potential energy, how much kinetic energy will it produce?
69
1
73
V. Reflection
70
1
74
LEARNING ACTIVITY #
Name: Section:
Harmonizing Science and Music: Exploring Potential and Kinetic Energy through Composition and
Performance
Identify and explain the factors that affect potential and kinetic energy.S8FE-la-17
Background Information for Learners
Potential Energy:
Potential energy, often denoted by PE, is the energy possessed by an object due to its
position or configuration. It depends on two main factors:
5. Mass (m): The greater the mass of an object, the more potential energy it stores. Imagine
two balls at the same height; the heavier ball will have more potential energy because it
requires more work to lift it to that height.
6. Height (h) or distance from a reference point: The higher an object is, the more potential
energy it stores due to its position in the gravitational field. This applies to other systems
as well, like a stretched spring or a compressed gas.
Kinetic Energy:
Kinetic energy, denoted by KE, is the energy possessed by an object due to its
motion. It depends on two main factors:
3. Mass (m): Similar to potential energy, the mass of an object affects its kinetic energy. A
moving object with more mass will have more kinetic energy. Imagine two cars traveling at
the same speed; the heavier car will have more kinetic energy due to its greater mass.
4. Speed (v): The faster an object moves, the more kinetic energy it possesses. This is due to
the increased work required to accelerate the object to that speed.
Additional factors to consider:
3. Gravitational field strength (g): For potential energy related to gravity, the strength of the
gravitational field (g) also plays a role. A stronger gravitational field increases the potential
energy stored at a given height.
4. Elastic potential energy: In the case of elastic potential energy (e.g., a stretched spring),
the object's stiffness or spring constant (k) influences the stored energy.
71
1
75
References:
72
1
76
II. Activity Proper
Activity 1: “Energy and Sound: Musical Exploration"
Objective: To explore the concepts of potential and kinetic energy through music and rhythm
at your own pace.
Materials Needed:
Musical instruments or objects that can produce sounds (as previously mentioned).
Access to a space where musical sounds can be produced without disturbance.
Access to learning materials and resources (textbooks, online resources, or your own notes).
Instructions:
1. Start by reading and understanding the concept of potential and kinetic energy related to sound
and music. You can use the provided background information or gather additional resources if
needed.
2. Take your time to reflect on the concepts and how they relate to music and sound.
3. Choose a musical instrument or object that you are comfortable working with or have access to.
4. Create your own short musical composition that represents potential and kinetic energy.
Remember to incorporate the following elements:
 Potential Energy Segment: Compose a part that represents an object at rest or in a low-
energy state. Make it slow and quiet, symbolizing the storage of energy.
 Kinetic Energy Segment: Create a part that represents an object in motion or in a high-
energy state. Make it fast-paced and loud, symbolizing the release of stored energy.
5. Practice and refine your composition until you are satisfied with the representation of potential and
kinetic energy.
6. Record or perform your composition. You can use a recording device or even a smartphone to
capture your musical piece.
7. As you listen to your performance, think about how well you conveyed the concepts of potential
and kinetic energy through music.
8. Reflect on your composition and consider the following questions:
 "Did you effectively represent potential energy in your composition? How?"
 "How did you use musical elements to convey the idea of kinetic energy?"
 "Did your choice of instruments or sounds influence the perception of energy in your
composition?"
9. If you feel the need for improvement, take the time to revise and refine your composition.
10. Optionally, share your composition and reflections with a teacher or peer for feedback and
discussion.
11. Conclude your learning by summarizing your understanding of how music and rhythm can be used
to illustrate complex scientific concepts like energy.
73
1
77
Reflect on the relationship between musical dynamics and energy concepts.
74
1
78
Activity 2: "Musical Energy Transformation"
Objective: To create a musical composition that vividly represents the concepts of

potential and kinetic energy.
Materials Needed:
Musical instruments (if available) or access to digital music creation software/apps.
Whiteboard or chalkboard with markers/chalk.
Optional: Access to a piano or keyboard instrument.
Read this:

"storage capacity."

Key Equations:
KE = 1/2 mv²
79
Problem 1:
E: PE = mgh = 10 kg * 9.8 m/s² * 20 m = 1960 J
S: PE = mgh = 10 kg * 9.8 m/s² * 20 m = 1960 J

A: 1960 J
Problem 2:
E: KE = 1/2 mv² = 1/2 * 1500 kg * (30 m/s)² = 675000 J
S: KE = 1/2 mv² = 1/2 * 1500 kg * (30 m/s)² = 675000 J

