Activities in Grade 8 Science UNIT I.

FORCE MOTION AND ENERGY

Objective(s):
1. Identify the forces acting on an object at rest.
2. Explain why objects stay at rest.

Topic: Balanced and Unbalanced Forces

Activity:
Activity 1: Forces an objects at rest
The students work on a small group to identify the forces acting on objects at rest

Procedure

Situation 1
1. Hang a pen by a piece of string as shown
in Figure 3a.
2. Cut the string with a pair of scissors.

Figure 3a
Situation 2
1. Place a book on top of a table as shown
in Figure 3b.
2. Let one member of your group push the book in one
direction and another member push it in the opposite
direction at the same time with the same amount
of push (force).

Analysis: Figure 3.b

Situation 1
1. Is the pen at rest or in motion?
2. Are there forces acting on the pen? If yes, draw the forces. You may use arrows to
represent these forces.
3. What happens to the pen? What could have caused the pen’s motion?

Situation 2
1. Is the book at rest or in motion?
2. Are there forces acting on the book? If yes, draw the forces acting on the book.
3. Did the book move? How will you make the book move?

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Activities in Grade 8 Science UNIT I. FORCE MOTION AND ENERGY

Objective(s):
1. Describe the conditions when two forces balance
2. Explain the effect of balanced forces on the state of motion of an object.

Topic: BALANCED AND UNBALANCED FORCES

Resources Needed:
4 sets spring balance
1 piece of sturdy cardboard
threads

Activity:

Procedure:

1. Bore four holes around the cardboard as shown. Label the holes A, B, C, and D.
2. Attach threads to the holes.
3. Attach a spring balance to thread A and another one to thread D. Hold the cardboard to keep
it
still. Pull the balances along the same line such that when released, the cardboard remains at
rest.
4. When the cardboard is at rest, examine the magnitudes and directions of the two forces by
reading the spring balance.
5. Draw the line of action of the forces acting on the cardboard. Extend the lines until they
intersect. Mark the point of intersection and draw arrows starting at this point to represent the
forces acting on the cardboard.
6. Repeat steps 3 to 5 for pair B and C.
7. Now here is a challenge. Find out the directions of all the forces such that when all the threads
were pulled with the same amount, the cardboard will not move or rotate when released.

Analysis:
1. When the cardboard is at rest, how do the magnitudes and directions of the pair of
forces
acting on it compare?
2. If you draw the lines of action of all the forces acting on the board and extend the lines,
what will you get?

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Activities in Grade 8 Science UNIT I. FORCE MOTION AND ENERGY

Objective(s):
1. State the Law of Inertia
2. Relate inertia to mass
3. Cite situations where the law of inertia applies.

Topic: NEWTON’S THREE LAWS OF MOTION

Sub topic: Law of Inertia

Resources Needed:
empty glass 5-peso coins (5 pcs or more)
cardboard plastic ruler
1 peso coin

Activity:

Procedure

A. Coin Drop
1. Arrange the setup as shown in Figure
2. Slowly pull the cardboard with your hand and observe
what happens.
3. Arrange again the setup as shown. This time, quickly flip the
Cardboard with your finger. Observe again what happens.

B. Stack of Books
4. Stack the books on a flat level surface.
5. Quickly pull one book at the middle part. See the figure

Analysis:

Station 1.

1. What happens when you slowly pulled the cardboard? Explain.

2. What happens when you flipped the cardboard? Explain.

Station 2

1. What happen to the remaining books after one book was pulled? Why is this so?
2. Relate your observation to the concept of inertia.

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Activities in Grade 8 Science UNIT I. FORCE MOTION AND ENERGY

Objective(s):
1. State the Law of Acceleration.
2. Discuss the relationship between net force on an object and its acceleration, and
between the mass of
an object and its acceleration.
3.Cite some applications of this law in our daily life.

Topic: THREE LAWS OF MOTION

Second Law: The Law of Acceleration

Station 1: Effect of force on acceleration

A. Materials needed:
 1 Dynamic cart
 1 m string
 Set of weights (250 g, 500g, 1000g)
 Single pulley

B. Procedure:

1. Set – up the materials similar to the figure below.

2. Pass a piece of string with a mass hanging on one end over a pulley.
3. Attach the other end to the cart so that, when the mass is released, it causes the cart
to
accelerate. Choose a length of string such that the mass does not touch the ground
until it nearly reaches the pulley. (Note: the distance of the cart from the edge of the
table is 1 m)
4. Hang the 250 g weight at the holder (free end of the string) this will serves as the force
to pull the cart.
5. Set the timer and release the cart. Record the time the cart covered a distance of
1 meter.
6. Repeat steps 4 and 5, this time using the 500g and 1000g respectively.

Since the cart started from rest, you can use the following equations to find the
magnitude of acceleration.

a = 2d/t2

Record the computed values in the data table.

Trial Time Amount of force Acceleration

1
2

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Activities in Grade 8 Science UNIT I. FORCE MOTION AND ENERGY

Questions:

1. What variable/s is/are said to be constant in the activity?

2. What is the effect of varying the amount of force on the acceleration of the cart?
3. What relationship exists between the force and acceleration when the mass of
the cart is kept constant?

Station 2: Effect of mass on acceleration

Materials needed:
 Dynamic cart
 Set of weights
 String
 Timer
 Single pulley

B. Procedure:
Preliminary activity: get the mass of the cart alone. Record its mass.
1. Set – up the materials similar to the figure below.

(Note: the distance of the cart from the edge of the table is 1 m)

2. Hang 1000 g weights at the holder (free end of the string). This will serves as the
pulling force on the cart.
3. Set the timer and release the cart. Record the time the cart covered a distance of
1 meter.
4. This time change the mass of the cart by adding 250 g of weight. Add the mass of
the
cart and the additional mass. Set the timer and release the cart. Record the time the
cart covered a distance of 1 meter.
5. Repeat step 4 but vary the amount of mass of the cart, 500g and 1000 g
respectively. Record the results on the data table.

You may use the equation F=ma to find the value of force.
Note that the value of ag = 980 cm/s2

Mass of cart and load Pulling force Acceleration

(grams) (grams.cm/s2 ) (cm/s2 )

Questions:
1. What variable/s is/are said to be constant in the activity?
2. What is the effect of varying the mass on the acceleration of the cart?
3. What relationship exists between the mass and acceleration when the force is
kept constant?

