SCIENCE 8

A Learner’s Module Aligned

to the K to 10 MATATAG
Curriculum
Written and Developed by:
Wowie F. Falcatan, BSEd – Biological Science, LPT
Licensed Professional Teacher | Science Educator

Sir Wowie F. Falcatan 1

 GRADE 8 – FOURTH QUARTER PHYSICS MODULE
OVERVIEW: FORCES, ENERGY, AND LIGHT
In the fourth quarter, learners will explore the principles of forces, acceleration, work,
energy, and light. They will investigate how forces affect motion, how energy is transformed and
conserved, and how light behaves through reflection and refraction. Through experiments,
problem-solving, and real-life examples, learners will develop an understanding of physical
phenomena and apply concepts in everyday situations.

Chapter 1: Forces and Acceleration

• Learners identify that forces cause objects to accelerate, and that acceleration is the rate
of change of velocity.
• Students observe and describe examples of accelerating objects at school and in the local
community, including objects showing uniform circular motion.

Chapter 2: Graphical Representation of Motion

• Learners construct and annotate distance-time graphs and velocity-time graphs.
• Students represent uniform and non-uniform acceleration using these graphs.

Chapter 3: Forces and Acceleration (Application)

• Learners identify again that forces cause objects to accelerate, and acceleration is the
rate of change of velocity.
• Students observe and describe examples of accelerating objects at school and in the local
community, including uniform circular motion.

Chapter 4: Work and Power

• Learners recognize that work is done when a force causes the displacement of an object.
• Students understand that power is the rate of doing work.

Chapter 5: Kinetic and Potential Energy

• Learners describe kinetic energy and potential energy.
• Students illustrate the transformation of kinetic energy to potential energy and vice versa.
• Learners explain that mechanical energy is the sum of kinetic and potential energy
available to do work.

Chapter 6: Conservation of Energy

• Learners describe conservation of energy in everyday situations involving gravity, such as
falling objects.
• Students gather information from secondary sources to explain how potential energy stored
in lakes and dams in the Philippines is converted into kinetic energy to generate electricity
for homes, communities, and industries.

Chapter 7: Reflection of Light

• Learners carry out guided investigations to describe and illustrate the reflection of light
using plane and curved mirrors.
• Students explore everyday applications of reflection in practical contexts.

Chapter 8: Refraction of Light

• Learners carry out guided investigations to describe and illustrate the refraction of light
using transparent blocks, lenses, and prisms.
• Students explore everyday applications of refraction, such as lenses in eyeglasses and
prisms.

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 Grade 8 Science
Lesson 1: Acceleration
Learning Competency
1. The learners identify that forces cause objects to accelerate, and that acceleration of an
object is its rate of change of velocity.
2. The learners observe and describe examples of accelerating objects at school and in the local
community, including objects that show uniform circular motion.
Learning Objectives
1. Recognize and name the forces that lead to the acceleration of objects.
2. Define acceleration as the rate of change of an object’s velocity.
3. Calculate acceleration based on a change in velocity over time.
4. Identify and describe examples of objects accelerating at school and community.
5. Differentiate uniform and non-uniform acceleration

Introduction
Understanding Acceleration
Acceleration is a fundamental concept in understanding motion. Whenever an object
changes its velocity, either by increasing or decreasing its speed, or by changing direction, it
experiences acceleration.
Velocity itself is a combination of speed and direction. Therefore, acceleration can occur
even if an object moves at constant speed but changes its direction, like a car taking a turn.
Why Study Acceleration?
• Helps explain motions in everyday life: running, cycling, vehicles moving in traffic, or sports
movements.
• Essential in designing vehicles and infrastructure to ensure safety.
• Helps predict how objects will move when forces act on them.
Example: A cyclist speeding up along a straight road accelerates positively. If the cyclist slows
down before a turn, it experiences negative acceleration.