A: 675000 J
Problem 3:
80
A: 588000 J
(getting closer to the ground), it gains KE (speeding up). This conversion is based on the
Law of Conservation of Energy.
Instructions:
1. Begin by introducing the concept of potential and kinetic energy to the students, emphasizing
the role of mass, height, speed, and musical dynamics (e.g., tempo, volume) in representing
these energy forms.
2. Divide the students into pairs or small groups.
3. Assign each group a specific aspect of potential or kinetic energy to focus on. For example:
 Group 1: Focus on potential energy related to height.
 Group 2: Focus on potential energy related to mass.
 Group 3: Focus on kinetic energy related to speed.
 Group 4: Focus on kinetic energy related to mass.
4. Instruct each group to create a short musical composition that vividly represents their
assigned aspect of energy. They should consider the following:
 Select musical instruments or sounds that best represent their assigned aspect.
 Determine the tempo and dynamics (loudness or softness) that reflect the concept of
energy they are representing.
 Use the whiteboard or chalkboard to sketch a musical notation or a graphical
representation of their composition.
5. Allow the groups time to practice and refine their compositions.
6. After practice, have each group perform their compositions for the class, explaining how they
used music to represent their assigned aspect of potential or kinetic energy.
7. Encourage the other students to actively listen and provide feedback on how well each
composition captured the energy concept.
81
8. Following the presentations, engage the class in a discussion by asking questions such as:
 "How did Group 1 use musical elements to represent potential energy related to
height?"
 "What musical choices did Group 3 make to convey the concept of kinetic energy
related to speed?"
 "Did the compositions effectively convey the energy concepts? Why or why not?"
9. Optional: If a piano or keyboard is available, students can take turns playing melodies or
chords that represent potential and kinetic energy while explaining their choices.
82
Activity 3: Energetic Harmonies: A Musical Journey of Potential and Kinetic Energy"
Objective: To compose and perform a musical composition that intricately portrays the
concepts of potential and kinetic energy.
Materials Needed:
Musical instruments (e.g., piano, keyboard, guitars, drums, or any available instruments).
Access to a recording device (audio or video).
Whiteboard or chalkboard with markers/chalk.
Instructions:
1. Read the concepts of potential and kinetic energy, emphasizing the role of mass, height,
speed, and musical dynamics (e.g., tempo, volume) in representing these energy forms.
2. Divide the students into pairs or small groups, depending on the size of your class.
3. Explain that their task is to compose a musical song that vividly represents the concepts of
potential and kinetic energy through melodies, harmonies, and rhythms.
4. Assign each group a specific aspect of energy to focus on. For example:
 Group 1: Focus on potential energy related to height.
 Group 2: Focus on potential energy related to mass.
 Group 3: Focus on kinetic energy related to speed.
 Group 4: Focus on kinetic energy related to mass.
5. Instruct each group to create an original song that reflects their assigned aspect of energy.
They should consider the following:
 Select musical instruments that best represent their assigned aspect.
 Develop lyrics (optional) or instrumental compositions that convey the concept of
energy they are representing.
 Use musical dynamics, such as tempo, volume, and articulation, to illustrate the energy
concepts.
6. Allow ample time for each group to compose their song, practice, and refine it.
7. Have each group record their musical composition using the available recording device. This
will serve as their presentation.
8. On the day of presentations, each group should perform their composition live in front of
the class using musical instruments.
9. While performing, the presenting group should explain how they used music to represent
their assigned aspect of potential or kinetic energy.
10. Encourage the other students to actively listen, analyze, and provide feedback on how
effectively each composition captured and conveyed the energy concept.
11. Following the presentations, engage the class in a discussion by asking questions such as:
 "How did Group 1 use musical elements to represent potential energy related to
height?"
 "What musical choices did Group 3 make to convey the concept of kinetic energy related
to speed?"
 "Did the compositions effectively convey the energy concepts? Why or why not?"
12. Optional: Allow for a class vote or discussion to select the most creative and effective
composition in conveying the energy concepts.
77
1
83
13. State your conclusion by answering this question, how music can serve as a powerful
tool for communication and expression in science the difference between potential and
kinetic energy?
78
1
84
III. Reflection
79
1
85
LEARNING ACTIVITY #
Name: Section:
Exploring the Symphony of Sound and Temperature: Science, Poetry, and Insights
Learning Competency
Investigates the effect of temperature on the speed of sound. S8FE-la-18

I. Background Information for Learners
Understanding the Relationship between Temperature and the Speed of Sound
In Grade 8 Physics, you'll delve into the fascinating world of sound and explore how its
behavior changes with various factors, including temperature. This investigation builds upon
prior learning about:
1. Sound Waves: The nature of sound as a series of disturbances or vibrations traveling

through a medium, characterized by properties like wavelength, frequency, and
amplitude.
2. Kinetic Energy and Molecular Motion: The concept of kinetic energy as the energy of
motion, and how temperature relates to the average kinetic energy of molecules in a
material.
Key Concepts:
1. Temperature and Molecular Motion: Higher temperatures correspond to faster-moving