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Activities in Grade 8 Science UNIT I. FORCE MOTION AND ENERGY

Objective(s):

Solve problems involving the interrelationships of net force, mass and acceleration.

Topic: LAW OF ACCELERATION

Activity:

Divide the class into five groups. Each group will be given a situational problem on
Newton’s Second Law of Motion. Group presentation follows.

Possible word problems on the Second Law of Motion:

1. A huge stone is pushed with 30 N of force. If there is only 5N of friction and the stone’s
mass is 88 kg. What is the acceleration of the table?

2. A car is being towed. If its mass is 1750 kg and it accelerated at 5m/s 2, how much net
force is involved?

3. What is the mass of an object if it accelerated at 7.5 m/s 2 and the force applied to it is
12.5 N?

4. Sally challenges you to a race. On the first turn you run off the course and your car
strikes a large bale of hay. Your car still produces 5000 N of force, but now it
accelerates at only 2 m/s2. What is the mass of your car now that the bale of hay is
stuck to it.

5. Even though she is way ahead of you. Sally switches her car to run on nitrous oxide fuel.
The nitrous oxide allows her car to develop 10000 N of force. What is Sally’s
acceleration if her car has a mass of 500 kg?

C. 10 m/s2 D. 20 m/s

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Activities in Grade 8 Science UNIT I. FORCE MOTION AND ENERGY

Objective(s):
1. State Newton’s Third Law of Motion
2. Compare the two interacting forces in terms of magnitudes and directions.
3. Identify the action and reaction forces in the given situations.

Topic: THREE LAWS OF MOTION

Resources Needed:
2 spring balances of the same calibration
string

Activity: Law of Interaction

Part I:
1. Connect 2 spring balances with their hooks. Ask your partner to hold one end of the
balance while you hold the other end horizontally. Pull the spring balance while your
partner just holds the other end. Record the reading on each balance.

2. Pull the spring balance harder. Be careful not to exceed the maximum reading on the
spring balance.

3. Attach one end of your spring balance to the wall, while the other end is connected to
the second spring balance. Ask your partner to pull the spring balance. Observe the
reading on each balance.

Analysis:

1. What is the reading on your balance and that of your partner? What do these values
represent?
2. How do you compare the direction of your partner’s and your force?
3. What is the reading on your balance and that of your partner?
4. How do you explain your observation?
5. What is the reading in each balance?
6. Compare the direction of the forces exerted on the two ends of the connected spring
balance.
Part II: Analyze the situations below by identifying the pairs of forces acting on the objects.

Situation 1 Situation 2 Situation 3

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Activities in Grade 8 Science UNIT I. FORCE MOTION AND ENERGY

Objective(s):
1.

Topic: CIRCULAR MOTION and NEWTON’S SECOND LAW OF MOTION

Activity:

See video clips on circular motion and its relationship to the 2 nd law of motion
www.youtube.com/watch?v=EPfT31qFmGY

Analysis:

From the video clip presented, how does circular motion related to the laws of motion.
Discuss it in terms of change in velocity

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Activities in Grade 8 Science UNIT I. FORCE MOTION AND ENERGY

Objective(s):

1. Define work scientifically

2. Identify situations in which work is done and in which no work is done.

Topic: WHAT IS WORK?

Activity:

Activity 1: Is there work done?

In this activity, students will identify situations and be able to explain if work is done.

Procedure:

Tell whether the situations shown below represent examples of work. Identify the one
doing the work and on which object the work is done. Write in your notebook your
answers and explanations.

1. A girl pulling her cart. 2. A man lifting a box to be placed on a table.

3. A girl carrying a bag walking down a street. 4. A mango fruit falling from a branch.

Analysis:

1. Which of the four situations demonstrated showed that work is done? Why?
2. Why do you think situation number 3 did not show that no work is done? Why?

Objective(s):
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Activities in Grade 8 Science UNIT I. FORCE MOTION AND ENERGY

Calculate the amount of work done using appropriate units.

Topic: CALCULATING WORK

Activity:

The students will be group into five, each group will be given a situational problem about
work.

They will also use the free body diagram – method to analyze the given situation.
( Note: free- body diagram was seen on the video clip)

Here are the steps required for solving problems involving work:
Step 1. A problem involving work can be solved using the formula W= F.d,
Where W = work
F = force
d= distance

Step 2. Solve the equation created in the first step. This can be done by first
identifying the given quantities and the unknown in the problem.

Step 3. Answer the question asked in the problem and be sure to include units with
your answer.

 Sample Problems:
1. A book of mass 1kilogram is on the floor. If the book is lifted from the floor to the
top shelf which is 2 meters from the floor, how much work is done on the book.

( W = 19.6 J)

2. Suppose a woman is pushing a grocery cart with a 500 newton force along a 7
meters aisle, how much work is done in pushing the cart from one end of the
aisle to the other?
( 3500 J)

3. A baby pushed his toy cart with a force of 10 N, If the toy cart move 3 meters,
was there work done? If YES, how much work was done.
( 30 J)

4. A man who weighs 560 N climbed a flight of stairs that is 10 meters high. How
much work did he do in climbing the stairs?
(5600 J )

5. The work done in pulling a chair is 87 joules. If the distance travelled is 3.50
meters, how much force is applied in pulling the chair?

( 24.86 N )
Analysis:

To calculate work,
W = ________
F = ________
d = ________
Objective(s):

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Activities in Grade 8 Science UNIT I. FORCE MOTION AND ENERGY

.
Describe the energy changes when energy is transferred from one body to another.
Give examples of how energy is transferred

Topic: WORK IS A METHOD OF TRANSFERRING ENERGY

Activity:

Procedure:
Play a bowling game. Roll a plastic or rubber ball along the floor to hit an empty plastic
bottle.

Figure 4. A ball and a plastic bottle

Analysis:

1. Is there work done on the ball?

2.What can a moving ball do?

3. What happens to the energy of the one doing the work and to the object on which work
Is done?

Objective(s):

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Activities in Grade 8 Science UNIT I. FORCE MOTION AND ENERGY

Describe how work is related to power and energy.

Compute for your power output in walking or running up a flight of stairs

Topic: WORK, ENERGY AND POWER

Activity:

Activity: How POWER-ful am I?

