LESSON 44: EFFECTS OF FORCE ON OBJECTS

Activity 1
What are the effects of force on the shape of an object?

OBJECTIVES:
Explain the effects of force on the shape of an object

WHAT YOU NEED:

Sponge rolling pin
Robber ball fork and spoon
Modeling clay hammer
Styrofoam foil paper
Bar soap bottle cap
Chocolate bar cup cake
Plastic drinking glass eggsshell

WHAT TO DO:

1. Observe each of the solid materials given in column A.

2. Change the shape of the materials found in column A by applying
force on it.
3. Fill out column B with what you did to change the shape of the
materials.
4. Fill out column C with changes that took place after you have
applied force on the materials.
(A) (B) (C)
Object What I did to change the shape of What changes took place
the materials after I have applied force
on the material
Sponge
Rubber ball
Modeling clay
Styrofoam
Bar soap
Chocolate bar
Foil paper
 GUIDE QUESTIONS:

1. Look at your answers in column B. what are the common ways you did
to change the shape of the objects? For each way, what did you use?
2. Listed below are also other ways to change the shape of the objects.
What do you think will happen to an object if you will
a. Pound
b. Bent
c. Stretch
d. Crumpled
e. Press it
3. From your answers in the questions above, what do you think can force
do to objects?
 LESSON 45: EFFECTS OF FORCE ON THE SIZE OF AN OBJECTS
Activity 1
How does force affects the size of an object ?

OBJECTIVES:
Describe the effects of force on the size of an object

WHAT YOU NEED:

Plastic bottle rubber ball bilao
Rubber ball cracker biscuit pair of scissors
Copper wire Styrofoam popsicle stick
Cardboard hammer bottle cap
Eggshell rolling pin sponge

WHAT TO DO:
1. Put out the assigned materials on the table.
2. Get the winnowing basket (bilao) and place it at the middle of the table.
3. Put each of the materials in the winnowing basket one at a time except
for the pair of scissors, hammer, rolling pin, and popsicle stick.
4. Think of what you can do to change the size of each of the materials.
5. Perform the action that you have thought for each of the material.
6. Be careful in performing the action
7. Be sure that you will not harm/hurt others in doing so.
8. Record the actions you have done and their effects on the materials in
the data table.
9. Return all the materials inside the basket and clean the working area
after finishing the activity.
10.Be ready to present your data.

(A) (B) (C )
objects What I did to change the What changes took place
shape of the materials after I have applied force
on the material?
MATERIAL ACTION DONE EFFECT OF FORCE
APPLIED
Plastic bottle
Rubber ball
Copper wire
Cardboard
Bottle cap
Eggshell
Sponge
Bar soap
Cracker bisquit
Styrofoam

GUIDE QUESTIONS

1. How would you describe the size of the materials before force was applied
on them?
2. How would you describe the size of the materials after force was applied
on them?
3. Which of the materials became bigger? Smaller? Longer? Shorter?
4. What is the effect of force on the size of the materials?

\
LESSON 46: EFFECTS OF FORCE ON THE MOVEMENT OF AN OBJECT
Activity 1
HOW DOES FORCE AFFECT THE MOVEMENT OF AN OBJECT?

OBJECTIVES:
Describe the effects of the amount of force on the movement of an
object

WHAT YOU NEED:

Small plastic toy car
Meter stick
Spring balance
3 identical padlocks

WHAT TO DO:
PUSH AND GO

1. Select a flat surface on the classroom floor.

2. Mark a starting point. Gently push the toy car with your hand.
Observe how far it moved. Measure the distance that it travelled using a
meter stick. Make a similar table below on your notebook and record your
observation.
3Bring the toy car back to the starting point and repeat step 2, but
this time, push the toy car with a stronger force. Observe how far it
travelled. Measure the distance it covered. Record your observation on
your data table.
4. Repeat step 3 for 3 more times with varying forces applied on the
toy car. You can vary the force with the help of different objects. Record
your observation in your data table.
Trial No. Type of Force Applied Distance Covered
1
2
3
4
5
HANG and PULL

1. Hang a padlock on spring balance. Measure the force exerted by the padlock on the spring.
Record your observation in your notebook in a table similar to the one below.
2. Add another padlock to the spring balance and take note of the force exerted by the padlocks
on the spring balance. Record your observation in the data table.
3. Add a third padlock to the spring balance. Measure the force exerted by the padlocks on the
spring balance. Record your observation in your data table.

Number of Padlock Force Exerted by the Padlocks

1
2
3

GUIDE QUESTIONS

Push And Go

1. How do you compare the distance travelled by the toy cars when pushed by the weakest force
and when pushed by the strongest force?
2. Which degree of force applied made the toy car travelled the farthest? Nearest?
3. What affected the distance travelled by the toy car?