The Concept of Acceleration

Definition
Acceleration is the rate at which an object’s velocity changes over time. It is a vector quantity,
meaning it has both magnitude and direction.
Change in velocity 𝑣𝑓 − 𝑣𝑖
Acceleration (a) = =
Time taken 𝑡

Where:
• 𝑣𝑓 = final velocity
• 𝑣𝑖 = initial velocity
• 𝑡= time interval
Units: meters per second squared (𝑚/𝑠2 )
Signs of Acceleration:
• Positive Acceleration: Object speeds up.
• Negative Acceleration (Deceleration): Object slows down.
Example:
• A car increasing speed from 10 m/s to 20 m/s in 5 seconds has an acceleration of:
20 − 10
𝑎= = 2 m/s²
5

Types of Acceleration
1. Positive Acceleration
Occurs when an object gains speed.
Example: A runner starting a sprint from rest.
2. Negative Acceleration

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Occurs when an object loses speed.
Example: A car slowing down at a stoplight.
3. Zero Acceleration
Occurs when an object moves at constant velocity in a straight line.
Example: A train moving on a straight track at constant speed.
4. Acceleration due to Change in Direction
Even if speed is constant, changing direction causes acceleration.
Example: A car moving at constant speed around a circular track.

Uniform vs Non-Uniform Acceleration

Uniform Acceleration
• Acceleration is constant over time.
• The rate of change of velocity is the same at all intervals.
Example: A car speeding up at a steady rate on a straight road.
Non-Uniform Acceleration
• Acceleration varies over time.
• The rate of change of velocity is not constant.
Example: A car moving in traffic, stopping and speeding up repeatedly.
Key Point: Understanding uniform and non-uniform acceleration helps predict motion and analyze
forces acting on objects.

Acceleration in Daily Life

Acceleration is everywhere. Here are some examples:
Situation Type of Explanation
Acceleration
A ball rolling down a slope Positive Speed increases as it rolls down
A bicycle slowing at school gate Negative Speed decreases as it brakes
A car turning a corner at Changing Acceleration occurs due to change in
constant speed direction direction
A parked car Zero No velocity change

Observation Activity:
Look around your school or community. Identify three examples of objects accelerating. Write the
type and explain briefly.
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________

Calculating Acceleration
Step 1: Identify the Velocities
• Initial velocity 𝑣𝑖
• Final velocity 𝑣𝑓
Step 2: Identify Time
• Determine how long the change in velocity takes (𝑡)
Step 3: Apply the Formula
𝑣𝑓 − 𝑣𝑖
𝑎=
𝑡

Example Problems
1. A car goes from 0 m/s to 24 m/s in 8 s.
24 − 0
𝑎= = 3 m/s²
8

2. A cyclist slows down from 15 m/s to 5 m/s in 5 s.

5 − 15
𝑎= = −2 m/s²
5
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Practice Activity: Solve three similar problems using the formula above.

Real-Life Applications and Activities

Activity 1: Spot the Acceleration
• Observe motions around you: running, vehicles, bicycles.
• Record at least five situations. Identify:
o Type of acceleration (positive, negative, zero)
o Whether it is uniform or non-uniform
Activity 2: Acceleration Challenge
• Imagine a local race (e.g., carabao race).
• Data: A participant increases speed from 2 m/s to 10 m/s in 4 s.
• Calculate acceleration and classify it as uniform or non-uniform.
Discussion Questions:
1. How does acceleration affect performance in sports?

2. Why is understanding acceleration important for driving safely?

Summary and Reflection

Key Points to Remember
1. Acceleration = change in velocity ÷ time.
2. Acceleration types: positive, negative, zero, and due to direction change.
3. Uniform vs Non-uniform acceleration depends on whether the rate of velocity change is
constant.
4. Acceleration occurs in everyday situations — in vehicles, sports, and daily activities.
5. Understanding acceleration helps predict and control motion.
Reflection Questions:
1. Give an example of acceleration you experienced today. Describe the type.
2. Why is acceleration considered a vector quantity?
3. How can calculating acceleration help in real life?

FORMATIVE ASSESSMENT
1. Formative Assessment
A. Identification. Write A if the situation shows that an object is ACCELERATING
and NA if it is NOT ACCELERATING.
______1. A truck moving at a constant speed turns east.
______2. A car parked in front of a mall.
______3. A jeepney slowing down.
______4. A bicycle moving at a constant speed on a straight path.
______5. A runner slowing down after crossing the finish line.

B. True or False. Write True if the statement is true; otherwise, write False.
______1. An object accelerates when an unbalanced force is acting on it.
______2. Acceleration is defined as the rate of change of an object's velocity.
______3. A car moving at a constant speed on a straight road is accelerating.
______4. Non-uniform acceleration is characterized by a constant change in velocity
over equal time intervals.
______5. An example of uniform acceleration is a roller coaster that speeds up and
slows down throughout the ride.
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C. Problem-solving. Solve the following problems on acceleration. Show your
complete solution with the correct units. (5 pts. Each)
Note: Round off your answers to two decimal places.