Procedure:
1. Write the group members’ names in the first column of Table 1.
2. Enter each member’s weight in column 2. To solve for the weight,
multiply the mass (in kg)
by acceleration due to gravity (g=9.8 m/s2).
3. Measure the height of the flight of stairs that you will climb. Record it on the table.
4. Each member will walk or run up the flight of stairs. Use a stopwatch or any
watch to get the time it takes for each member to climb the stairs. Record the time in
the 4th column.
5. Solve for the energy expended by each member. Record them in the 5th column of the
table.
6. Compute for the power output of each member

Analysis:

Name Weight ( N ) Height of Time taken to Energy Power

stairs climb the Expended
(m) stairs (J) ( J/s )
(s)

Q1. Who among the group members had the highest power output?
Q2. What is the highest power output?
Q3. Who among the group members had the lowest power output?
Q4. What is the lowest power output?
Q5. What can you say about the work done by each member of the group? Did each member
perform the same amount of work in climbing the stairs?
Q6. What factor/s determined the highest/lowest power output?

Objective(s):

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Activities in Grade 8 Science UNIT I. FORCE MOTION AND ENERGY

Define kinetic energy.

Relate the speed and position of object to the amount of energy possessed by a body.
Calculate the kinetic energy of a moving body.

Topic: KINETIC ENERGY

Resources Needed:
Ramps from cardboard box
Three cars of different size
Pictures

Activity: Exploring Kinetic Energy with Ramps

Procedure
1.Make a ramp from a cardboard box or any flat surface that you can incline.

Set up a simple kinetic energy experiment using a ramp and some cars.
2. Test how fast the three cars will travel down the ramp.

3. Start each car at the top of the ramp and time how long they take to reach the bottom.

Analysis:
1. Which car will run fastest? Why do you think so?
2. How does the amount of energy possessed by each car affect its speed?

Objective(s):

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 Activities in Grade 8 Science UNIT I. FORCE MOTION AND ENERGY

State the meaning of potential energy.

Relate potential energy to work
Calculate the change in potential energy of a body

Topic: POTENTIAL ENERGY

Resources Needed:

1 clear plastic container with cover

1 rubber band
1 pc 3-cm round barbecue sticks
1 pc barbecue stick with sharp part cut
masking tape

Activity:

Rolling Toy

Procedure:

1. Make a hole at the center of the cover and at the bottom of the plastic container

Figure 7. A plastic container with holes

2. Insert the rubber band into the hole at the bottom of the container. Insert in between the
rubber band the 3-cm barbecue stick. Tape the barbecue stick to keep it in place.

Figure 8. Steps in inserting the 3-cm barbecue stick

3. Insert the other end of the rubber band into the hole in the cover. Insert a bead or a washer to
the rubber band before inserting the long barbecue stick

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Activities in Grade 8 Science UNIT I. FORCE MOTION AND ENERGY

Figure 9. Steps in inserting the bead and the long barbecue stick

4. You just made a toy. Twist the rubber band by rotating the long barbecue stick.

Figure 10. Rotating the long barbecue stick

5. Lay the toy on the floor. Observe it.

Figure 11. Finished toy

Analysis:

Q1. What happens to the toy?

Q2. What kind of energy is ‘stored’ in the rubber band?
Q3. What kind of energy does a rolling toy have?
Q4. What transformation of energy happens in a rolling toy?

Objective(s):

At the end of the activity, learners will be able to infer that:

Sound consists of vibrations that travel through the air; and

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Activities in Grade 8 Science UNIT I. FORCE MOTION AND ENERGY

Topic: PROPAGATION OF SOUND

Resources Needed:
1 rubber band
1 piece of plastic sheet
1 empty large can of powdered milk - 800 g
1 wooden ruler
1 empty small can of evaporated milk - 400 mL
rock salt

Activity:

Procedure:

Vibrations produce sound

1. Prepare all the materials needed for the activity. Make sure that you find a work area far
enough from other groups.

2. Put the plastic tightly over the open end of the large can and hold it while your partner puts the
rubber band over it.
3. Sprinkle some rock salt on top of the plastic.

4. Hold the small can close to the salt and tap the side of the small can with the ruler.

5. Try tapping the small can in different spots or holding it in different directions. Find out how
you should hold and tap the can to get the salt to move and dance the most..

6. Switch on the transistor radio and position the speaker near the large can. Observe
the rock salt.

7. Increase the volume of the radio while it is still positioned near the large can. Observe
the rock salt again.

Analysis:

Q1. What happens to the salt?

Q2. How were you able to make the salt move and dance the most?
Q3. What was produced when you tapped the small can? Did you observe the salt bounce or
dance on top of the plastic while you tapped the small can?
Q4. What made the salt bounce up and down?
Q5. From your observations, how would you define sound?
Q6. What happened to the rock salt as the loudness is increased?
Q7. Which wave characteristic is affected by the loudness or the intensity of sound?

Objective(s):

At the end of the activity, learners will be able to infer that:

Sound is transmitted in air through vibrations of air particles

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Activities in Grade 8 Science UNIT I. FORCE MOTION AND ENERGY

Topic: PROPAGATION OF SOUND

Resources Needed:
1 dowel or 1 wooden rod
1 blue bead
colored beads
inches of tape
2 large books
scissors
5 pieces of string
paper
slinky spring
transistor radio

Activity:

Procedure:
Transmitting sound

1. Let 2 books stand up as shown in Figure 5. Place the dowel on top of the 2 books.

Figure 5. Set up for Activity 1B

2. Cut out an image of a human ear from a magazine and tape it to one of the books.

3. Start with the blue bead. Tape the string to the mark on the dowel that is farthest away
from the ear.
4. Then tape the 4 colored beads to the other 4 marks. Make sure that all the beads hang
in a straight line.

5. The colored beads represent air particles. Create vibrations (sound) in the air by tapping
the blue bead toward the colored beads

6. Create more vibrations by continuously tapping the blue bead and observe the other
beads.

7. If the beads represent air particles, what do the converging and expanding of the beads
represent?

8. Connect one end of the slinky to a fixed point. Hold the other end then push and pull the
slinky continuously. Record your observations.

9. This time shake the other end of the slinky while the other end is still connected to the
fixed point. Record your observations.

Analysis:
1. What happens to the other colored beads when the blue bead is tapped?

