Republic of the Philippines

Department of Education
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Worksheets
on
SCIENCE 8
First Quarter

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SST-III
 WEEK 1

CONTENT STANDARD:

The learners demonstrate understanding of Newton’s three laws of motion

PERFORMANCE STANDARDS:

Develop a written plan and implement a “Newton’s Olympics”

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)

Consider two balls, one with a mass of 1 kg and the other

with a mass of 10 kg. Which ball would experience a greater
change in motion if kicked with the same force?

Clearly, the smaller ball would experience a greater change in motion. An object's state
of motion can be described as its velocity, where velocity is the speed of an object with
respect to its direction. Objects at rest - for example, the balls you see on the screen -
have zero velocity. Once kicked, the ball's state of motion changes. In other words, its
velocity changes. When an object changes its velocity, it has what we call
acceleration. Newton's second law of motion provides the explanation for the behavior
of objects when forces are applied.

Meaning of Force Meaning of Mass

Force is a physical quantity you deal with in The mass of an object is a measure of how
everyday life. It takes force to open a door, much matter it contains. A rubber ball has
lift a child, or crack an egg. It is a pull or less mass than a lead ball of the same size
push exerted by one object on another; the because it has less matter in it, fewer atoms
objects can be anything from protons and and fewer of the protons, neutrons and
electrons all the way up to planets and electrons that make up the atoms. Mass
galaxies. The pull or push may come from also resists the effort to push or pull it; a ping-
direct contact or, in the case of gravity, pong ball is easy to pick up and toss; a
electricity and magnetism, from a distance. garbage truck is not. The truck is more
Scientists measure force in units called massive than the ping-pong ball by many
newtons, where one newton is the force thousands of times. The standard unit for
needed to accelerate a 1-kilogram mass mass is the kilogram, about 2.2 pounds.
one meter per second squared.
 Newton's second law of motion can be formally stated as follows:

The acceleration of an object as produced by a net force is directly

proportional to the magnitude of the net force, in the same direction as
the net force, and inversely proportional to the mass of the object.

This verbal statement can be expressed in equation form as follows:

a = Fnet / m

The above equation is often rearranged to a more familiar form as shown

below. The net force is equated to the product of the mass times the
acceleration.

Fnet = m • a

ACTIVITY
Name: __________________________________________________________ Score: ________/ points
Section: ______________________ Teacher: _____________________________________________________________________

PART 1:

INSTRUCTION: The Fnet = m • a equation is often used in algebraic problem solving. The
table below can be filled by substituting into the equation and solving for the unknown
quantity. Write your answers on the space provided.

Net Force Mass Acceleration

(N) (kg) (m/s/s)
1. 10 2 ____________
2. 20 2 ____________
3. 20 4 ____________
4. _____________ 2 5
5. 10 _____________ 10

PART 2:

INSTRUCTION: Read the text and key concepts and answer the questions.

a. Where have you experienced acceleration? Describe the experience. Draw a picture and
label the force, mass and direction of acceleration

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b. Explain how acceleration works in your own words.

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c. If an astronaut on the Moon drops a feather and a hammer at the same time, what will
happen? Explain.

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Part 3: Research
Instruction: Accomplish the investigation guide below.

Supplies

5 different balls stopwatch measuring tape scale (up to 5 kg)

chalk

Procedure

1 Do an experiment to calculate the speed, mass and acceleration of different balls.

a. Mark off a 10-meter track on a flat surface.

b. Measure the mass of the balls and record it in the table.

c. Stand at the 0 meter mark with the first ball. Roll your ball to the 10-meter line
and record how long it takes to get there. Write the time in the table.
d. Repeat for the other four balls. Try to apply the same force to each ball.

Results

1 Record the mass of the balls and the time it took to travel 10 meters in the table.

2 Calculate the speed, acceleration and force for each ball using the following
formulas. Write the results in the table.

speed = distance x time

change in speed = final speed – initial speed
acceleration = change in speed ÷ time
Force = mass x acceleration
Part 4: Analyze
Instruction: Answer the questions.

1. Which ball rolled the fastest? Which ball rolled the slowest?

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2. Is there a relationship between the ball’s mass and how fast it rolled? Describe the
relationship and explain how this relates to the inertia of each ball.

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 WEEK 2

CONTENT STANDARD:

The learners demonstrate understanding of Newton’s three laws of motion

PERFORMANCE STANDARDS:

Develop a written plan and implement a “Newton’s Olympics”

LEARNING COMPETENCY:

Infer that when a body exerts a force on another, an equal amount of force is
exerted back on it (S8FE-a -16)

ACTION FORCE REACTION FORCE

- Initiating force (first force) - Reacting force (second force)

- Causes the reaction force - Responds to the action force
Example:
Example: 1. Bat applying force on ball after
1. Baseball hitting the bat the ball hits it.
(action) 2. Beam exerting force on
2. Gymnast jumping off beam. gymnast.