molecules. This is because heat is essentially a form of kinetic energy, which increases
the internal vibrations and motion of particles within a substance.
2. Sound Propagation and Collisions: Sound waves propagate through a medium by
transferring energy from one molecule to another. As temperatures rise, faster-moving
molecules collide more frequently and effectively, transmitting sound energy more
rapidly.
3. Medium Dependence: The effect of temperature on sound speed varies depending on
the medium. Generally, gases like air show a significant temperature dependence, while
liquids and solids exhibit smaller changes due to their denser molecular packing.
4. Formulaic Connection: The mathematical relationship between sound speed (v),
temperature (T in Kelvin), and other factors like the gas constant (R) for an ideal gas is
expressed as: v = √(RT/M), where M is the molar mass of the gas.
80
1
86
Applications and Real-World Examples:
1. Sonar and Echolocation: Understanding how sound speed varies with temperature is
crucial for the accurate operation of sonar technology used in submarines and
navigation. Temperature gradients in water can bend sound waves, affecting the
detection of underwater objects.
2. Atmospheric Sound Propagation: Variations in air temperature across different layers of

the atmosphere influence the refraction of sound waves, creating phenomena like sound
mirages and explaining why distant sounds sometimes seem closer or muffled under
changing weather conditions.
3. Musical Instruments: The tuning of string and wind instruments is sensitive to
temperature changes. As temperatures shift, the tension and density of the instrument's
materials affect the vibrating frequency of strings or air columns, altering the
instrument's pitch.
Learning Activities and Investigations:
To deepen your understanding, consider these engaging activities:

1. Experiment: Design and conduct an experiment to measure the speed of sound in air at
different temperatures (e.g., using a tuning fork and a long tube). Calculate the results
and analyze how temperature affects the speed.
2. Research: Explore applications of temperature dependence in everyday life or specific
fields like meteorology or acoustics. Share your findings in a presentation or report.
3. Model Building: Create a physical or digital model to illustrate how temperature affects
molecular motion and sound propagation.
References:

81
1
87
II. Activity Proper
Activity 1: "Temperature and Sound Word Puzzle"
Objective: To reinforce your understanding of the relationship between temperature and the
speed of sound through an engaging word puzzle.
Materials Needed:
Printed or digital copies of the "Temperature and Sound Word Puzzle" worksheet (provided
below).
Instructions:
1. Begin by accessing the "Temperature and Sound Word Puzzle" worksheet, either in print or
digitally.
2. Take a moment to review the instructions and understand that this word puzzle contains key terms
and concepts related to the effect of temperature on the speed of sound.
3. Start solving the word puzzle at your own pace. The words can be placed horizontally, vertically, or
diagonally and may be forwards or backward. You have the flexibility to search for the hidden
words in any order that suits your learning style.
4. As you find each term in the puzzle, make a note of it.
5. From the different terms, provide each terms of their corresponding definition and share it with
your classmates.
6.
82
1
88
Temperature and Sound Word Puzzle:
83
1
89
Activity 2: Sound of Temperature: A Word-Poem Challenge"
Objective: To creatively explore the relationship between temperature and the speed of sound by
incorporating key terms into a poem.
Materials Needed:
Printed or digital copies of the "Temperature and Sound Word Puzzle."
Blank sheets of paper or word processing software for writing poems.
Instructions:
1. Begin by revisiting the "Temperature and Sound Word Puzzle" worksheet you previously worked on.
2. Review the terms you found and their corresponding definitions or explanations. Make sure you
understand how these terms relate to the effect of temperature on the speed of sound.
3. Now, it's time to get creative! Imagine you are a poet and you want to express the concept of
temperature's influence on sound through a poem.
4. Using the terms you found in the word puzzle, create a poem that incorporates these words into the
narrative. Each term should fit naturally within the context of your poem. Feel free to use your own
creativity and style in crafting the poem.
5. As you write your poem, consider how each term adds depth and meaning to the poem, reflecting the
scientific understanding of sound and temperature.
6. Once you have completed your poem, share it with your classmates or teacher. You can do this by
reading it aloud or sharing the written version.
Example Poem:
(Here's a short example to illustrate how a poem might incorporate the terms):
In the realm where molecules dance with glee,
Sound takes its course, swift as can be.
Temperatures rise,
a kinetic dance, Molecules in motion, sound's sweet chance.
Propagation through air, a collision's embrace,

Mediums respond, in this vast space.
Gas constants define, ideal gases in play,
As the sound echoes, in its own unique way.
84
1
90
Write your poem here:
85
1
91
Activity 3: “Mathematical Science Soundbites Newsletter"
Objective: Based on the readings below create a newsletter that shares insights and discoveries
related to the mathematical relationship between temperature and the speed of sound,
incorporating both scientific knowledge and creative expression.
Please Read:
Concepts and Background:
Sound Waves: Sound is a form of energy that travels through a medium as longitudinal wave. These
waves involve the periodic compression and rarefaction of the medium's particles. The speed of
sound (v) can be calculated using the following equation:
v = √(kBT/m)
where:
k = Boltzmann constant (1.38 x 10^-23 J/K)
B = adiabatic bulk modulus (related to the elasticity of the medium)
T = absolute temperature in Kelvin (K)
m = average mass of a particle in the medium
 Temperature's Influence: As temperature increases, the average kinetic energy of the medium's
particles increases, causing them to vibrate more rapidly. This faster vibration leads to more
frequent collisions between particles, ultimately allowing sound waves to travel faster. The
temperature dependence of the speed of sound is reflected in the linear relationship between v and
the square root of T in the equation above.
Mathematical Exploration (Philippine Grade 8 Physics Context):