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Activities in Grade 8 Science UNIT I. FORCE MOTION AND ENERGY

2. Are there occasion when the beads converge then expand?

3. Are there converging and expanding parts of the slinky?
4. How then is sound classified as a wave?

Objectives:

1. distinguish the different characteristics of waves;

2. determine their frequency and wavelength; and
3. compute the wave speed based on the frequency and wavelength

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Activities in Grade 8 Science UNIT I. FORCE MOTION AND ENERGY

Topic: Sound Race…Where does sound travel fastest

Resources needed:

Resources needed:

Pentel pen or permanent marker

stopwatch or mobile phone
meterstick
old calendar (big poster calendar) or old newspaper metal slinky

Activity:

Procedure:

1. Place the old calendar or old newspaper on the floor. Make sure that the newspaper or old
calendar is long enough to accommodate the full length of the slinky spring.

2. Put the slinky on top of the old newspaper or old calendar. Ask one of your groupmates to
hold one end of the slinky at the one end of the newspaper. This will serve as the fixed
end.

3. Another groupmate will hold the other end of the slinky. This is the movable end.

4. The other members of the group should be along the sides so they can mark the
corresponding crests. Identify a reference point (point A) along the slinky from which you
are going to base your frequency count.

5. Shake the movable end. Apply just enough force to create large wave pulses. Make sure,
however, that the crest and trough parts will still be formed within the newspaper area.

6. Another groupmate should count the number of pulses passing through point A in a
minute. This is the frequency in waves per minute. You can convert this later to waves per
second.

7. While your classmate is creating transverse waves by shaking the slinky, note by marking
on the newspaper the crest and the trough of the created wave pulses.

8. Trace the wave form then measure the wavelength of the wave pulses. Record all your
data on the answer sheet provided.

9. Repeat steps 5 to 8 for two more trials. Compute for the wave speed in each of the 3 trials.
Determine also the average speed of the wave in the slinky.

10. For the second set up, repeat the whole procedure (steps 1 to 9) but this time instead of
shaking the slinky, pull and push the slinky to create a longitudinal wave.

11. Note and mark the areas/regions in the newspaper where the slinky forms compressions
and rarefactions.

12. Count the number of compressions passing through point A in a minute. This is the
frequency of the longitudinal wave in waves per minute.

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Activities in Grade 8 Science UNIT I. FORCE MOTION AND ENERGY

13. Measure the length between 2 compressions. This is the wavelength of the longitudinal
wave.

14. Do this for three more trials, and then compute for the wave speed and the average speed
of the wave in the slinky.

Analysis:

1. When there are more waves passing through the reference point in a period of time, which
wave characteristic also increases?

2. When there are more waves passing through the reference point in a period of time, what
happens to the wavelength of the waves?

Objective:

At the end of the activity, you will be able to distinguish which material transmits sound the best.

Topic: Sound race… Where does sound travel fastest?

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Activities in Grade 8 Science UNIT I. FORCE MOTION AND ENERGY

Resources needed:

watch/clock that ticks mobile phone wooden

dowel 80-100 cm long metal rod 80-100 cm long

string (1 meter) metal spoon

3 pieces zip lock bag (3x3) or

waterproof mobile phone carrying case

Activity:

Procedure:

1. Hold a ticking watch/clock as far away from your body as you can. Observe whether or not
you can hear the ticking.

2. Press one end of the wooden dowel against the back part of the watch and the other end
beside your ear. Listen very well to the ticking sound. Record your observations.

3. Repeat step #2 using a metal rod instead of the wooden dowel. Record your observations.

4. Repeat steps #1 to #3 using a vibrating mobile phone instead. Record your observations.

5. Place the mobile phone in the waterproof carrying case and dip it in a basin of water while
it vibrates.

6. At the center of the meter long string, tie the handle of the metal spoon. Hold the string at
each end and knock the spoon against the table to make it ring or to create a sound. Listen
to the ringing sound for a few seconds then press the ends of the strings against your ears.
Observe and record the difference in sound with and without the string pressed against
your ear.

7. Knock the spoon against the table. When you can no longer hear the sound of the ringing
spoon, press the ends of the string against your ears. Record whether or not you could
hear the ringing of the spoon again.

Analysis:

1. Did you hear the watch tick when you held it at arm's length? When you held it against the
wooden dowel?
When you held it against the metal rod?

2. Did you hear the mobile phone vibrate when you held it at arm's length? When you held it
against the wooden dowel? When you held it against the metal rod?

3. Based on your observations, which is a better carrier of sound? Air or wood? Air or water? Air
or metal? Water or metal?

4. How did the sound of the spoon change when the string was held against your ears?

5. When the ringing of the spoon was too quiet to be heard through the air, could it be heard
through the string?
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Activities in Grade 8 Science UNIT I. FORCE MOTION AND ENERGY

6. Is the string a better carrier of sound than air?

7. Through which material does sound travel fastest?

8. Through which material did sound travel the slowest?

9. Why does sound travel fastest in solids and slowest in air?
10. Do you have any idea what makes sound move fast in solids?

Objective(s):
Determine how temperature affects the speed of sound.

Topic: TEMPERATURE: HOW IT AFFECTS THE SPEED OF SOUND?

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Activities in Grade 8 Science UNIT I. FORCE MOTION AND ENERGY

Activity:
(safety precautions must be given to the students before performing the activity)

Procedure:

1. Label the 3 graduated cylinders with HOT, ROOM TEMP, COLD respectively.

2. Half-fill the ROOM TEMP graduated cylinder with tap water.

3. Sound the tuning fork by striking it on the sole of your rubber shoes and hold it on top
of the graduated cylinder.

4. When no loud sound is produced increase the amount of water up to a level where loud
sound is produced when the vibrating tuning fork is placed on top. Note this level of
water.
Figure 1 shows how sound waves varies during the day and during the night
5. Fill the HOT graduated cylinder with hot water (about 70 oC) to the same level as that of
the ROOM TEMP cylinder.

6. Fill the COLD graduated cylinder with COLD water (about 50 0C) at the same level as
that of the ROOM TEMP cylinder.

7. Determine the temperature of the water in each of the cylinders just before sounding
the tuning fork.

8. Sound the tuning fork in each of the cylinders and note the sound produced by each
cylinder. Record all your observations.

9. Do this for three trials focusing on the differences in the pitch of the sound each
cylinder creates. Record all your observations.

Analysis:
1. Which cylinder gave the loudest sound?
2. Which cylinder gave the highest pitched sound?
3. If pitch is directly dependent on frequency, then, which cylinder gives the highest
frequency sound?
4. Since wave speed is directly dependent on frequency, then, which cylinder gives the
fastest sound?
5. How would you relate the temperature of the medium with the speed of sound?

Objective(s):
Observe how sound waves reflect and refract.