FORCES ALWAYS COME IN PAIRS THERE IS ALWAYS A REACTION FORCE

EVEN IF IT ISN’T OBVIOUS
 ACTIVITY
Name: __________________________________________________________ Score: ________/ points
Section: ______________________ Teacher: _____________________________________________________________________

PART 1:

INSTRUCTION: Identify the action-reaction force pairs in the following pictures.

1.
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PART 2:

INSTRUCTION: In the example below, the action-reaction pair is shown by the arrows
(vectors), and the action-reaction described in words. In (a) through (e) draw the arrow
and state the reaction to the given action. The make up your own example in (f).
PART 3:

INSTRUCTION: Infer, explain and Model how the following real-life scenario shows
Newton’s Third Law of Motion.

1. Skier crashing into a tree

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2. A dog catching a frisbee

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3. Volleyball player hitting volleyball

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4. A bee stinging your arm

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5. A dog catching a frisbee

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6. A basketball player shooting a basketball

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PART 4:

INSTRUCTION: Choose the best answer for each question from the choices below.

1. Newton’s 3rd Law states…

a. Objects in motion stay in motion and objects at rest stay at rest
b. Force is equal to mass times acceleration
c. For each action there is an equal and opposite reaction

Why???____________________________________________________________________________

2. An archer shoots an arrow. The action force is the bowstring against the arrow, The
reaction force is…
a. Air resistance against the bow
b. Arrow’s push against the bowstring
c. Grip of the archer’s hand on the bow

Why???____________________________________________________________________________

3. A player catches a ball. The action force is the impact of the ball against the
player’s glove. The reaction force is…

a. The force the glove exerts on the ball

b. The player’s grip on the glove
c. The friction of the ground on the player’s shoes

Why???____________________________________________________________________________

4. A player hits a ball with a bat. The action force is the impact of the bat against the
ball. The reaction force is…

a. The grip of the player’s hands on the ball

b. The air resistance on the ball
c. The force of the ball against the bat

Why???____________________________________________________________________________

5. A baseball player bats a ball with a force of 1,000 N. The ball exerts a reaction force
against the bat of…

a. Less than 1,000 N

b. More than 1,000 N
c. 1,000 N

Why???____________________________________________________________________________
6. A person is attracted toward the center of the Earth by a 500 N gravitational force.
The force that the Earth is attracted toward the person is…

a. 500 N
b. Much less than 500 N
c. Much more than 500 N
Why???_____________________________________________________________________________
 WEEK 3

CONTENT STANDARD:

The learners demonstrate understanding of work using constant force, power,

gravitational potential energy, kinetic energy, and elastic potential energy.

PERFORMANCE STANDARDS:

Develop a written plan and implement a “Newton’s Olympics”

LEARNING COMPETENCY:

Identify and explain the factors that affect potential and kinetic energy (S8FE-a -16)

When you inflate a balloon, it Potential energy is the stored energy an

stores potential energy which is energy object has because of its position or state.
held by an object because of its position A bicycle on top of a hill, a book held
relative to other objects. When you release over your head, and a stretched spring all
the inflated balloon, the potential energy have potential energy. The difference is
is converted into kinetic energy, which is potential energy is stored energy while
energy in motion. kinetic energy is the energy of motion.

A Car on a Hill

We can compare potential and kinetic energy by considering a car on

a hill. When the car is at the top of the hill it has the most potential
energy. If it is sitting still, it has no kinetic energy. As the car begins to roll
down the hill, it loses potential energy, but gains kinetic energy. The
potential energy of the position of the car at the top of the hill is getting
converted into kinetic energy.
 FACTORS THAT AFFECT POTENTIAL ENERGY FACTORS THAT AFFECT KINETIC ENERGY

A. Reference Point/Height A. Mass

B. Mass B. Velocity
C. Gravitational Pull C. Time

KE = 0.5 • m • v2
PEgrav = mass • g •
where m = mass of object height

v = speed of object PEgrav = m *• g • h

ACTIVITY
Name: __________________________________________________________ Score: ________/ points
Section: ______________________ Teacher: _____________________________________________________________________

PART 1:

INSTRUCTION: Classify the following as a type of potential energy or kinetic energy (use
the letters K or P)

________________1. A bicyclist pedaling up a hill.

________________2. An archer with his bow drawn.
________________3. A volleyball player spiking a ball.
________________4. A baseball thrown to second base.
________________5. The chemical bonds in sugar.
________________6. The wind blowing through your hair.
________________7. Walking down the street.
________________8. Sitting in the top of a tree.
________________9. A bowling ball rolling down the alley.
________________10. A bowling ball sitting on the rack.

PART 2:

INSTRUCTION: What examples can you find in your home that are examples of kinetic and
potential energy? (name two for eachtype of energy)

1. Kinetic:
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2. Kinetic:
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3. Potential:
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4. Potential:
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PART 3:

INSTRUCTION: Solve the following word problems using the kinetic and potential energy
formulas. Show the solution at the box.

Formula:
KE= 0.5 ·m· v2 OR PE= m·g·h
v = velocity or speed m = mass in kg
g = 10 m/s/s h = height in meters

1. You serve a volleyball with a mass of 2.1 kg. The ball leaves your hand with a speed of
30 m/s. The ball
has __________________ energy. Calculate it.