Hang and Pull

4. What did you observed with the spring balance when you hanged a padlock on it?
5. What was the effect on the spring balance as you add more padlocks?
6. Predict what will happen if you keep on adding more padlocks to the spring balance.
 LESSON 47: SAFETY MEASURES IN PHYSICAL ACTIVITIES
Activity 1
How safe are you?

OBJECTIVES:
Practice safety measures in doing physical activities.

WHAT YOU NEED:

 Copy of observation sheet
 Ballpen
 2 pcs ¼ illustration board
 Crayons
 Pentel pen

WHAT TO DO:
1. Work in groups. Copy the observation sheet below in your
notebook. Go around the school grounds and observe.
2. Copy or list down the messages in the signage or
environmental prints that show warning or reminders for
you to follow to stay safe in school.
3. Observe your school mates. Are they following what was
written on the signage? Take pictures of the pupils who are
following the message on the signage and take pictures of
those who are not following if you have An available
camera.

Guide questions

1. What singages are found in your school?

2. Where are they located? Are they visible enough for everyone to see?
3. Are there more pupils following the message of the sign? Or are there more pupils disobeying
it?
4. What will happen if all the pupils will obey the message of the signage?
5. What will happen if pupils will ignore the signage.

iLESSON 44: EFFECTS OF FORCE ON OBJECTS

Activity 2
 How do you keep yourself safe at home?
OBJECTIVES:
Describe different safety measures in doing activities at home?

WHAT YOU NEED:

 List of questions to be asked to your interviewee
 Notepad
 ballpen

WHAT TO DO:
1. Work in groups. Formulate set of questions that you will ask
your prospect interviewee. The questions must focus on
determining if they are safe in performing physical activities at
their respective homes. Sample questions would be:
a. What activities do you love to do at home?
b. What reminders do your parents tell you when doing the said
activity?
2. Go around your school, interview your schoolmates. Use the set
of questions you prepared. Let one of your groupmates take note
of the answers given by interviewees.
3. Go back to your classroom and go over the notes you gathered.
Make a summary of your answers.
4. Identify the top 5 most common answers of your interviwees and
write it on piece of manila paper.
5. Present your output to the class.

GUIDE QUESTIONS
1. What made you decide to use these questions? How did your group arrive
at these questions?
2. What are the common answers of your interviewee?
3. Based on your data, can you say that the pupils you interviewed are safe
inside their homes when doing physical activites? Why?
4. Are there more tips you could add which where not given by your
interviewees? List them down on the box below.

LESSON 48: THE MAGNET

Activity 1
 What materials are attracted by magnets?

OBJECTIVES:
Identify objects attracted by a magnet.

WHAT YOU NEED:

Ballpen cap sharp pencil
Bits of paper paper clips
Can opener cloth
Coins plastic spoon
Eraser rubber band
Magnet ruler
Nails thumbtacks
Tin can wire

WHAT TO DO:

1. Gather all the materials on the table.

2. Place each of the given materials near the end of the magnet. Observe
what happens.
3. Record your observations on the table below.
Objects attracted by the magnet Objects not attracted by the magnet

GUIDE QUESTIONS:
1. What happened when the materials were placed near the magnet.
2. Inspect the objects that were attracted by the magnet. What are they
made of? Do they same for the objects that are not attracted to the
magnet?

LESSON 49: FORCE EXERTED BY MAGNETS

Activity 1
 What kind of force is exerted by a magnet?

OBJECTIVES:
Describe the force exerted by a magnet.

WHAT YOU NEED:

 Two pcs of bar magnets
 Manila paper
 marker

WHAT TO DO:

1. Place 2 bar magnets on the table.

2. Have the north pole of the bar magnet face the north pole of another
bar magnet. Place them at least 5cm away from each other. Observe
what happens.
3. Have the south pole of a bar magnet face the south pole of another
magnet. Place them at least 5cm away from each other. Observe what
happens.
4. This time, have the north pole of a bar magnet face the south pole of
another magnet. Place them at least 5cm away from each other.
Observe what happens.
5. Try to move the north pole of a bar magnet towards the south pole of
another. Observe what happens.
6. Illustrate your observations for procedure 2, 3 and 4.
7. Present your output to the class.

GUIDE QUESTIONS

1. What happens when the magnets with the same poles face each other?
2. What happens when the magnets with opposite poles face each other?
3. What general statement can you formulate?

LESSON 50: HEAT TRANSFER IN SOLID MATERIALS

Activity 1
 How is heat transferred in solid materials?

OBJECTIVES:
Describe how heat is transferred in solid materials.