Topic: PROPERTIES OF SOUND

Activity: PROPERTIES OF SOUND

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Activities in Grade 8 Science UNIT I. FORCE MOTION AND ENERGY

Station 1: Reflection of Sound Waves

A. Problem: How will you describe the reflection of sound waves?

B. Materials needed:

 2 pieces of whole newspaper sheets

 3 pieces rubber band
 1 thick book with plastic cover

C. Procedure:

1. Roll two pieces of newspaper to form two tubes about 4 cm in diameter. Tie rubber
band around it.

2. Student A holds the rolled newspaper at an angle against a book held by student C
with one end against his/her mouth.

BOOK

3. Student B hold the 2 nd rolled newspaper against a book at an angle also with the
book
and against his/her ear.

4. Student A whispers soft words continuously while student B listens carefully.

5. Student C removes the book while student A continues to whisper to student.

D. Questions:

1. Compare the clearness of sound without the book and with the book as barrier.

2. What happens to the sound waves as it hits the book?

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Activities in Grade 8 Science UNIT I. FORCE MOTION AND ENERGY

3. Draw the path of sound waves

4. Give example of a reflected sound.

5. How is echo differentiated from reverberation?

Station 2: Refraction of Sound Waves

A. Problem: How is refraction of sound waves produced?

B. Materials needed:

 I radio or cassette
 1 electric fan
 1 meterstick

C. Procedure:

1. Turn on the radio and place in front of a moving electric fan at a maximum speed.

2. Student A acts as observer. He/She stands 5 meters away in the direction of the
wind.

3. Observe the loudness of the sound.

4. Remove the electric fan and place it right in front of the observer.

5. Observer listens carefully to the sound of the radio.

D. Questions:

1. What happens to the loudness of the sound produced by the radio if it is in front of
The electric fan? Explain your answer.

2. If the radio is against the electric fan, what happens to the loudness of the sound?
Why?

3. Sketch the direction of sound waves in the two given situations.

4. What property of sound is involved?

Objectives:
1. Describe refraction.
2. Use refraction to explain apparent changes of the positions of things we see.
3. Describe the behavior of light as it travels from one medium to another.

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Activities in Grade 8 Science UNIT I. FORCE MOTION AND ENERGY

Topic: REFRACTION OF LIGHT RAYS

Resources Needed:

Station 1:
1 Clear drinking glass
1 Saucer
Bottle of water
One peso coin

Station 2:
 1 Pencil
Bottle of water
1 Clear glass

Activity:

Station 1: The Reappearing Money

1. Set a one peso coin on a flat surface like a table.

2. Place the base of a clear drinking glass over the coin.

3. Cover the mouth of the glass with a small saucer. Looking in through the side of
the glass, you can still see the coin.

4. Now, tilt the saucer back and fill the glass with water.

5. Once you've filled the glass, replace the saucer.

6. Take the saucer off of the mouth of the glass. Peer straight to the bottom of the
glass through the water.

Figure 1. before and during water is poured

Station 2: The Magic Pencil

1. Half fill a glass with water.
2. Place the pencil in the water.

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Activities in Grade 8 Science UNIT I. FORCE MOTION AND ENERGY

3. Look at the pencil from the top.

4. Now look at the pencil from the side.
Think the light is playing a trick on
your eyes? Well it is!

Figure 2 pencil and the

glass of water
Analysis:

Station 1:
1. What have you notice to the peso coin placed under the clear glass?
2. What did you observe when water was poured into the cup? Why is this so?
3. Can you explain why the coin was seen when poured into the cup?

Station 2:
1. How does the pencil appear when it immersed diagonally?
2. How will you describe the pencil from the top?
3. Explain your observation.

Objectives:

Infer that:
(a) white light is made up of many different colors of light and
(b) each of these colors of light bends differently when it strikes objects
like a prism.

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Activities in Grade 8 Science UNIT I. FORCE MOTION AND ENERGY

Topic: COLORS OF LIGHT: DISPERSION

Resources Needed:

a sunny window
plastic container filled with water
2 sheets of white paper
a small mirror
penlight
prism
stack of books

Activity:

Procedure:

Part A: ROY G. BIV on paper using a bowl of water

1. Place the bowl near the window. Make sure that there is plenty of sunlight in that part of
the window.

2. Set the mirror partway into the water facing the light as shown in the figure on the right.

3. Hold the piece of paper up to intercept the reflected beam.

4. Adjust the position of the mirror until you see color bands on the piece of paper.

Part B: ROY G. BIV using a prism

1. Position a stack of books near the window where there is plenty of sunlight.

2. Place a white sheet of paper on top of the stack of books.

3. On top of this sheet place the prism. Make sure that sunlight from the window reaches the
prism.

4. Position the prism until a rainbow or the colors of light appear on the white sheet of paper.

5. Use the table on LM pp. 99 to note the refractive indices of the colors of light in acrylic or
crown glass.

6. Record all your observations in the worksheet provided.

Analysis:

Part A:
1. List and arrange the observed colors according to how they appear on the paper.

Part B.

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2. Describe the position of the different colors after passing through the prism

3. Explain the dispersion of white light. Why is the prism or water able to separate the
colors of white light?

4. Compare your results in the first part with your results in the second part. Are there any
differences?
What might account for the differences?

5. What did you observe with the indices of refraction of the colors of light in the acrylic prism?

6. How would this indices of refraction account for the arrangement of colors of light?

Objectives:

At the end of the activity, you will be able to infer that:

1. energy of the colors of light increases as one goes towards the right side of the color
spectrum;

2. red light has the least energy and violet light has the most energy.

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Activities in Grade 8 Science UNIT I. FORCE MOTION AND ENERGY

Topic: COLORS IN RELATION TO ENERGY

Resources Needed:

six (6) thermometers (special thermometers which are sensitive to small changes in
temperature)
colored plastic (half sheets of Red, orange, yellow, green, blue and violet)
stapler
scissors
Scotch tape
string (nylon)
intense light source (if it is not sunny)

Activity:

Procedure:

1. First, hang these thermometers in a shaded area. Wait for 10 minutes, then quickly
observe and record the temperature shown by each thermometer. This will serve as the
initial temperature of the thermometers. Wrap each thermometer with a different
colored plastic. You may use scotch tape to secure the thermometer.

2. Connect strings at the end part of the thermometer.

3. Then hang the thermometers with their respective wraps directly under the sun or an
intense light source.

4. Record the temperature readings in each thermometer every five minutes.

Time Temperature Readings (oC)

Interval
Red Orang Yellow Green Blue Violet
e
Initial
Time
Ist 5
min
10 min
15 min
20 min
25 min
30 min

Average
Analysis:

1.Which thermometer registered the lowest temperature?