2. A baby carriage is sitting at the top of a hill that is 21 m high. The carriage with the baby
has a mass of 1.5 kg. The carriage has _________________ energy. Calculate it.

3. A car is traveling with a velocity of 40 m/s and has a mass of 1120 kg. The car has
_____________ energy. Calculate it.
4. A cinder block is sitting on a platform 20 m high. It weighs 7.9 kg. The block has
_______________ energy. Calculate it.

5. A roller coaster is at the top of a 72 m hill and weighs 134 kg. The coaster (at this
moment) has____________ energy. Calculate it.

6. There is a bell at the top of a tower that is 45 m high. The bell weighs 19 kg. The bell has
________________ energy. Calculate it.

7. Determine the kinetic energy of a 1000-kg roller coaster car that is moving with a speed
of 20.0 m/s.
8. If the roller coaster car in the above problem were moving with twice the speed, then
what would be its new kinetic energy?

9. A cart is loaded with a brick and pulled at constant speed along an inclined plane to
the height of a seat-top. If the mass of the loaded cart is 3.0 kg and the height of the seat
top is 0.45 meters, then what is the potential energy of the loaded cart at the height of
the seat-top?

10. A 75-kg refrigerator is located on the 70th floor of a skyscraper (300 meters above the
ground). What is the potential energy of the refrigerator?
PART 4:

INSTRUCTION: Explain how the following factors affects the Potential and Kinetic Energy of
the object.

FACTORS THAT AFFECT POTENTIAL ENERGY

A. Reference Point/Height
B. Mass
C. Gravitational Pull

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FACTORS THAT AFFECT KINETIC ENERGY

A. Mass
B. Velocity
C. Time
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 WEEK 4

CONTENT STANDARD:

The learners demonstrate understanding of the propagation of sound through solid,

liquid, and gas

PERFORMANCE STANDARDS:

Develop a written plan and implement a “Newton’s Olympics”

LEARNING COMPETENCY:

Investigates the effect of temperature to the speed of sound.

The speed of sound is a term used to describe the speed

of sound waves passing through an elastic medium.

TEMPERATURE AND THE SPEED OF SOUND

Temperature is a condition that affects the speed of sound. Heat, like

sound, is a form of kinetic energy. Molecules at higher temperatures
have more energy, thus they can vibrate faster. Since the molecules
vibrate faster, sound waves can travel more quickly.

The speed of sound in room temperature air is 346 meters per

Speed of Sound second. This is faster than 331 meters per second, which is the
speed of sound in air at freezing temperatures.

The formula to find the speed of sound in air is as follows:

v = 331m/s + 0.6m/s/C * T

v is the speed of sound and T is the temperature of the air. One thing to keep in mind is that
this formula finds the average speed of sound for any given temperature. The speed of
sound is also affected by other factors such as humidity and air pressure.

NOTE:

The speed varies depending on atmospheric conditions; the most important factor
is the temperature.

Humidity has little effect on the speed of sound, nor does air pressure by itself.

Air pressure has no effect at all in an ideal gas approximation.

 ACTIVITY
Name: __________________________________________________________ Score: ________/ points
Section: ______________________ Teacher: _____________________________________________________________________

PART 1:

INSTRUCTION: Observe the demonstrations below and explain the differences in the
speed of sound when the temperature is changed.

Speed of Sound

358.0 m/s

343.6 m/s

330.4 m/s

Guide Questions:
1. What happens to the speed of sound when the temperature changes?
2. Does sound travel faster or slower as temperature increases?

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PART 2:

INSTRUCTION: Speed is a changing variable that can be influenced by different factors

aside from temperature. Explain how the following factors affects the speed of sound.

1. Medium-sound travels faster in solid medium than in air.

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2. Density – the speed sound has an inverse relationship with the density of the medium.

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3. Temperature - the speed of sound has a direct relationship with temperature.

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4. Wind - the speed of sound in a medium can change depending on the direction of the
wind because air goes with the flow of the wind.

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PART 3:

INSTRUCTION: Speed is a changing variable that can be influenced by different factors

aside from temperature. Explain how the following factors affects the speed of sound.

1. The speed of sound, like all waves, depends on the _________________ through
which it travels. Sound travels fastest in ______________ (solids, liquids, gases) and slowest in
______________.

2. The speed of sound in air depends on the _____________________ of the air. At 0oC,
the speed of sound in air is ______________ m/s. For every degree above 0°C, the speed
_____________ by 0.6 m/s. For every degree below 0°C, the speed

__________________by 0.6 m/s.

3. What is the speed of sound at 35°C? _____________

4. What is the speed of sound at -20.°C? ______________

5. How many seconds will it take an echo to reach your ears if you yell toward a
mountain 82 m away on a day when the air temperature is 0°C?

PART 4:

INSTRUCTION: Based in you understanding, write down the effect of temperature to the
speed of sound.

