GRADE 8 School Grade Level 8

DAILY LESSON LOG Teacher Learning Area Science 8

Teaching Dates and Time Week 6 Quarter 1
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES
A. Content Standards
Demonstrates understanding of the propagation of sound through solid, liquid and gas

B. Performance Standards
Discusses technologies that make use of sound waves

C. Learning Competencies/Objectives
Write the LC code for each Infer how the movement of particles of an object affects the speed of sound through it. S8FE-Ie-24 Investigate the effect of temperature to speed of sound through fair testing. S8FE-Ie-25

II. CONTENT
How the movement of particles of an object affects the speed of sound through it. How the movement of particles of an object affects the speed of sound through it.

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages Science 8 Teacher’s Guide pp. 51 Science 8 Teacher’s Guide pp. 52-53
2. Learner’s Material pages Science 8 Module pp.70-74 Science 8 Module pp.83-84
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
Learning Episode 1:
A. MOTIVATION
1. Presentation Today, we will infer how the movement of particles of an object affects the speed of sound through it. Today, we will investigate the effect of temperature to speed of sound through fair testing.
2. Importance It is important to know the effect of temperature to speed of sound for us to understand and explain some
This is important to know how movement of particles in an object affects the speed of sound so that we
natural phenomenon that we experience in a real life situation, for example, you can hear the sounds from
can make the necessary precautions when a certain situation calls for it like the landing of airplane.
vehicles passing by during night time even though your house is a distance from the street.
3. Formative Assessment All of you will infer how the movement of particles of an object affects the speed of sound through it At the end of the lesson, all of you will investigate the effect of temperature to speed of sound through fair
using a diagram. testing.
B. PROBE AND RESPOND
1. Review /Drill The teacher will ask the students the following questions:
n/a 1. How would you define sound?
How the movement of particles of an object affects the speed of sound?
2. Pre-requisite Skills  The teacher will use chimes for the students to describe sound.  The teacher will discuss on the speed of sound. The teacher will say
1. The students
 .will determine the volume of the sound gently, hardly and intensely: “The speed of sound may differ for different types of solids, liquids, and gases. For one, the elastic
1. low – if less than half of the class can hear the sound properties are different for different materials. This property (elastic property) is the tendency of a material
2. medium – if more than half of the class can hear the sound to maintain its shape and not deform when a force is applied to the object or medium. Steel for example will
3. high – if all of the students can hear the sound experience a smaller deformation than rubber when a force is applied to the materials. Steel is a rigid
The teacher will say, “If I will bang the chime with a ruler gently, the chimes will produce a low sound. If I material while rubber can easily deform and is known as a flexible material. Particles that quickly return to
will bang the chime with a ruler hardly, the chimes will produce a medium sound. If I will bang the chime their rest position can vibrate at higher speeds. Thus, sound can travel faster in mediums with higher elastic
with a ruler intensely, the chimes will produce a high sound. This is possible because sound consists of properties (like steel) than it can through solids like rubber, which have lower elastic properties.
vibrations or waves that travel through the air and other media. It is transmitted in air through vibrations Generally, the bond strength between particles is strongest in solid materials and is weakest in gases.
 of air particles Thus, sound waves travel faster in solids than in liquids, and faster in liquids than in gases. Among solids, the
most rigid would transmit sound faster just like the case of wood and metal.

 The teacher will discuss the effect of temperature on the speed of sound in liquid, frequency and pitch.
The teachers will say