2. Which thermometer registered the highest temperature?

3. Which colored plastic allowed more energy to pass through it?

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Activities in Grade 8 Science UNIT I. FORCE MOTION AND ENERGY

4. Which colored plastic allowed the least energy to pass through it?

5. From your answers in 3 and 4, which color of light has the least energy? The most
energy?

Objectives:
At the end of the activity, you will be able to infer that:
1. light is composed of colors of different frequencies and wavelength;
2. the frequencies of the colors of light are inversely proportional to the wavelength;
3. the product of the frequency and the wavelength of the colors of light is a constant; and
4. the arrangement of colors of light shows the hierarchy of the color’s corresponding
energy.

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Topic: Refractive Index of the Color of Light

Activity: ( the color wheel should be prepared a day before the activity)

Part 1: Color Wheel

Prepared Color Wheel

Part 2: Characteristics of Light

1. Try out your Color Spectrum Wheel by positioning the innermost of the flaps on COLOR
SPECTRUM. This will simultaneously position the other flaps to WAVELENGTH,
FREQUENCY, and ENERGY.

2. Turn the upper wheel and observe the combinations.

3. Fill in the table below with the corresponding combinations you have observed using your
Spectrum Color Wheel.

Frequency Wavelength Frequency x Energy

(Hz) (m) wavelength (eV)
Red
Orange
Yellow
Green
Blue
Violet

4. You will need to convert the equivalents of frequencies to Hz, the equivalent wavelengths to
meters, and Joule to eV.

Note the following equivalents:

 Terra (T) is a prefix for 1014 (1 THz = 1 x 1014 Hz)

 nano (n) is a prefix equivalent to 10-9 (1 nm = 1 x 10-9 m)
 1 eV = 1.6 x 10-19 Joule

Analysis:

1. Which color registered the highest frequency? shortest wavelength?

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Activities in Grade 8 Science UNIT I. FORCE MOTION AND ENERGY

2. Which color registered the lowest frequency? longest wavelength?

3. What did you observe about the wavelengths and frequencies of the different colors of
light?

4. What did you observe about the products of frequencies and wavelengths?

5. Does the frequencies of the colors of light increase from Red to Violet?

6. What did you observe about the corresponding energies from Red to Violet?

7. How is frequency relate to energy of colors of light?

Objectives:
1. Distinguish between temperature and heat.
2. Describe the hotness or coldness of an object in terms of its temperature
3. Compare the changes in the temperature of water to determine the relationship
between the amount of heat transferred and the resulting temperature change.

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Topic: HEAT and TEMPERATURE

 Heat Transfer

Resources Needed:
3 beakers (250 mL)
thermometer
hot water
tap water (room temperature)
cold water

Activity:

1. Half-fill the three containers with equal amount of cold water. Arrange them next to one
another as shown in Figure 1 below.

1 2
3

2. Place your finger for a while into any of the containers.

3. Measure with a thermometer the temperature of the water in each container. Record your
measurements in Table 1 below. (Note: The initial temperature of the water in each container
should be the same as they come from the same source.)

Table 1: Data for Activity 1

Estimated temperature of water: ____ (°C)

Measured
temperature (°C) Change in
Container
temperature
Initial Final
Container 1
Container 2
Container 3

4. Add hot water to container 1, tap water to container 2 and the same cold water to container 3.
Leave the containers for a while.

5. Dip your fingers again, this time into the three containers. Make sure that you do not dip the

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Activities in Grade 8 Science UNIT I. FORCE MOTION AND ENERGY

same finger into the containers.

6. Measure and record the temperature of the water in all containers. Calculate the change in the
temperature of water in each container.

Analysis:

1. What actually transferred when you dipped your finger into the water? In what direction
did it transfer?

2. Was the water ‘hot’ or ‘cold’? Explain.

3. How close is your estimated value to the measured temperature of the water?

4. Which container feels ‘hottest’? Which container feels ‘coolest’?

5. What do you think causes the difference in the hotness or coldness of the water inside
the containers?

6. In which container(s) is heat transfer taking place? What evidence best supports your
answer? Within this container, which absorbs heat? Which gives off heat?

7. In which container was there the greatest amount of heat transferred? What is the
basis of your answer?

8. How are the amount of heat transferred and the change in temperature of water
related?

Objectives:

Explain the scattering of the dye in water at different temperature.

Describe the relation of the temperature of the water to the rate of scattering of the dye.

Topic: EFFECT OF TEMPERATURE ON PARTICLES OF MATTER

Resources Needed:

3 transparent containers
1 thermometer
3 plastic droppers
hot water
tap water (room temperature)
cold water
dark dye (Food color)
balloon, hair dryer

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Activities in Grade 8 Science UNIT I. FORCE MOTION AND ENERGY

Activity:

1. Fill the three containers separately with cold water, tap water, and hot water.

2. Measure the temperature of the water in each container. Record your measurements in
Table 2 below.
Table 2: Data for Activity 2

Container Temperature (0C) Observations

Container 1
Container 2
Container 3

3. With the dropper, place a drop of dye into the center of each container as shown in Figure 2.
(Note: It is better if you place drops of dye into the three samples simultaneously.)

4. Carefully observe and compare the behavior of the dye in the three containers. Write down
your observations in one or two sentences in Table 2, column 3.

Analysis:

1. What similarities and differences did you observe when a drop of dye was added to
each container?

2. In which container did the dye scatter the fastest? In which did it scatter the slowest?

3. How do you relate the temperature of the water to the rate of scattering of the dye?

4. In which container are the particles of water moving fastest? In which container are the
particles moving slowest?
5. How is temperature related to the speed of the particles?

6. How is temperature related to the kinetic energy of particles?

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Objectives:

Define thermal expansion

Determine experimentally how temperature affects thermal expansion of some objects.

Topic: THERMAL EXPANSION

Resources Needed:

copper wire (around 2m long),

1 candle, meterstick,
2 iron stands with clamps or rings,
standard weight (or any mass around 500g)

Activity:

What to do:

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Activities in Grade 8 Science UNIT I. FORCE MOTION AND ENERGY

1. Prepare the setup as shown below. Make sure that the ends of the copper wire are tied or
clamped firmly.
2. Hang the weight in the middle of the wire. Use the candles to warm the wire at different points.
3. Do this for 1 or 2 minutes and observe what will happen to the height of the weight.

copper wire meterstick weight

Analysis:

1. What happens to the height of the weight when the wire is heated?
2. What factors affect the expansion of the wire?

Objective:

Explain the effect of temperature change on phase changes.