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 WEEK 4

CONTENT STANDARD:

The learners demonstrate understanding of some properties and characteristics of

visible light

PERFORMANCE STANDARDS:

Discuss phenomena such as blue sky, rainbow, and red sunset using the concept
of wavelength and frequency of visible light.

LEARNING COMPETENCY:

Explain the hierarchy of colors in relation to the energy of visible light (S8FE-If-27)

Have you ever Visible light are Electromagnetic (EM) waves to which
wondered if the human eye is sensitive. Other EM waves like
other people
ultraviolet and infrared waves are not visible to humans.
see colors the
same way you
do? If you say Normally when we use the term "light," we are referring
that your shirt is to a type of electromagnetic wave that stimulates the
blue, and your retina of our eyes. In this sense, we are referring to visible
friends say that light, a small spectrum from the enormous range of
your shirt is blue, frequencies of electromagnetic radiation
are they really
seeing the same
This narrow band of visible light is affectionately known
blue that you
are? as ROYGBIV.

Visible light can also be measured by its energy. All waves are made of traveling energy,
and the amount of energy contained in each wave is related in proportion to its
frequency. The more energy a wave has, the higher its frequency, and vice versa. When
it comes to visible light, the highest frequency color, which is violet, also has the most
energy. The lowest frequency of visible light, which is red, has the least energy.

General description of a wave:

Waves can be characterized by their wavelength ( λ ), amplitude ( Y ), period ( T ),

frequency ( f ) and speed ( v ). The diagram below can be imagined as a “snapshot” of a
wave at a certain instant.
The wavelength λ can be found as the distance between two consecutive peaks. It is
expressed in meters. Amplitude Y is the maximum value of the wave variable (displacement
in this case). The period T can be thought off as the time that takes the wave variable to
complete a full cycle (like going from its maximum value pointing up to its minimum value
pointing down and back to its original maximum value pointing up ) at a fixed point ( that
means at a fixed distance ). Period is expressed in seconds. The frequency f is the number
of cycles or periods that the wave variable is able to complete in one second. Frequency
is expressed in Hertz (abbreviated Hz). The speed v of the wave is the speed at which the
whole wave pattern travels.

When all the wavelengths of the visible light spectrum strike your eye at the same time,
white is perceived. The sensation of white is not the result of a single color of light. Rather,
the sensation of white is the result of a mixture of two or more colors of light. Thus, visible
light - the mix of ROYGBIV - is sometimes referred to as white light. Technically speaking,
white is not a color at all - at least not in the sense that there is a light wave with a
wavelength that is characteristic of white. Rather, white is the combination of all the
colors of the visible light spectrum.

Why is the sky blue?

A clear cloudless day-time sky is blue because molecules in the air scatter blue light
from the sun more than they scatter red light. When we look towards the sun at sunset,
we see red and orange colours because the blue light has been scattered out and away
from the line of sight.

Tyndall Effect
The first steps towards correctly
explaining the colour of the sky were taken by
John Tyndall in 1859. He discovered that when
light passes through a clear fluid holding small
particles in suspension, the shorter blue
wavelengths are scattered more strongly than
the red. This can be demonstrated by shining
a beam of white light through a tank of water with a little milk or soap mixed in. From the
side, the beam can be seen by the blue light it scatters; but the light seen directly from
the end is reddened after it has passed through the tank. The scattered light can also be
shown to be polarised using a filter of polarised light, just as the sky appears a deeper blue
through polaroid sun glasses.
Dust or Molecules?

Tyndall and Rayleigh thought that the blue colour of the sky must be due to small
particles of dust and droplets of water vapour in the atmosphere. Even today, people
sometimes incorrectly say that this is the case. Later scientists realised that if this were true,
there would be more variation of sky colour with humidity or haze conditions than was
actually observed, so they supposed correctly that the molecules of oxygen and nitrogen
in the air are sufficient to account for the scattering.

Why not violet?

If shorter wavelengths are scattered most strongly, then there is a puzzle as to why
the sky does not appear violet, the colour with the shortest visible wavelength. The
spectrum of light emission from the sun is not constant at all wavelengths, and additionally
is absorbed by the high atmosphere, so there is less violet in the light. Our eyes are also
less sensitive to violet. That's part of the answer; yet a rainbow shows that there remains a
significant amount of visible light coloured indigo and violet beyond the blue.

ACTIVITY

Name: __________________________________________________________ Score: ________/ points

Section: ______________________ Teacher: _____________________________________________________________________

PART 1:

INSTRUCTION: Read the following key concept questions and write your answer to the box
provided.

1. What happens to visible light as it passes through a prism that produce colored light?
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2. What is the order of the colors of refracted light?

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3. How do rainbows form?

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4. Why does a yellow flower appear yellow?

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5. Why does a black notebook appear black?

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PART 2:

INSTRUCTION: Read the following concept questions and write your answer to the box
provided.