“The speed of sound is directly affected by the temperature of the liquid. The hotter the medium the faster
the sound travels. Heat just like sound, is a form of kinetic energy. At higher temperature, particles have
more energy (kinetic) and thus vibrate faster. And when particles vibrate faster, there will be more collisions
per unit time. With more collisions per unit time, energy is transferred more efficiently resulting in sound
traveling quickly
The frequency of a wave refers to how often the particles of the medium vibrate when a wave passes
through the medium. The sensation of a frequency is commonly referred to as the pitch of a sound. A high
pitch sound corresponds to a high frequency sound wave and a low pitch sound corresponds to a low
frequency sound wave.”
Learning Episode 2:
A. Modelling/Coaching 1. The teacher will divide the class into small groups (3-5 members/ group)
Learning Episode 3: 2. Activity sheets and the materials needed in the activity will be given to the group.  The teacher will divide the class into small groups (3-5 members/ group) and distribute the activity
A. Guided Practice 3. The teacher together with the students will do the activity. sheets and the materials needed.
B. Independent Practice  The teacher together with the students will investigate how temperature affects the speed of sound.
Activity 1 (Grade 8 Learners’ Module pp 71-72)
Objective: Infer how the movement of particles of an object affects the speed of sound through it. ACTIVITY 1
(Grade 8 Learners’ Module pp 83-84)
Materials: rubber band, piece of plastic sheet, empty large can of powdered milk (800 grams or 1 kg),
Objective: Investigate how temperature affects the speed of sound.
wooden ruler, empty can of evaporated milk (400mL), rock salt
Materials: 3 pcs water containers, thermometer, bucket of ice, electric heater (or hot water contained in
Procedure:
thermos bottle), tuning fork
1. Prepare all the materials needed for the activity. Make sure that you find a work area far
enough from other group.
Procedure:
2. Put the plastic lightly over the open end of the large can and hold it while your partner puts
the rubber band over it.
1. Label the three (3) graduated cylinders with HOT, ROOM TEMP., COLD respectively.
3. Sprinkle some rock salt on top of the plastic.
2. Half-fill the ROOM TEMP graduated cylinder with tap water.
4. Hold the small can close to the salt and tap the side of the small can with the ruler.
3. Sound the tuning fork by striking it on the sole of your rubber shoes and hold it on top of the
5. Q1. What happens to the salt?
graduated cylinder.
6. Try tapping the small can in different spots or holding it in different directions. Find out how
4. When no loud sound is produced increase the amount of water up to a level where sound is produced
you should hold and tap the can to get the salt to move and dance the most.
when the vibrating tuning fork is placed on top. NOTE THIS LEVEL OF WATER.
7. Q2. How were you able to make the salt move and dance the most?
5. Fill HOT graduated cylinder with hot water (about 70 0C) to the same level as that of the room
8. Q3. What was produced when you tapped the small can? Did you observed the salt bounce or
temperature cylinder.
dance on top of the plastic while you tapped the small can?
6. Fill the COLD graduated cylinder with COLD water (about 5OC) at the same level as that of the
9. Q4. What made the salt bounce up and down?
ROOM TEMP cylinder.
10. Q5. From your observations, how would you define sound?
7. Determine the temperature of the water in each of the cylinders just before sounding the
11. Switch on the transistor radio while it is still positioned near the large can. Observe the rock
tuning fork.
salt.
8. Sound the tuning fork in each of the cylinders and note the sound produced by each cylinder.
12. Increase the volume of the radio while it is still positioned near the large can. Observe the rock
Record all your observations.
salt again.
9. Do this for three trials focusing on the differences in the pitch of the sound each cylinder
Q6. What happened to the rock salt as the loudness is increased?
creates. Record all your observations
Q7. Which wave characteristic is affected by the loudness or the intensity of sound?
Q8. From the activity, how does the movement of particles of salt affected the speed of sound?
Q1. Which cylinder gave the loudest sound?
Q2. Which cylinder gave the highest pitched sound?
Q3. If pitch is directly dependent on frequency, then, which cylinder gives the highest frequency sound?
 Q4. Since wave speed is directly dependent on frequency, then, which cylinder gives the fastest sound?
Q5. How would you relate the temperature of the medium with the speed of sound?

Table I

Temperature of Effect of temp. to the Frequency of

Cylinder
water spread of sound sound

Using the data in the table above, what is the effect of temperature to the speed of sound?

Learning Episode 4:
A. Evaluation Infer how the movement of particles of an object affects the speed of sound through it using the diagram Table I
below.
Temperature of Effect of temp. to the Frequency of
Cylinder
water spread of sound sound
1 Hot Fastest Highest
2 Room temp. Fast High
3 Cold Slow Low

Using the data in the table above, what is the effect of temperature to the speed of sound?
B. Assignment/Project

V. REMARK
VI.REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help
your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.

A. No. of learners who earned 80%

in the evaluation.

B. No. of learners who require

additional activities for
remediation who scored below
80%.

C. Did the remedial lessons work?

No. of learners who have caught
up with the lesson.

D. No. of learners who continue to

require remediation

E. Which of my teaching strategies

worked well? Why did these
work?

F. What difficulties did I encounter

which my principal or supervisor
can help me solve?

G. What innovation or localized

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