Claret School of Zamboanga City

LEVEL II PAASCU ACCREDITED SCHOOL

Ruste Drive, San Jose Road, Zamboanga City
Junior High School
S.Y. 2016-2017
COURSE OUTLINE IN GRADE 8 SCIENCE
Time
Learning Content
Frame
First Quarter
UNIT I. Force, Motion and Energy
The learner demonstrates
an understanding of:
Newtons Three laws of
motion and uniform
circular motion.
Week 1
Day 1 Newtons first law of motion:
Inertia

Learning Outcomes
(Learning Competencies and Success Indicators)

Extended Classroom
Activity

Reference/s

The learner shall be able to:

develop a written plan and implement aNewtons
Olympics.
At the end of the week, the students CAN:
1. investigate the relationship between the amount of
force applied and the mass of the object to the amount
of change in the objects motion.
1. 1 identify the response of a body to changes
in motion on a given situation.

Day 2

Law of Inertia (Lab.)

2. investigate the relationship between the amount of

force applied and the mass of the object to the amount
of change in the objects motion.
2.1 explain how a body responds to changes in
motion.

Day 3

Newtons second law of

motion: Acceleration

3. investigate the relationship between the amount of

force applied and the mass of the object to the amount
of change in the objects motion.
3.1 solve for the acceleration, force and mass.

Reference 1
Alumaga et al. (2013). Science and
Technology Kto12.
Philippines:Vibal
Publishing House, Inc.
(pp5-8, 12)
Law of Inertia. Retrieved from
http://hyperphysics.phyastr.gsu.edu/hbase/ke.html#
ke
Law of Inertia. Retrieved from
http://www.hkphy.org/contextual/m
echanics/mom/momen01_e.
html
http://www.buildingspeed.org/blog/
category/materials/asphalt/
Reference 1, pp7-9

Remarks

Day 4

Week 2
Day 1

Law of Acceleration (Lab.)

Newtons third law of motion:

Interaction.

Day 2

Law of Interaction (Lab.)

Day 3

Circular Motion

Day 4

Circular Motion (Lab.)

Week 3
Day 1
Day 2

4. investigate the relationship between the amount of

force applied and the mass of the object to the amount
of change in the objects motion.
4.1 relate acceleration with force and mass.

At the end of the week, the students CAN:

1. infer that when a body exerts a force on another an
equal amount of force is exerted back on it.
1.1 determine the action and reaction force.
2. infer that when a body exerts a force on another an
equal amount of force is exerted back on it.
2.1 determine the action and reaction force;
and
2.2 demonstrate that the action and reaction
force are equal in magnitude.
3. relate the laws of motion to bodies in uniform
circular motion.
3.1 describe the motion of the circle in terms
of speed and acceleration; and
3.2 derive the force directed to the center of
the circular path.

Getting Started with My

Investigatory Project:
The Problem

4. infer that circular motion requires the application of

constant force directed toward the center of the circle.
4.1 determine the relationship of velocity,
acceleration and centripetal force.

- Does the topic have

relevance or practical
value?
- Do you find the topic
interesting?

At the end of the week, the students CAN:

2. identify situations in which work is done and in
which no work is done
2.1 differentiate laymans definition of work
from mechanical work;
2.2 solve for work using force and the

- Can the topic of the

research be completed in
due time?
- Will the research be
completed in due time?
- Will the research itself

Chapter 1: Introduction
1. Think of five sciencerelated phenomena or
problems that you want to
consider of your
investigatory project.
2. Trim down your
choices in number 1.
Choose the best topic and
consider the following:
- Has the topic/problem
investigated before?

Reference 1, pp7-9
Law of Acceleration. Retrieved
from
http://www.education.com/referenc
e/article/newton-law-motion2/
http://www.dsusd.k12.ca.us/users/p
healy/physics/Ebook/htm/_c
p9e.htm
Reference 1, pp. 10-11

Reference 1, pp. 10-11

Reference 1, pp. 16-19.

Circular Motion. Retrieved from
http://whs.wsd.wednet.edu/faculty/
busse/mathhomepage/busse
classes/apphysics/studyguid
es/chapter3_2008/chapter3st
udyguide2008.html
Circular Motion. Retrieved from
http://www.tealighthouse.org/scienc
e/hsphy_ucm.php.

Chapter Test/ Long Quiz

Laymans definition of work
vs. mechanical work

Reference 1, pp 24-25
Work. Retrieved from
http://www.bse.ph/index.php/learni
ng-modules.html
http://mrsgillumscience.com/Physic
s/work%20energy%20mach

magnitude of displacement; and

2.3 determine work at an angle.
Day 3

Power

3. describe how work is related to power.

3.1 solve for power using work and time.

Day 4

Kinetic Energy vs. Potential

Energy

4. differentiate potential and kinetic energy.