1. A light wave is an electromagnetic wave that has both an electric and magnetic
component associated with it. Electromagnetic waves are often distinguished from
mechanical waves. The distinction is based on the fact that electromagnetic waves
______.

a. can travel through materials and mechanical waves cannot

 b. come in a range of frequencies and mechanical waves exist with only certain
frequencies

c. can travel through a region void of matter and mechanical waves cannot

d. electromagnetic waves cannot transport energy and mechanical waves can

transport energy

e. electromagnetic waves have an infinite speed and mechanical waves have a

finite speed

2. Consider the electromagnetic spectrum as you answer these three questions.

a. Which region of the electromagnetic spectrum has the highest frequency?

b. Which region of the electromagnetic spectrum has the longest wavelength?

c. Which region of the electromagnetic spectrum will travel with the fastest speed?

3. Consider the visible light spectrum as you answer these two questions.

a. Which color of the visible light spectrum has the greatest frequency?

b. Which color of the visible light spectrum has the greatest wavelength?
 WEEK 4

CONTENT STANDARD:

The learners demonstrate understanding of heat and temperature, and the effects
of heat on the body

PERFORMANCE STANDARDS:

Discuss phenomena such as blue sky, rainbow, and red sunset using the concept
of wavelength and frequency of visible light.

LEARNING COMPETENCY:

Differentiate between heat and temperature at the molecular level (S8FE-If-29)

HEAT AND TEMPERATURE are a closely related topic, and as such, the difference between
the two can be a bit confusing. The core difference is that heat deals with thermal
energy, whereas temperature is more concerned with molecular kinetic energy.

Heat describes the transfer of thermal Temperature describes the average

energy between molecules within a kinetic energy of molecules within a
system and is measured in Joules. Heat material or system and is measured in
measures how energy moves or flows. An Celsius (°C), Kelvin(K), Fahrenheit (°F), or
object can gain heat or lose heat, but it Rankine (R). It is a measurable physical
cannot have heat. Heat is a measure of property of an object—also known as a
change, never a property possessed by an state variable. Other measurable physical
object or system. Therefore, it is classified properties include velocity, mass, and
as a process variable. density, to name a few.

Heat is a transfer of thermal energy caused by a difference in temperature

between molecules.

Heat, is thermal energy transferred from a hotter

system to a cooler system that are in contact.

Temperature is a measure of the average kinetic

energy of the atoms or molecules in the system.

It is heat that will increase or decrease the temperature. If we add heat, the temperature
will become higher. If we remove heat the temperature will become lower. Higher
temperatures mean that the molecules are moving, vibrating and rotating with more
energy.

If we take two objects which have the same temperature and bring them into
contact, there will be no overall transfer of energy between them because the
average energies of the particles in each object are the same. But if the
temperature of one object is higher than that of the other object, there will be a
transfer of energy from the hotter to the colder object until both objects reach the
same temperature.

ACTIVITY
Name: __________________________________________________________ Score: ________/ points
Section: ______________________ Teacher: _____________________________________________________________________

PART 1:

INSTRUCTION: Fill in the blanks that corresponds to the answer. Refer to the word bank
below.

Heat vs Temperature

Heat and temperature are not the same!

Temperature is a measure of how ___ or _____ something is. It is

measured in degrees ______ (oC) .For example: the temperature of
_______ water is 100oC and the temperature that water ________ at is
0oC.

Heat is the amount of ________ energy something has. It is

measured in _______ (J). The amount of thermal energy depends on
the ________ energy of its particles. The faster the _________ move
the more thermal energy it has.

Heat vs Temperature of a sparkler

•The tiny sparks are at a very high t__________

•Each particle in the spark is v___________ a lot because it is very hot

•But as there are not many p_________, the total

amount of heat energy is s_______
Heat vs temperature of a warm bath

•The water is at a l________ temperature than the sparkler but it contains more e_____. This
is because it contains more p_______. Each particle is vibrating l____ as it is at a lower
temperature BUT because there are so m______ - there is more t_______ energy.

WORD BANK:

Celsius lower thermal joules many

Particles kinetic less cold smaller

Energy vibrating temperature hot

Freezes boiling

PART 2:

INSTRUCTION: Expound the statement below. Write your answer to the box provided.

Temperature is not energy, but a measure of it. Heat is energy.

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INSTRUCTION: Discuss what you think the answer is to the following question:

1. Which object contains the most heat, a boiling pot of water or a gigantic iceberg?

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PART 4:

INSTRUCTION: Based in you understanding, write down the diferrence between heat and
temperature at the molecular level.

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 WEEK 5-6

CONTENT STANDARD:

The learners demonstrate understanding of current- voltage-resistance relationship,

electric power, electric energy, and home circuitry

LEARNING COMPETENCY:

Infer the relationship between current and voltage (S8FE-If-29)

ELECTRICITY is the movement of electrons. Electrons create charge, which

we can harness to do work. Your lightbulb, your stereo, your phone, etc.,
are all harnessing the movement of the electrons in order to do work. They
all operate using the same basic power source: the movement of
electrons.

The three basic principles for this tutorial can be explained using electrons, or more
specifically, the charge they create:

Voltage is the difference in charge between two points.

Current is the rate at which charge is flowing.

Resistance is a material's tendency to resist the flow of charge (current).