WHAT YOU NEED:

SET A SET B
Alcohol lamp Thermos filled with hot water
Matchstick/lighter Coffee mug
Clamp/tong Metal spoon
Metal rod/nail Watch/ timer
margarine
Plastic spoon

WHAT TO DO:
SET A
1. Light the alcohol lamp with matchstick.
2. Scoop margarine from its container then spread it to the half end, close to
the head of the nail.
3. With the use of a pair of tongs, hold the part of the nail where you spread
the margarine.
4. Slowly bring the part of the nail without margarine to the tip of the flame
of the alcohol lamp. Hold the nail in the flame until you observe change in
the margarine.

GUIDE QUESTIONS
1. What happened to the margarine on the nail?
2. Why do you think the change took place even if it was not directly exposed
to the flame?
3. If we are using a metal tong and continue to expose the nail to the flame,
what do you think will happen to the metal tong?

SET B
What to do?

1. Fill a mug with hot water. Be extra careful when pouring hot water to the
mug. Avoid spilling hot water.
2. Place a metal spoon into the coffee mug.
3. Surface Wait for about 5 minutes. Carefully feel the exposed end of the
spoon. Slightly touched the outside surface of the mug too.

GUIDE QUESTIONS:
1. What happened to the exposed end of the spoon after 5 minutes?
2. What did you noticed about the outside surface of the mug when you
touched it? Why?
3. Suggest ways to reduce the effect of heat on the turner so that we can
avoid getting hurt when we lift it out of the hot pan?

Activity 2
How does heat travels through liquid materials
 OBJECTIVES:
Describe how heat is transferred through liquid materials?

WHAT YOU NEED:

 At least 5 pcs mongo seeds
 Laboratory thermometer
 Small casserolr
 Small electric stove or heater
 water

WHAT TO DO:
1. Half fill a casserole with water.
2. Set up the thermometer in the casserole with a clamp and iron
stand.
3. Get the initial temperature of the water using laboratory
thermometer.
4. Put at least 5 mongo seeds in the water.
5. Put the casserole with water over a stove. Switch on the stove.
6. While the water is being heated, get the temperature of the
water every minute. Do this for about 5 minutes or for 5 times.
7. Observe the movement of the mongo seeds in the casserole
when the water starts to boil. Record your observation in your
science notebook.
8. Make agraph of your temperature readings. Predict what will
happen to the temperature of the water if you continue heating it
using the data you have collected.

GUIDE QUESTIONS
1. What happens to the temperature of the water after three minutes?
2. What do you noticed about the movement of the mongo seeds in the
casserole?
3. What could you infer about the temperature of the water based on the
graph that you created?
Activity 3
How does heat travels through air?
 OBJECTIVES:
Describe how heat is transferred through air.

WHAT YOU NEED:

 Margarine
 Lampshade
 Small plastic bottle
 spoon

WHAT TO DO:
1. Scoop a portion of the margarine from its container using the spoon and
place it on a small plate.
2. Place the plate with margarine under a lamp shade. Swith on the lamp
shade and observe for 5 minutes. Record your observation in your science
notebook.

GUIDE QUESTIONS

1. What do you noticed about the margarine after it was placed under the
lampshade?
2. What do you think made the change on the margarine?
3. Predict what might happen to the margarine if it is continuously exposed to
lamp for a long period of time?
4. Why is it necessary that margarine or butter should be kept refrigerated?

LESSON 51: THE PATH OF LIGHT

Activity 1
 How does light travel?

OBJECTIVES:
Describe how light travels.

WHAT YOU NEED:

 Flashlight l
 3 pcs of illustration boards
 Thick cardboard
 Observation sheer

WHAT TO DO:

1. Get a flashlight and aim it at a distant wall or at the ceiling. Observe the
path of light. Record your observation in your notebook.
2. Ask one of your group mates to block the the path coming from the
flashlight with a thick cardboard.
3. Get the 3 illustration boards. Make at least 2” diameter hole each on the
middle of the cardboards.
4. Ask 3 of your groupmates to hold each of the cardboards with hole. Ask
them to stand at least 1ft. away from each other, but the holes in the
cardboard should be aligned in such a way that the wall could be seen
through the holes.
5. Aim the flashlight through the first hole. Observe what happens.
6. Ask the pupil in the middle to misalign the cardboard he/ she is holding.
Keep the light aimed at the cardboards.
GUIDE QUESTIONS
1. Did the light form a straight line when you aimed it on the wall or ceiling without blockage/
2. When you blocked the light with a thick cardboard, was it able to pass through it? Explain your
answer.
3. When you aligned the cardboards with holes, was the light able to pass through it? Explain
your answer.
4. When one of the cardboards was not aligned with the other cardboards, was the light able to
pass through?
5. What can you say about the way light travels?
LESSON 52: HOW SOUND TRAVELS IN DIFFERENT MATERIALS
Activity 1
 What IS VIBRATION?

OBJECTIVES:
Describe how sound travels in solid, liquid and gas materials.