4.1 solve for the potential and kinetic energy;
and
4.2 select differences between potential energy
and kinetic energy.
At the end of the week, the students CAN:
1. infer how the molecular structure of a material
affect the speed of sounds.
1.1 compare the speed of sounds through
solids, liquids and gases.

Week 4
Day 1

Day 2
Day 3
Day 4
Week 5
Day 1

Speed of Sounds

Effects of Temperature to
Speed of Sounds
Visible Lights

2. investigate the effect of temperature to speed of

sounds through fair testing.
3. demonstrate the existence of the color components
of visible light using a prism or diffraction grating.

require your group to

spend a lot of money?
- Are there any ethical
concerns that should be
considered in doing the
research?
3. Finalize your research
topics. State your reason/s
for choosing the topic and
consult your teacher for
approval.
4. Make a timetable and
plan the budget for your
project.

ine%2005%20TH/Work%2
0energy
%20TH
%2005.html
Power. Retrieved from
http://hyperphysics.phyastr.gsu.edu/hbase/work2.ht
ml
Reference 1, pp. 31-33.

Speed of Sound. Retrieved from

http://www.ndted.org/EducationRes
ources/CommunityCollege/
Ultrasonics/Physics/modepr
opagation.html
Reference 1, pp. 39-43.
Reference 1, pp. 144-145
Reference 1, pp. 38-41

Summative
Product-Based Performance
The Hierarchy of Colors: Its
Wavelengths and Frequencies

Day 2

Heat and Temperature

Day 3

Chapter Test/ Long Quiz

At the end of the week, the students CAN:

1.1 explain the hierarchy of colors in relation to
energy; and
1.2 explain that red is bent the least and violet is bent
the most according to their wavelengths or
frequencies.
2. differentiate between heat and temperature at the
molecular level.

Reference 1, pp. 39-43

Reference 1, pp. 48-51

Heat and Temperature. Retrieved
from
http://www.physicsclassroom.com
http://www.coolcosmos.ipac.caltec
h.edu

Day 4

Week 6
Day 1

Day 2

Thermal Expansion

Heat transfer (Lab.)

Day 3

Summative
Product-Based Performance
Electric Current

Day 4

Voltage

Week 7
Day 1

Resistance

Day 2

Ohms Law

Day 3
Day 4

Chapter Test/ Long Quiz

Electric Circuits

Week 8
Day 1
Day 2

Electrical Power and Energy

Consumption
Safety Use of Electricity

4. differentiate between heat and temperature at the

molecular level.
4.1 cite examples in real life and industries that
apply expansion of materials (eg. Expansion
slots of bridge).
At the end of the week, the students CAN:
1. investigate the relationship of the amount of heat
transferred between bodies of varying heat capacity
using fair testing.

Reference 1, pp. 52-55.

The Thermal Expansion. Retrieved
from
http://www.physicsclassroom.com

3. infer the relationship between current and charge.

3.1 solve for the electric current; and
3.2 relate current and charge and time.
4. infer the relationship between current and charge.
4.1 solve for the voltage given the energy
(work done) and time; and
4.2 relate voltage, energy and charge.
At the end of the week, the students CAN:
1. explain the advantages and disadvantages of series
and parallel connections in homes.
1.1 determine the factors that affect resistance.
2. relate electrical current, voltage and resistance.
2.1 solve for different electrical quantities
using the Ohms Law.

Reference 1, p.70

4. explain the advantages and disadvantages of series

and parallel connections in homes.
4.1 relate electrical current, voltage and
resistance; and
4.2 explain the advantage of parallel wiring in
homes.
At the end of the week, the students CAN:
1. differentiate electrical power and electrical energy.
1.1 solve for the electrical power and energy
consumption using electrical quantities.
2. explain the functions of circuit breakers, fuses,

Reference 1, pp75-76

http://www.theweatherprediction.com

Reference 1, pp. 56-59.

Heat Transfer. Retrieved from
http://www.physicsclassroom.co
m
http://www.ehow.com

Reference 1, pp 70-71

Reference 1, pp71-72
Reference 1, pp72-73

Reference 1, pp79-81
Reference 1, pp79-81

earthing, double insulations, and other safety devices

at home.
2.1 determine safety procedures on handling
electricity; and
2.2 know the different safety devices.
Day 3
Day 4

Chapter Test/ Long Quiz

Summative
Product-Based Performance

Requirements:
Written Work (40%) Short & Long quizzes, Reflection paper, Journal, Laboratory Output
Performance (40%) - Hands-on activity, OP, Portfolio
Quarterly Assessment (20%) Mid & Quarter Examinations

Prepared by:

Checked by:

Approved by:

Mr. James B. Malicay

Grade 8 Science Teacher

Ms. Jessibel F. Carullo

Science Department Head

Mr. Paul Aldrian M. Saavedra

Grade 8 Science Teacher

Mrs. Cristy DR. Gumera

JHS, Academic Coordinator

Mrs. Daisy B. Natividad

High School Principal