We define voltage as the amount of potential energy between two points on a circuit.
One point has more charge than another. This difference in charge between the two
points is called voltage. It is measured in volts, which, technically, is the potential
energy difference between two points that will impart one joule of energy per coulomb
of charge that passes through it (don't panic if this makes no sense, all will be
explained). The unit "volt" is named after the Italian physicist Alessandro Volta who
invented what is considered the first chemical battery. Voltage is represented in
equations and schematics by the letter "V".

When describing voltage, current, and resistance, a common analogy is a water tank. In this
analogy, charge is represented by the water amount, voltage is represented by the
water pressure, and current is represented by the water flow. So for this analogy, remember:

 Water = Charge
 Pressure = Voltage
 Flow = Current
Consider a water tank at a certain height above the ground. At the
bottom of this tank there is a hose.
The pressure at the end of the hose can represent voltage. The water
in the tank represents charge. The more water in the tank, the higher
the charge, the more pressure is measured at the end of the hose.
We can think of this tank as a battery, a place where we store a
certain amount of energy and then release it. If we drain our tank a
certain amount, the pressure created at the end of the hose goes
down. We can think of this as decreasing voltage, like when a
flashlight gets dimmer as the batteries run down. There is also a
decrease in the amount of water that will flow through the hose. Less
pressure means less water is flowing, which brings us to current.

We can think of the amount of water flowing through the hose from the tank as
current. The higher the pressure, the higher the flow, and vice-versa. With water, we
would measure the volume of the water flowing through the hose over a certain
period of time. With electricity, we measure the amount of charge flowing through
the circuit over a period of time. Current is measured in Amperes (usually just referred
to as "Amps"). An ampere is defined as 6.241*10^18 electrons (1 Coulomb) per
second passing through a point in a circuit. Amps are represented in equations by
the letter "I".

Let's say now that we have two tanks, each with a hose coming
from the bottom. Each tank has the exact same amount of water,
but the hose on one tank is narrower than the hose on the other.

We measure the same amount of pressure at the end of either

hose, but when the water begins to flow, the flow rate of the water
in the tank with the narrower hose will be less than the flow rate of
the water in the tank with the wider hose. In electrical terms, the
current through the narrower hose is less than the current through
the wider hose. If we want the flow to be the same through both
hoses, we have to increase the amount of water (charge) in the
tank with the narrower hose.

This increases the pressure (voltage) at the end of the narrower

hose, pushin g more water through the tank. This is analogous to an
increase in voltage that causes an increase in current.

Ohm’s Law

The relationship between Current through and Voltage across a

conductor was first discovered by a German scientist George Simon
Ohm. This relationship is called Ohm’s Law and be stated as;

The Current “I” flowing through a conductor is directly proportional to the potential
difference i.e. Voltage “V” across its ends provided the physical conditions (i.e.
temperature, strain, etc) do not change.
In other words;

In any electric circuit, the Current “I” is directly proportional to the applied Voltage “V”
and inversely proportional to the total circuit Resistance “R” if the physical condition of
the circuit remain unchanged i.e. (Temperature of the circuit does not change)

Mathematically,

I∝V or V/I = Constant = R

Where “R” is a Constant of proportionality and is called Resistance of the Conductor.
Current = Potential Difference / Resistance
I=V/R

Good to know
For calculation and simplifying of electric circuits (measuring of Current, Voltage and
Resistance), we can use Ohm’s Law in the following three forms
I = V/R
R = V/I or
V = IR

ACTIVITY
Name: __________________________________________________________ Score: ________/ points
Section: ______________________ Teacher: _____________________________________________________________________

PART 1:

INSTRUCTION: In your own words, expound your understanding on the caricature below
showing the concept of Ohm’s Law.
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PART 2:

INSTRUCTION: Answer the following questions below.

1. If the resistance of an electrical circuit is increased, what will happen to the current
assuming the voltage remains the same?

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2. If the voltage across a resistance is doubled, what will happen to the current?

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3. What is the voltage V in the circuit shown?

PART 3:

INSTRUCTION: Answer the following questions below. Encircle the correct statement.

1) According to Ohm's Law, current equals the voltage divided by the _________.
Resistance
Inductance
 Capacitance
Power
Conductance

2) What equation would you use to solve for voltage?

V = I/R
V = PR
V = CI
V = IR
V = R/I

3) What does the letter 'I' stand for in Ohm's Law?

Resistance
Inductance
Capacitance
Voltage
Current

4) What does the letter 'R' stand for in Ohm's Law?

Resistance
Inductance
Capacitance
Reactance
Rate of change

5) If the current in an electrical circuit is constant, what will happen to the voltage if the
resistance is increased?
The voltage will decrease
The voltage will increase
The voltage will stay the same

6) If there are 10 Volts across a 5 Ohm resistor, what is the current?