Topic: PHASE CHANGE

Resources Needed:

Station 1:
crushed ice
1 glass container
timer (stopwatch)
stirring rod

Station 2:
beaker
stirrer

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Activities in Grade 8 Science UNIT I. FORCE MOTION AND ENERGY

thermometer (can measure up to 100°C)

alcohol burner
water (hot water)
stand or tripod with wire gauze

Activity:

Station 1:

1. Put some crushed ice and a little cold water into the container.

2. Stir the contents of the container for few seconds; then, measure the temperature of
the contents.
Avoid letting the thermometer touch the bottom of the container to ensure that you are
actually measuring the temperature of the water.

Record your temperature reading in Table 3 below.

Table 3: Temperature readings for melting ice

Time (min) Temperature (°C)
0 (Initial)
2
4
6
8
10
12
14

3. Repeat step 2 every 2 minutes. Make sure that you stir and measure exactly the same
way each time. Record each measurement in Table 3.

4. Continue measuring until the ice has totally melted and even after it has already melted
completely (around 4-6 minutes more).

5. Construct a temperature against time graph. Draw a smooth line that passes through
almost all the points.

Station 2 :

1. Fill the beaker with 100 mL hot water and place it above the alcohol burner using the
tripod with wire gauze.

2. Measure and record the temperature of the water every 2 minutes until it boils. Once
the water starts to boil, continue taking the temperature for 4-6 more minutes.

3. Plot the graph of temperature against time.

Analysis:

Station 1 :

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Activities in Grade 8 Science UNIT I. FORCE MOTION AND ENERGY

1. Why does the ice inside the container melt after sometime?

2. Which is your dependent variable? Which is your independent variable? (Note that the
independent quantity is plotted along the X-axis while the dependent quantity is plotted
along the Y-axis.

3. Describe your graph

4. Describe the temperature of the water while the ice melting.

5. Describe the temperature of the water after the ice has melted.

Station 2:

1. Describe and interpret your graph.

2. What similarities and differences have you noticed between your graphs in Station 1
and Station 2?

Objective:

After performing this activity, you should be able to compare the heat capacities of
the given liquid samples.

Topic: HEAT CAPACITY

Resources Needed:

2 identical small containers (each with 100mL of liquid sample)

2 identical large containers (large enough to accommodate the small containers)
2 thermometers
hot water
liquid samples: water, cooking oil
Note: Store the liquid samples in the same room to ensure that both are at room
temperature when you do the activity

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Activities in Grade 8 Science UNIT I. FORCE MOTION AND ENERGY

Activity:

1. Pour 100mL of water into one of the small containers and the same amount of cooking
oil into the other container. Measure and record their initial temperature in Table 4
below.

Initial Heating time

Materials temperature (°C) (sec)
Cooking Oil
Water

2. Place the small container with oil in a larger container with hot water. Make sure that
the hot water does not mix with the liquid sample.

3. Measure the time it takes for the oil to increase in temperature by 5 °C. Example, if the
initial temperature of the liquid is 280C, take the time it takes for the temperature to
reach 330C. Record your measured heating time in Table 4.

4. Do the same with the water sample. Make sure that the amount and temperature of the
hot water is the same for both samples. Record also your measurement in Table 4.

Analysis:

1. Which liquid requires more time to increase in temperature by 5 degrees? Explain.

2. Which liquid requires more heat to increase in temperature by 5 degrees? Explain.

3. Which liquid has a greater heat capacity? Why?

Objectives:

1. Measure the electric current and voltage in a circuit using an ammeter and voltmeter
respectively; and
2. Determine the relationship between:
a. electric current and voltage
b. electric current and resistance
3. State Ohm’s Law

Topic: OHM’S LAW: RELATIONSHIP AMONG CURRENT, VOLTAGE AND RESISTANCE

Resources Needed:

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Activities in Grade 8 Science UNIT I. FORCE MOTION AND ENERGY

1 ammeter 1 voltmeter
4 dry cells (1.5 V each) dry cell holders
connecting wires 1 switch (optional)
1 bulb 1 bulb holder
1 graphing paper 1 ruler

Activity:

1. Connect a bulb, an ammeter, and a switch (optional) to a 1.5 V dry cell. Then connect a
voltmeter across the cell. Remember to connect the ammeter in series with the light bulb and
the voltmeter in parallel. Refer to the figure below.

Figure 1: Experimental set up

2. Turn the switch on and take the meter readings. Do not keep the circuit on for a long time.
Switch it off immediately after taking the readings. Record readings in table 1.

Table 1
No. of dry cells Voltage V Current I Voltage/Current V/I
( volts) ( ampere) volt/ampere
1
2
3

3. Repeat steps 1 and 2 using two and then three dry cells.
4. Graph the values of your voltage and current. Put on the y-axis the voltage values and the
current values on the x-axis.

5. Calculate the ratio of V to I.

Analysis:

1. Compare the brightness of the bulb with one dry cell to its brightness when there are two dry
cells in the circuit, three dry cells in the circuit.

2. What can be inferred about the current passing through the bulb?

3. What can be inferred about the voltage across the bulb?

4. When you graphed the voltage against current, what is the shape of the graph line? What
does it

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Activities in Grade 8 Science UNIT I. FORCE MOTION AND ENERGY

mean?

5. Look at column 4. What kind of values did you obtain? What does this indicate?

Objectives:
1. Construct series circuit and parallel circuit.
2. Differentiate series circuit from parallel circuit.
3. Explain why household wiring and appliances usually connected in parallel.

Topic:
SERIES CIRCUIT AND PARALLEL CIRCUIT CONNECTION

Before performing the activity, it is advisable to ask your teacher for assistance on precautionary
measures.

Objectives:
1. Connect series circuit and parallel circuit connection
2. Differentiate series from parallel connection

Resources Needed:

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Activities in Grade 8 Science UNIT I. FORCE MOTION AND ENERGY

4 identical flashlight bulbs

4 dry cells ( 1.5 V each)
Connecting wires
Battery holder

PROCEDURE:

1. Assemble the circuit shown in the figures 1 and 2 below. Set the DC voltage to 3 V. observe
the intensity of the light emanating from the bulb.