1. Deriving the Formula:
o Start by introducing the concept of sound waves and their propagation through a
medium. Briefly explain the role of intermolecular collisions in sound transmission.
o Introduce the concept of absolute temperature and its connection to particle kinetic energy.
Use the ideal gas law (PV = nRT) to relate temperature to the average kinetic energy of gas
molecules (KE = 3kT/2).
92
o Explain the adiabatic bulk modulus (B) as a measure of the medium's resistance to
compressional changes.
o Show how the speed of sound can be derived from the wave equation, considering the
restoring force on compressed particles and the relationship between force and acceleration.
This will lead to the expression v = √(B/ρ), where ρ is the density of the medium.
o Substitute the expression for KE (from the ideal gas law) into the equation for B, considering
the mass (m) of individual particles. This will lead to the final equation v = √(kBT/m).
2. Data Analysis and Calculations:
o Provide a table or graph of experimental data showing the relationship between
temperature (T) and the speed of sound (v) in air (or another suitable medium).
o Guide students in using the given data to calculate the adiabatic bulk modulus (B) of the
medium using the equation v = √(B/ρ). This may involve rearranging the equation and solving
for B.
o Discuss the limitations of assuming ideal gas behavior and the potential impact on
calculations in real-world scenarios.
3. Real-World Applications:
o Discuss how the understanding of temperature's effect on sound speed is applied in various
real-world contexts, such as:
 Weather forecasting (e.g., predicting the refraction of sound waves during changes
in atmospheric temperature)
 Sonar technology (e.g., estimating the distance to underwater objects based on the
time it takes sound waves to travel)
 Doppler effect (e.g., explaining the observed changes in sound frequency due to
relative motion between the source and observer)
Sample Problem 1 (GIVEN, UNKNOWN, EQUATION, SOLUTION, ANSWER):
GIVEN:
Speed of sound in air at 20°C (T = 293 K): v = 343 m/s
Boltzmann constant: k = 1.38 x 10-23 J/K
Average mass of an air molecule: m = 29 x 10-26 kg
UNKNOWN:
Adiabatic bulk modulus of air (B)

EQUATION:
v = √(kBT/m)
SOLUTION:
 Rearrange the equation to solve for B: B = (v2 * m) / kT
 Substitute the known values: B = [(343 m/s)2 * (29 x 10-26 kg)] / [(1.38 x 10-23 J/K) *
(293 K)]
93
 Calculate: B ≈ 1.43 x 105 Pa
ANSWER: The adiabatic bulk modulus of air is approximately 1.43 x 105 Pa.
Materials Needed:
 Previous work, including the completed "Temperature and Sound Word Puzzle" and
the poems created in the "Sound of Temperature: A Word-Poem Challenge."
 Blank sheets of paper or word processing software for creating the newsletter.
 Images or illustrations (optional) related to sound and temperature.
Instructions:
1. Gather Your Content:
a. Begin by reviewing the scientific terms and explanations from the "Temperature and
Sound Word Puzzle." Ensure you have a solid understanding of how temperature affects
the speed of sound.
b. Revisit the poems you created in the "Sound of Temperature: A Word-Poem Challenge."
These poems should serve as creative interpretations of the scientific concept.
2. Plan Your Newsletter:

a. Decide on the format and structure of your newsletter. You can include sections like
"Science Insights," "Creative Expressions," and "Real-World Applications."
b. Organize your content. Determine which scientific insights and explanations you want to
include and where you'll place your poems for maximum impact.
c. If you have any relevant images or illustrations, decide where to incorporate them to
enhance the visual appeal of your newsletter.
3. Write Your Newsletter:
a. Start by crafting a captivating headline or title for your newsletter that reflects the theme
of sound and temperature.
b. Write articles or sections that explain the scientific concepts related to temperature and
sound. Use the terms and definitions from the word puzzle to provide clear explanations.
c. Integrate your poems creatively into the newsletter. Explain how each poem reflects
the scientific understanding and the connection between temperature and sound.
d. Consider including real-world examples and applications of this knowledge, such as its
relevance in sonar technology, atmospheric sound propagation, or musical instruments.
94
e. Ensure your writing is clear, concise, and engaging for the readers.
4. Design Your Newsletter:

a. Format your newsletter using word processing software or by hand if you prefer a
physical design.
b. Pay attention to the layout, font styles, and colors to make your newsletter visually
appealing.
c. Include any images or illustrations you have chosen to enhance the content.
5. Review and Edit:

a. Proofread and edit your newsletter to eliminate any grammatical or spelling errors.
b. Ensure that the content flows smoothly and is easy to understand.
6. Share Your Newsletter:

a. Once your newsletter is complete, share it with your classmates, teacher, or a wider
audience if possible.
b. You can either print physical copies or share digital versions through email or a class
platform.
7. Reflect and Discuss:

a. After sharing your newsletters, engage in a discussion with your classmates about what
you've learned and how the combination of scientific knowledge and creative expression
enhanced your understanding of the topic.
b. Discuss any insights or unique perspectives that emerged from the creative aspect of the
activity.
87
1
95
III. Reflection
88
1
96
LEARNING ACTIVITY #
Name: Section:
Exploring the Relationship Between Temperature and Sound Speed: Theory, Experiment, and
Application
Learning Competency