0.5 Amps
1 Amp
2 Amps
15 Amps
50 Amps

7) If there are 40 Volts and 5 Amps running through an electrical circuit, what is the
resistance of the circuit?
1 Ohm
2 Ohms
4 Ohms
6 Ohms
8 Ohms

8) If there are 7 Amps running through a 3 Ohm resistor, what will the voltage be across
the resistor?
2.5 Volts
10 Volts
17 Volts
21 Volts
 42 Volts

9) If you increase the voltage across a resistor, what will happen to the current?
The current will decrease
The current will increase
The current will stay the same

10) If you increase the size of the resistor and keep the voltage the same, what will
happen to the current?
The current will decrease
The current will increase
The current will stay the same

PART 4:

INSTRUCTION: Based in you understanding, write down the relationship between current
and voltage. Use your own words.

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 WEEK 7

CONTENT STANDARD:

The learners demonstrate understanding of current- voltage-resistance relationship,

electric power, electric energy, and home circuitry

LEARNING COMPETENCY:

Explain the advantages and disadvantages of series and parallel connections in

homes (S8FE-Ii-31)

When there are two or more electrical devices present in a circuit with
an energy source, there are a couple of basic means by which to
connect them. They can be connected in series or connected in
parallel.

SERIES CIRCUIT

A series circuit is a circuit in which loads are connected end to end so that the circuit will
have only one path through which electric current flows. Thus, when a number of loads
are connected in series, the effective resistance (total resistance in the circuit) is gotten
by adding the individual resistance algebraically.

In series connections, the same current flows across all the

branches of the circuits, but different voltage across it thus
making the resistors to have different voltage across them.
Each resistor or load will experience a voltage drop. The
applied voltage is equal to the sum of the voltage drop across
the different parts of the circuit. Voltage drop is proportional
to the resistance current being the same throughout the
circuit. When loads are connected in series, the loads will tend
to have a common switch. This kind of connection is
employed in school halls, street lights.

PARALLEL CIRCUIT

Resistors, loads are said to be connected in parallel when the end of each of the resistors
or loads have a common point or junction and the other ends are also connected to a
common point or junction. Unlike the series circuit connection, when finding the total
(effective) resistance in a parallel circuit, the reciprocal of the individual resistance is
taken.
 Thus, when a number of resistances are connected in parallel,
the reciprocal of the effective resistance is given by the
arithmetic or algebraic sum of the reciprocal of the individual
resistance.

1/Reff or 1/RT = 1/R1 + 1/R2 + 1/R3 …1/Rn.

Parallel circuit connection have the same voltage flowing across all the branches of the
circuits. Different resistors have their individual currents.

ACTIVITY
Name: __________________________________________________________ Score: ________/ points
Section: ______________________ Teacher: _____________________________________________________________________

PART 1:

INSTRUCTION: Identify whether the circuit is series or parallel. Write your answer to the
space provided.

1.

2.

3.
4.

5.

6.
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8.

9.

10.
PART 2:

INSTRUCTION: Identify whether the following statement is true or false. Write T if the
statement is false, otherwise, FALSE. (Be careful)

_______________________1. The components in a series circuit are arranged in a single path

from one end of supply to another end. However, the multiple components in a parallel
circuit are arranged in multiple paths wrt the two end terminals of the battery.

_______________________2. In a parallel circuit, a common current flows through all the

components of the circuit. While in a parallel circuit, a different amount of current flows
through each parallel branch of the circuit.

_______________________ 3. In the series circuit, different voltage exists across each

component in the circuit. Whereas in the parallel circuit, the same voltage exists across
the multiple components in the circuit.

_______________________ 4. The equivalent resistance in case of a series circuit is always

more than the highest value of resistance in the series connection. While the equivalent
resistance in the parallel circuit is always less than any of the individual resistances in
parallel combination.

_______________________ 5. A fault in one of the components of the series circuit causes

hindrance in the operation of a complete circuit. As against fault in a single component
in a parallel network do not hinder the functioning of another part of the circuit.

PART 3:

INSTRUCTION: Given below are the advantages of a series connection. Now its your turn
to write at least 5 diadvantages of using a series circuit connection

Advantages of Series Connection

 Less size of wire cable is required in series wiring.

 We use to protect the circuit to connect fuse & circuit breakers in series with other
appliances.
 Series circuit don’t get overhead easily due to high resistance when more load
added in the circuit.
 The lifespan of battery in series circuit is more as compared to parallel.
 It is most simple method of electrical wiring and fault can be easily detect and
repair as compared to parallel or series-parallel wiring.
Disadvantages of Series Connection

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PART 4:

INSTRUCTION: Given below are the disadvantages of a parallel connection. Now it’s your
turn to write at least 5 diadvantages of using a parallel circuit connection.

Disadvantages of Parallel Connections

 More size of cable and wire is used in parallel lighting wiring circuit.
 More current needed when additional light bulb added in the parallel circuit.
 Battery runs out quicker for DC installation.
 The parallel wiring design is more complex as compare to series wiring.