Figure 1

2. Insert one or more bulbs in the circuit. What do you notice about the intensity or brightness of
the bulb as you add more and more bulbs?

3. Try to unscrew one of the bulb from the socket. What happens to the other bulbs? What does
your observation indicate?

4. Modify the circuit in step 1 by adding another branch of wire with the bulb as shown in figure
2. How do you compare the circuit produced with that in step 1. Which of them is series and
which one is parallel?

Figure 2

5. Again, switch on the power supply and observe the brightness of the bulbs. Try adding more
branches of wires with a bulb as shown in the figure. Does the brightness of each bulb
change?

6. Unscrew one of the bulbs in any branch. Are the other bulbs affected? Try unscrewing one
more bulb. Did you observe the same? How does your observation compare to that in step 3?

Analysis:

Circuit I

1. What did you observe to the intensity of light as you turn the switch on?

2. After inserting one bulb in the circuit, what do you notice to the brightness of the bulbs?

3. While the switch is on, what happens to the remaining bulbs after unscrewing one bulb

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Activities in Grade 8 Science UNIT I. FORCE MOTION AND ENERGY

from it?

Circuit II

4. Observe the brightness of the bulb in circuit II. How do you compare the brightness of
circuit I from circuit II?

5. As you add more bulbs, does the brightness of each bulb change? Why?

6. As you unscrew one bulb from circuit II, were the other bulbs affected? How does your
observation compare to that in step 3.

Objectives:

1. Define (a) electrical power and (b) electrical energy

2. Relate electrical power to energy.
3. Relate power to voltage and current

Topic: ELECTRICAL POWER AND ENERGY

Resources needed:
Pictures showing typical power rating of household appliances

Activity:

Procedure:

1. Post on the board drawings of some common appliances with labels.

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Activities in Grade 8 Science UNIT I. FORCE MOTION AND ENERGY

Flat Iron Toaster

1000 watts 2000 watts

2. Brainstorm ideas about the significance of the information printed on the appliances.

3. In the table given below, write down the names of the appliances and their power
ratings, uses, and power effects such as light, heat, mechanical or sound.
Appliances Power Rating Use Effects
(w)
1
2
3
4
5
6
7
8
9
10
Analysis:

1. What type of appliances usually have high power rating?

2. What is the importance of knowing the power rating of appliances?
3. What general statement can you make about power rating and the effects produced by
electricity?
4. What is the common feature of those appliances like flat iron, toaster, stove (range)
and hair dryer?
5. What is power? How is it related to energy?
6. Relate power (P) to voltage (V) and current (I).

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Activities in Grade 8 Science UNIT I. FORCE MOTION AND ENERGY

Objective:

Describe a fuse and a circuit breaker and identify their functions in a circuit

Topic: CIRCUIT PROTECTORS

Resources Needed:
Fuse with a rating of 0.3A
Lead wires
Flashlight bulb with a rating of 1.5V, 0.25A
1.5 V dry cell
ammeter

Activity:

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Activities in Grade 8 Science UNIT I. FORCE MOTION AND ENERGY

See attached activity sheet

Analysis:

Case 1
1. What two things were observed when the switch was closed?

Case 2
1. What three things were observed when a short wire was connected as shown in the
diagram?
2. What could have caused the rising and falling of current in the wire in case 2?
3. Describe the result when there was reduced resistance in the circuit.
4. Identify the case that occurred
5. Explain why the bulb went off.
6. What is the role of the fuse in the circuit?

Activity

BLOWING A FUSE

Purpose:

At the end of the activity, you should be able to know and describe how the fuse protects
the circuit

Materials:

Fuse with a rating of 0.3A

Lead wires
Flashlight bulb with a rating of 1.5V,0.25A
1.5 V dry cell
Ammeter

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Activities in Grade 8 Science UNIT I. FORCE MOTION AND ENERGY

Procedure:

1. Connect the circuit as in case 1

2. Switch it on and observe what happens.
3. Record the ammeter reading.
4. Now connect a short wire as shown in case 2.
5. Describe what happens to the following:
5.1 fuse
5.2 bulb
5.3 ammeter reading

switch
source

fuse
ammeter A
bulb

case 1

switch
source

fuse
ammeter A
bulb

case 2

TOPIC OUTLINE

GRADE 8 - SCIENCE
UNIT I. FORCE MOTION AND ENERGY

Module Number Topics Learning Competency Code

I. Forces and Motion A. 1. Balance and Unbalanced Forces S8 FE-Ia-15/16

B. 1. Inertia S8 FE-Ia-17
2. Acceleration
3. Interaction
C. 1. Relationship of Circular Motion and S8 FE-Ia-18-19
Newton’s 2nd Law of Motion
II. Work, Power and A. 1. What is work?
Energy 2. Work : Method of Heat Transfer S8 FE – Ic - 20
3. Calculating the amount of work done.
B. 1. Relationship among Work, Power and S8 FE – Ic – 21
Energy
C. 1. Kinetic Energy S8 FE – Id – 22 - 23
2. Potential Energy

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III. Sound A. 1. Propagation of Sound S8 FE – Ie - 24

2. Characteristics of Sounds
3. Properties of Sounds S8 FE – Ie - 25
IV. Colors of Light A. 1. The Visible Spectrum S8 FE – If - 26
B. 2. Dispersion of colors S8 FE – If - 27
C. 3. Refractive Index of the Color of Light S8 FE – If - 28
V. Heat A. 1. Heat and Temperature
2. Thermal Expansion: The Working S8 FE – Ig - 29
Principles of the Mercury Thermometer
3. Phase Change
4. Heat Capacity
VI. Electricity A. Ohm’s Law: Relationship among Current, S8 30FE – Ih - 30
voltage and Resistance
a. Current and Voltage
b. Current and Resistance
B. Electrical Connections in homes S8 30FE – Ii - 31
a. Series
b. Parallel
C. Differences between Electrical Power and S8 30FE – Ii - 32
Electrical Energy
D. Safety in Using Electricity S8 30FE – Ii - 33

Prepared by:

ROMANA GLENDA S. LAGMAY OFELIA A. MENDOZA

Bayorbor National High School Coral na Munti National High School

Presented to the Division Facilitators/Editors of Grade 8-Science:

LORYFE A. MANALO GLICERIA A. LANDICHO MARCELO B. ULARTE

Head Teacher III Head Teacher I Head Teacher III

Noted by:

MARIO B. MARAMOT
EPS I - Science

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