I. Background Information for Learners

v = √(kBT/m)
where:

89
1
97
o Explain the adiabatic bulk modulus (B) as a measure of the medium's resistance to
for B.
GIVEN:

90
1
98
UNKNOWN:

EQUATION:
v = √(kBT/m)
SOLUTION:

(293 K)]
References:

91
1
99
II. Activity Proper
Activity 1: Temperature and Sound Speed Experiment"
Objective: To explore how changes in temperature affect the speed of sound in air using a
simple experiment and mathematical calculations.
Materials Needed:
A thermometer
A ruler or measuring tape
Stopwatch or timer
A tuning fork or a source of sound (e.g., a smartphone with a sound app)
A lab notebook or worksheet
Procedure:
Part 1 - Data Collection:
1. Begin by measuring the initial room temperature (T1) using the thermometer. Record this
temperature in degrees Celsius (°C).
2. Set up the tuning fork or sound source and the ruler. You'll use the ruler to measure the distance
(d) between the sound source and your ear.
3. Have a partner strike the tuning fork or activate the sound source, and start the timer
simultaneously. Listen for the sound and stop the timer when you hear it.
4. Record the time (t1) it takes for the sound to travel from the source to your ear.
5. Calculate the initial speed of sound (v1) using the formula v = d / t1.
6. Repeat steps 1-5 with the following variations:
 Increase the temperature in the room (e.g., by placing a heater nearby or opening a window
if it's cold outside). Ensure the temperature change is significant.
 Measure the new room temperature (T2).
 Record the time (t2) it takes for the sound to travel at the new temperature.
 Calculate the new speed of sound (v2) using the same formula.
Part 2 - Data Analysis and Calculation:
1. Calculate the change in temperature (ΔT) by subtracting T1 from T2.
2. Calculate the change in sound speed (Δv) by subtracting v1 from v2.
3. Using the formula v = √(kBT/m) provided in the background information, relate ΔT to Δv. You can
simplify the equation to Δv = k * ΔT, where k is a constant.
4. Calculate the constant k by dividing Δv by ΔT.
92
1
100
Part 2 – Draw your conclusion:
93
1
101
Activity 2: “Sound Speed Problem Solving"
Objective: To practice solving problems related to the effect of temperature on the speed of sound using
the "G-GIVEN; U-UNKNOWN; E-EQUATION; S-SOLUTION; A-ANSWER" method.
Materials Needed:
Pen/pencil
Paper or worksheet with space for calculations
Instructions: Solve the following problems by following the GUESA method.
Part 1 - Problem Solving:

Problem 1:
GIVEN:
Boltzmann constant: k = 1.38 x 10^-23 J/K
Average mass of an air molecule: m = 29 x 10^-26 kg
UNKNOWN:
EQUATION:
v = √(kBT/m)
SOLUTION:
1. Rearrange the equation to solve for B: B = (v^2 * m) / (k * T)
2. Substitute the known values: B = [(340 m/s)^2 * (29 x 10^-26 kg)] / [(1.38 x 10^-23 J/K) * (298 K)]
3. Calculate B.
Answer:
Problem 2:
GIVEN:
Speed of sound in a gas at 15°C (T = 288 K): v = 315 m/s
Boltzmann constant: k = 1.38 x 10^-23 J/K
Average mass of a gas molecule: m = 32 x 10^-26 kg
UNKNOWN:
EQUATION:
SOLUTION:
94
1
102
Answer:
Problem 3:
You are investigating the speed of sound in a specific gas at a temperature of 30°C, which is
equivalent to 303 Kelvin (K). The speed of sound in this gas is measured to be 400 meters per
second (m/s).
Given that:
Boltzmann constant (k) = 1.38 x 10^-23 J/K

The average mass of a molecule in the gas (m) = 20 x 10^-26 kg
Determine the adiabatic bulk modulus (B) of this gas.
Task: Calculate the adiabatic bulk modulus (B) of the gas using the provided information and the
relevant formula.
Follow GUESA method in solving this problem.