Advantages of Series Connection

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 WEEK 7

CONTENT STANDARD:

The learners demonstrate understanding of current- voltage-resistance relationship,

electric power, electric energy, and home circuitry

LEARNING COMPETENCY:

Explain the functions of circuit breakers, fuses, earthing, double insulation, and other
safety devices in the home. (S8FE-Ii-33

Electricity makes the world run by powering computers and buildings,

recharging batteries for portable handheld devices and keeping our
buildings warm. However, electricity is also dangerous to humans and
equipment, so electrical safety devices have been designed as
protection against potential electrical hazards.

Electrical Safety Devices – Circuit Breakers

Electrical safety devices protect electrical circuits

from short circuits or overloads. A circuit breaker is
designed to stop incoming electrical flow at the
sign of any irregularities (faults) such as an overload
(more than normal electrical flow that the
electrical system can handle). Once triggered,
circuit breakers can be automatically or manually
reset, unlike fuses that have to be replaced once
used. Circuit breakers vary in size to protect
electrical equipment from small (fit for a home) to large (fit for a city).

Electrical Safety Devices – Fuses

Fuses are electrical safety devices that

are considered sacrificial lambs. A fuse is
a simple metal strip or wire that melts
when it’s exposed to high levels of
electricity. This happens when too much
electricity flows into the power system.
The fuse interrupts the connected circuit
and absorbs the electrical overflow to protect electrical equipment from extensive
damage caused by fire or overheating. Fuses, among other overcurrent protection
devices, are required in electrical systems to protect human life and to avoid property
damage.

Electrical Safety Devices – Ground Fault Circuit Interrupters (GFCIs)

Ground Fault Circuit Interrupters are electrical safety devices

that are designed to limit the damage of electrical shocks by
quickly disconnecting the circuit when the return neutral
conductor and the energized conductor are not balanced.
This electrical safety wiring device disconnects the circuit
wherever this imbalance is located.

Electrical Safety Devices – Surge Protectors

Surge protector is an electrical safety device that

protects electrical equipment against voltage
spikes. Electrical equipment can be protected when
these electrical safety devices try to limit any excess
amount of supplied voltage by either shorting to
ground or blocking extra voltages.

Tamper Proof Receptacles

This device is aimed at parents of toddlers or young

children that will become curious to those ‘weird
holes in the wall’. A tamper-proof receptacle (or
tamper-proof outlet)
prohibits an electric current from flowing through an electrical wall
outlet unless all slots are activated simultaneously. For young
children who might be wandering around the home with a fork or
hairpin, they will be unable to shock themselves by inserting it into
a slot. It is never too late to start child-proofing your home.
 ACTIVITY
Name: __________________________________________________________ Score: ________/ points
Section: ______________________ Teacher: _____________________________________________________________________

PART 1:

INSTRUCTION: Identify what electrical safety device at home that the statement is
referring.

1. A __________________ is an electrical safety device that has the capability to protect an

electric circuit from excessive electric current. It is designed to allow current through the
circuit, but in the event that the current exceeds some maximum value it will open, severing
the circuit.

2. ______________________________________ resemble regular receptacles but they’re so

much more. In fact, they provide a permanent solution to childhood shock caused by
tampering with electrical outlets. ____________________________________________ feature
built in safety shutters that block foreign objects from being inserted into the receptacle.

3. __________________________ are devices that protect circuits from overload current

conditions. They do the same job as fuses, but they are not destroyed when activated. They
are more expensive to put in than fuses but since components rarely need to be replaced,
it may be cheaper in the long term. _________________________ are often considered safer
since the user can't as easily disable them (like putting the wrong size fuse in place).

4. A __________________________________________ is a device designed to detect a tiny

mismatch in currents (going into and out of the circuit), in order to prevent electrocution.
They are mandatory in bathrooms and kitchens, and anywhere else in a house where water
may come in contact with an electric circuit.

5. A ______________________________________ is a protective device that is connected to

protect a system against overvoltage. It is the component of the electrical protection
system and is used to protect equipment in power transmission and distribution systems.
These devices, in general, protect the electrical equipment against voltage transients.

PART 2:

INSTRUCTION: Multiple Choice (circle the correct answer)

1. A person qualified to perform electrical work must possess:

a. Skills/techniques to distinguish live parts from other parts of electrical equipment.
b. Skills and techniques to determine the nominal voltage of exposed live parts.
 c. Knowledge on the use of PPE, insulating and shielding materials, and insulated
tools.
d. All of the above.

2. Electrical injuries are commonly caused by:

a. Unsafe equipment or installations
b. An unsafe environment
c. Unsafe work practices.
d. All of the above

3. Current flow from hand to hand is called:

a. Step potential
b. Touch potential
c. Amperage
d. None of the above.

True or False:

4. __________ Conductors offer little resistance to the flow of electric current.

5. __________ Cord and plug equipment should have a three prong plug or be double
insulated.

6. __________ Only authorized employees are permitted to work on electrical systems and
equipment.

7. __________ Electrical shock can cause damage to tissue, muscle, and internal organs.

8. __________ The longer a person is exposed to an electrical shock (current), the greater
the risk of serious injury.

9. __________ Grounding conductors are usually black in color.

10. __________ Ground fault circuit interrupters compare the amount of current going into
electrical equipment and the amount of equipment returning.