1. What is the car’s acceleration if its speed changes from 0 m/s to 60 m/s in 6 seconds?
Given:
Required:
Formula:
Solution:

2. A cyclist accelerates at a rate of 7 m/s2. How long will it take the cyclist to reach a speed of 18
m/s from 0 m/s?
Given:
Required:
Formula:
Solution:
3. A motorcycle traveling at 25 m/s accelerates at a rate of 8 m/s2 in 5 seconds. What is the final
speed of the motorcycle?
Given:
Required:
Formula:
Solution

Answer Key:
A.
1. A
2. NA
3. A
4. NA
5. A
B.
1. True
2. True
3. False
4. False
5. False

1. Car’s Acceleration
Problem: What is the car’s acceleration if its speed changes from 0 m/s to 60 m/s in 6 seconds?
Given:
• Initial velocity, 𝑣𝑖 = 0 m/s
• Final velocity, 𝑣𝑓 = 60 m/s
• Time, 𝑡 = 6 s
Required: Acceleration, 𝑎
Formula:
𝑣𝑓 − 𝑣𝑖
𝑎=
𝑡

Solution:
60 − 0 60
𝑎= = = 10 m/s²
6 6

Answer:
𝑎 = 10 m/s²

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2. Cyclist’s Time to Reach a Speed
Problem: A cyclist accelerates at a rate of 7 m/s². How long will it take the cyclist to reach a speed
of 18 m/s from 0 m/s?
Given:
• Initial velocity, 𝑣𝑖 = 0 m/s
• Final velocity, 𝑣𝑓 = 18 m/s
• Acceleration, 𝑎 = 7 m/s²
Required: Time, 𝑡
Formula:
𝑣𝑓 − 𝑣𝑖
𝑡=
𝑎

Solution:
18 − 0 18
𝑡= = ≈ 2.57 seconds
7 7

Answer:
𝑡 ≈ 2.57 seconds

3. Motorcycle’s Final Speed

Problem: A motorcycle traveling at 25 m/s accelerates at a rate of 8 m/s² for 5 seconds. What is
the final speed?
Given:
• Initial velocity, 𝑣𝑖 = 25 m/s
• Acceleration, 𝑎 = 8 m/s²
• Time, 𝑡 = 5 s
Required: Final velocity, 𝑣𝑓
Formula:
𝑣𝑓 = 𝑣𝑖 + 𝑎 ⋅ 𝑡

Solution:
𝑣𝑓 = 25 + (8 × 5) = 25 + 40 = 65 m/s

Answer:
𝑣𝑓 = 65 m/s

About the Author

Wowie F. Falcatan, BSEd – Biological Science, LPT

Sir Wowie is a passionate Science educator and licensed professional teacher with a
specialization in Biological Science. With years of experience in teaching and instructional design,
he aims to make Science more meaningful, practical, and engaging through learner-centered
materials aligned with the K to 10 MATATAG Curriculum.

Terms of Use
This learning module is for personal, classroom, or academic use only. Reproduction for profit,
mass distribution, or digital reuploading without the author’s permission is strictly prohibited.
For inquiries or collaboration, please contact: [fojaswowie@[Link]]

Disclaimer:
This module is created to support students and educators in mastering Science concepts
aligned with the K to 10 Revised Curriculum, also known as the MATATAG Curriculum. While the

Sir Wowie F. Falcatan 7

formative assessments included in this module are adapted from the Department of Education
(DepEd) exemplar materials, they are used to maintain familiarity and uniformity with national
standards. All other content, explanations, and activities are original work of the author and crafted
to align with the Most Essential Learning Competencies (MELCs) under the MATATAG Curriculum
framework. This module is not an official DepEd material, but it is designed to complement
classroom instruction in line with the curriculum.

References
✓ Department of Education. (2023). Science 8 Exemplar Module. DepEd Commons / LR
Portal.
✓ Department of Education. (2022). Most Essential Learning Competencies (MELCs).
✓ Department of Education. (2023). MATATAG Curriculum Guide: Science 8.
✓ Khan Academy. (n.d.). Science Lessons. Retrieved from [Link]
✓ Britannica. (n.d.). Science Topics. Retrieved from [Link]
✓ [Link]. (n.d.). Filipino Science Resources. Retrieved from [Link]

END.

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