GIVEN:
UNKNOWN:
EQUATION:
SOLUTION:
Answer:
95
1
103
Activity 3: Temperature and Sonar Design Challenge"
Objective: To explore how temperature affects sound speed and brainstorm practical solutions
to optimize a sonar system for different water conditions.
Materials Needed:
Pen/pencil
Paper or a digital device for notes
Instructions:
Part 1 - Understanding Temperature's Effect:
1. Begin by learning about how temperature influences sound speed in water.
Sound travels differently in warm and cold water. Warm water tends to make sound travel
faster, while cold water can slow it down.
Think of it like this: Sound waves move faster in a warm bath than in an ice-cold glass of water.
2. Look at the provided graph or table that shows how sound speed changes with
temperature. This will help you visualize the relationship between temperature and sound
speed.
Source: https://www.google.com/imgres?imgurl=https%3A%2F%2Fqph.cf2.quoracdn.net%2Fmain-qimg-5ab3be775ee50e86b60ad643fd554056-
pjlq&tbnid=tvrM1CNjH6dH6M&vet=12ahUKEwjhlLnJ85GEAxUMUPUHHWbiBacQMygBegQIARA2..i&imgrefurl=https%3A%2F%2Fwww.quora.com%2F
What-is-the-relationship-of-temperature-to-the-speed-of-sound&docid=Ym-
s0Ap3UPWVPM&w=602&h=561&q=Look%20at%20the%20provided%20graph%20or%20table%20that%20shows%20how%20sound%20speed%20cha
nges%20with%20temperature.%20This%20will%20help%20you%20visualize%20the%20relationship%20between%20temperature%20and%20sound%
20speed.&ved=2ahUKEwjhlLnJ85GEAxUMUPUHHWbiBacQMygBegQIARA2
96
1
104
Part 2 - Brainstorming Solutions:
1. Now, let's imagine a fun scenario: You're part of a team designing a high-tech sonar system
for underwater adventures. Your system needs to work perfectly in all kinds of water, from
tropical beaches to icy polar waters.
2. Grab a friend or work alone and brainstorm some cool ideas. Think about what changes or
adjustments you could make to the sonar system to make it work well in different water
temperatures.
3. Write down at least three ideas. These can be simple or complex, involving the hardware or
software of the system. Be creative!
Part 3 - Presentation and Discussion (Optional):
1. If you'd like to share your ideas, do a quick presentation for your friends, family, or
classmates. You can sketch your ideas on paper to help explain them.
2. After your presentation, have a chat with others. Ask them what they think about your ideas
and listen to their suggestions. Discuss the pros and cons of each solution.
Conclusion:
1. To wrap things up, remember that understanding how temperature affects sound speed in
water is super important for designing great sonar systems.
2. Keep in mind that being creative and thinking outside the box can lead to awesome
innovations in sonar technology. Who knows, maybe you'll design the sonar system of the
future!
97
1
105
98
1
106
III. Reflection
99
1
107
LEARNING ACTIVITY #
Name: Section:
Harmonizing Science and Music: Exploring Temperature's Impact on Sound
Learning Competency
Background Information for Learners
Understanding the Relationship between Temperature and the Speed of Sound
In Grade 8 Physics, you'll delve into the fascinating world of sound and explore how its behavior
changes with various factors, including temperature. This investigation builds upon prior learning
about:
1. Sound Waves: The nature of sound as a series of disturbances or vibrations traveling through
a medium, characterized by properties like wavelength, frequency, and amplitude.
2. Kinetic Energy and Molecular Motion: The concept of kinetic energy as the energy of motion,
and how temperature relates to the average kinetic energy of molecules in a material.
Key Concepts:
1. Temperature and Molecular Motion: Higher temperatures correspond to faster-

moving molecules. This is because heat is essentially a form of kinetic energy, which
increases the internal vibrations and motion of particles within a substance.
2. Sound Propagation and Collisions: Sound waves propagate through a medium by
transferring energy from one molecule to another. As temperatures rise, faster-
moving molecules collide more frequently and effectively, transmitting sound energy
more rapidly.
3. Medium Dependence: The effect of temperature on sound speed varies depending on the
medium. Generally, gases like air show a significant temperature dependence, while liquids
and solids exhibit smaller changes due to their denser molecular packing.
4. Formulaic Connection: The mathematical relationship between sound speed (v),
temperature (T in Kelvin), and other factors like the gas constant (R) for an ideal gas is
expressed as: v = √(RT/M), where M is the molar mass of the gas.
100
1
108
Applications and Real-World Examples:
1. Sonar and Echolocation: Understanding how sound speed varies with temperature is
crucial for the accurate operation of sonar technology used in submarines and
navigation. Temperature gradients in water can bend sound waves, affecting the
detection of underwater objects.
2. Atmospheric Sound Propagation: Variations in air temperature across different layers

of the atmosphere influence the refraction of sound waves, creating phenomena like
sound mirages and explaining why distant sounds sometimes seem closer or muffled
under changing weather conditions.
3. Musical Instruments: The tuning of string and wind instruments is sensitive to
temperature changes. As temperatures shift, the tension and density of the
instrument's materials affect the vibrating frequency of strings or air columns,
altering the instrument's pitch.
Learning Activities and Investigations:
To deepen your understanding, consider these engaging activities:

1. Experiment: Design and conduct an experiment to measure the speed of sound in air
at different temperatures (e.g., using a tuning fork and a long tube). Calculate the
results and analyze how temperature affects the speed.
2. Research: Explore applications of temperature dependence in everyday life or
specific fields like meteorology or acoustics. Share your findings in a presentation or
report.
3. Model Building: Create a physical or digital model to illustrate how temperature
affects molecular motion and sound propagation.
References:

101
1
109
I. Activity Proper
Activity 1: “Sound and Leaves: A Temperature Experiment"

Objective: To discover how temperature affects the sound near different types of leaves and
have fun with music.
Materials Needed:
Leaves of different types ( e.g. guava,mango,and others )

A sunny spot or a lamp for warmth
A tuning fork (or any musical instrument)
A timer or stopwatch
Your ears
Procedure:
1. Gather Leaves: Find leaves from your backyard or a nearby park. Make sure they look healthy and
not damaged.
2. Temperature Test: Place some leaves in a sunny spot where they get direct sunlight. Put another set
of leaves in a cooler place, like the shade or inside the house. You don't need a thermometer; just
feel the warmth difference between the two sets of leaves.
3. Musical Time: Use a tuning fork or any musical instrument you have. If you don't have one, you can
find tuning fork sounds online to play from a device.
4. Warm Leaf Test: a. Hold the vibrating tuning fork close to the leaves in the sunny, warm spot. b.
Listen carefully and describe what you hear. Is the sound loud, clear, or long-lasting? Use words like
"loud," "clear," or "long."
5. Cool Leaf Test: a. Now, repeat the process with the leaves in the cooler area. b. Again, listen
carefully and describe what you hear. Compare it to the warm leaf test. Is there any difference in
the sound?
6. Observations: Write down or draw what you noticed during the warm and cool leaf tests. Try to use
simple words or pictures to describe how the sound changed.
7. Thinking Time: Think about why the sound might be different near warm leaves compared to cool
leaves. How does temperature affect sound?
Guide Questions:
Directions: Based on the activity, answer the following questions briefly.
1. What was the main purpose of the experiment involving leaves and sound?
a. To learn about different types of leaves
b. To understand the effect of temperature on sound near leaves
c. To create a musical instrument using leaves
d. To study the colors of leaves in sunlight
102
1
110
2. Describe the difference you observed in the sound when the tuning fork was held near warm
leaves compared to cool leaves. Use at least one word to explain each difference.
3. Why do you think the sound near warm leaves was different from the sound near cool
leaves?
4. What were the materials used in this activity to explore temperature and sound near leaves?
List at least three of them.
5. If you wanted to make the sound near the cool leaves similar to the sound near the warm
leaves, what could you do to the cool leaves?
a. Water them
b. Place them in direct sunlight
c. Move them to a colder place
d. Nothing, it's not possible
Conclusion
103
1
111
Activity 2: ""Musical Leaf Symphony: Temperature and Sound Composition"
Objective: To apply the understanding of how temperature affects sound near leaves
and create a musical composition using this knowledge.
Materials Needed:
Leaves of different types (from the previous activity)
A source of heat (e.g., lamp or sunlight)
A tuning fork or musical instrument
Paper and markers or a computer for composition
Optional: Recording device or smartphone
Procedure:
1. Review Observations: Start by reviewing the observations and conclusions from the
previous activity. Discuss the difference in sound near warm and cool leaves due to
temperature.
2. Leaf Selection: Choose a set of leaves, some from a warm environment and some from a
cool environment. Make sure to have different types of leaves for variety.
3. Musical Instruments: Decide on the musical instrument you want to use for this
composition. You can use a tuning fork, a keyboard, a guitar, or any other instrument you
are comfortable with.
4. Create a Musical Score: a. Assign different musical notes or sounds to the warm leaves
and cool leaves based on your previous observations. For example, you can choose higher
or lower notes for warm and cool leaves, or different rhythms. b. Use paper and markers to
draw a musical score, with warm leaf symbols and cool leaf symbols. Be creative in
designing your score!
5. Compose the Music
a. Using your chosen instrument, play the notes or sounds that you assigned to warm
and cool leaves in your score
b. Experiment with different combinations and arrangements to create a unique musical
composition.
c. Record your composition using a recording device or smartphone if possible.
6. Performance and Sharing:
a. Perform your musical composition for yourself or for others to hear. You can even make
it a group activity and collaborate with fellow learners.
b. Share your composition and explain how you used the knowledge of temperature and
sound from the previous activity to create your musical piece.
104
1
112
7. Reflection:
a. Reflect on the musical composition you created. How did temperature affect your choices
in the composition?
b. Discuss with others how the sound of leaves in nature can inspire music and how
temperature plays a role in this.
105
1
113
Activity 3:” Temperature-Infused Leaf Concert"
Objective: To showcase your understanding of how temperature affects sound near leaves
through a live musical performance.
Directions: To fully understand, lets delve to read the mathematics concept of how
temperature affects the sound, please read the information below:

v = √(kBT/m)
where:

114
o xplain the adiabatic bulk modulus (B) as a measure of the medium's resistance to
for B.
GIVEN:

115
UNKNOWN:

EQUATION:
v = √(kBT/m)
SOLUTION:

(293 K)]
Materials Needed:
Leaves of different types (from previous activities)
A source of heat (e.g., lamp or sunlight)
A musical instrument (e.g., keyboard, guitar, flute, etc.)
Performance space or recording equipment (for live or recorded performance)
Optional: Writing materials for program notes
Procedure:
1. Review and Prepare:
a. Review the observations and conclusions from the previous activities related to
temperature and sound near leaves.
b. Select a set of leaves, some from a warm environment and some from a cool environment,
based on your previous experiments.
2. Musical Composition:
a. Compose a musical piece that highlights the differences in sound you observed near warm and
cool leaves.
b. Use your chosen musical instrument to create a composition that integrates these
temperature-related sound variations.
c. Consider how you can incorporate the unique qualities of different leaves into your music.
3. Rehearsal:
a. Practice your musical composition thoroughly, paying attention to the nuances that reflect
temperature variations.
b. Experiment with tempo, dynamics, and other musical elements to emphasize the effects of
temperature on sound.
116
4. Live Performance or Recording:
a. Choose one of the following options: i. Live Performance: If possible, perform your musical
composition live for an audience. This could be at a school event, a gathering of friends and family,
or virtually via video conferencing. ii. Recorded Performance: If a live performance is not possible,
record your musical composition using appropriate recording equipment or software.
5. Program Notes (Optional):
a. Write program notes to accompany your performance. Explain how temperature
influenced your composition, highlighting specific musical elements that represent warm
and cool environments.
117
6. Sharing and Reflection:
a. Share your performance or recording with others and, if applicable, provide context about the
relationship between temperature and sound in your composition.
b. Reflect on your experience and discuss with your audience how you effectively incorporated
temperature-related sound variations into your music.
7. Peer Feedback (Optional): a. If you performed for an audience, seek feedback from peers and
listeners about how well they perceived the temperature-related aspects of your composition.
107
1
118
II. Reflection
108
1
119

Finale Learning Activity

Uploaded by

Copyright:

Available Formats

Finale Learning Activity

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Finale Learning Activity

Uploaded by

Copyright:

Available Formats

LEARNING ACTIVITY #

The Linguistic Side of Force, Mass, and Object’s Motion

II. Background Information for Learners

Force and Acceleration:

Mass and Inertia:

Newton's First Law:

Sample Activities and Experiments:

Department of Education - Philippines. (2015). K to 12 Curriculum Guide Physics 8.

Activity 1: "Verses of Discovery: A Poetic Exploration of Force, Mass, and Motion"

"Physics Expedition: Mastering Force, Mass, and Motion”

See Rubrics for this on page 120 of this learning activity

Discussing Newton's Second Law:

Answer: The cart accelerates at 2.4 m/s².

Write your informative Essay here:

See Rubrics for this on page 121 of this learning activity

In this lesson, I learned that

The Mathematics of Force, Mass, and Object’s Motion

II. Background Information for Learners

Department of Education - Philippines. (2015). K to 12 Curriculum Guide Physics 8.

Activity 1: Force and Acceleration Equations

Discussing Newton's Second Law:

Example problems (GUESA method):

Answer: The cart accelerates at 2.4 m/s².

Task 1: Numerical Exercises:

1. Revisit your understanding on graph where it is a visual representation of the relationship

Net Force: The Driving Force of Change:

Unknown: What is the net force acting on the box?

Task 1: Real-Life Problems for Derivation:

In this lesson, I learned that

The Song of Force, Mass, and Object’s Motion

II. Background Information for Learners

Force and Acceleration:

Mass and Inertia:

Newton's First Law:

Sample Activities and Experiments:

Department of Education - Philippines. (2015). K to 12 Curriculum Guide Physics 8.

Activity 1: "Verses of Discovery: A Song Exploration of Force, Mass, and Motion"

"Physics Expedition: Mastering Force, Mass, and Motion”

See Rubrics for this on page 122 of this learning activity

See Rubrics for this on page 123 of this learning activity

Discussing Newton's Second Law:

Example problems (GUESA method):

Answer: The cart accelerates at 2.4 m/s².

Write your lyrics here:

See Rubrics for this on page 108 of this learning activity

In this lesson, I learned that

The Words of Action and Reaction

II. Background Information for Learners

Dissecting the Law:

Let's break it down:

Beyond the Obvious:

Misconceptions and Clarifications:

Department of Education - Philippines. (2015). K to 12 Curriculum Guide Physics 8.

Activity 1: "Celebrating Newton's Third Law: The Dance of Forces"

"Celebrating Newton's Third Law: The Dance of Forces"Motion”

Once In the world of forces, let's take a peek,

Imagine a game of tug-of-war's delight,

Action is the force, the initial thrust,

Jumping so high, against gravity's sway,

Rocket's fierce roar, to the stars it aspires,