WHAT YOU NEED:

 Transparent plastic ruler
 table

WHAT TO DO:

1. Get a plastic ruler and press one end to the edge of the table by holding it
down firmly.
2. Push or press down the free end then release it suddenly.
Observe what happens when you release the free end of the ruler. Write
your observations in your notebook.
3. Hold the ruler while it is still in motion. Observe what happens.
4. Repeat #2 and #3 several times (at least 3 times). Observe what happens.
Record all observations in your science notebook.

GUIDE QUESTIONS

1. What happened to the ruler when you suddenly released it?

2. How do you describe the movement of the ruler?
3. Did you hear a sound?
4. Did the sound coming the moving ruler suddenly stop when you held it?
When you released it again?

Activity2
Do sounds travel in waves?
 WHAT YOU NEED:
 Jumping rope
 Lively music
 Wide open area

WHAT TO DO:

1. Do the activity by pairs. Each pair must have a jumping rope.

2. Stand as far as possible with each other without stretching the rope
too tightly.
3. Create a waxy movement with the rope when music is played. The
waxy movement you create must go with the flow of the music. If
the music goes slow, so must be the wave you are creating. If the
music goes fast, then you must create a fast motion, too.
4. Stop moving the rope when the music stops playing.
5. Observe the different waves you are creating.

GUIDE QUESTIONS

 How do you describe the motion of the rope when a slow music
was played? Draw the wave produced.
 How do you describe the motion of the rope when a fast music
was played? Draw the wave produced.
 Are waves still produced when the rope stop moving?
Draw the rope when it stopped moving.

LESSON 52: HOW SOUND TRAVELS IN DIFFERENT MATERIALS

Activity 3
 How does sound travels in different materials?

OBJECTIVES:
Describe how sound travels in different materials.

WHAT YOU NEED:

 Large basin filled with water
 Two tin cans
 Pointed tip scissors
 20 meters of heavy duty string

WHAT TO DO:

SET A(Travel of Sound Through Air)

1. Begin by testing how well you can hear sounds in the Air. Stand ½ meter away from
your friend and speak one word at a normal value.
2. There are two tables, one for the speaker and one for the listener.
3. Record the word you said. The listener will also record what he/ she heard. You will
compare results at the end of the experiment.
Speaker’s data Table
Distance(m)
Medium 1 meter 3 meters 6 meters 10 15 meters 20 meters
meters
Air
Water
can

LISTENER’S DATA TABLE

Medium 1 meter 3 meters 6 meters 10 meters 15 meters 20 meters
WORD
HEARD(AIR)
VOLUME
(1-10)

VOLUME(1-10)
WORD HEARD
 (TIN CAN)
VOLUME
(1-10)

4. Move to a distance one meter.

5. Say a different word one at the same volume. Record the word you
said.
6. Have your partner record what he/she heard you say and how loud
he/she thought your voice was on a scale of 1-10. 1 is the softest and
10 being the loudest.
7. Move to a distance of three meters and repeat step 5-6.
8. Move to a distance of six meters and repeat step 5-6.
9. Move to a distance of 10 meters and repeat step 5-6.
10. Move to a distance of 15 meters and and repeat step 5-6.
11.Move to a distance of 15 meters and and repeat step 5-6

Set B ( Travel of Sound Through Water)

1. Continue the experiment by using a large basin filled with water.

2. Hold your breath and place your head inside the water.
Try to speak word as what you did in set A.
Record what you said.
3. On a scale of 1-10 have your partner record record what he or she heard
you said and how loud he/she thought your voice was.
Set C( Travel of Sounds through solid Materials
1. A As it is impossible to speak while inside a soild material, you will
simulate being inside a solid by making a simple tin can telephone.
2. Ask the help of your teacher. Drill a hole in each of the tin can large
enough to fit the string through.
3. Insert one end of the string into one of the coffee cans.
4. Tie a knot at the end of the string so oit doesn’t slip out. You may attach a
small piece of stick at the end of the string. The knot should be inside the
tin can.
5. Insert the other end of the string into the other coffee can.
6. Tie a knot at the end of the string so it doesn’t slip out. The knot should be
inside the can.
7. Stand one meter apart from your partner.
 8. Pull the string until it is tight between the two cans. The string must come
out of the both cans. The open part of the can must serve as receivers
where both pairs will speak to and listen with.
9. Speak one word into the open part of the coffee can.
10. Have your partner listen by placing the open part of the can against
his/her ear.
11.Record the word you said on the corresponding column.
12. On a scale of 1-10 have your partner record what he/ she heard you said
and how loud he/she thought your voice was.
13.Move to a distance of three meters and repeat steps 9-12.
14.Move to a distance of 6 meters and repeat steps 9-12.
15. Move to a distance of 10 meters and repeat steps 9-12.
16.Move to a distance of 15 meters and repeat steps 9-12.
17.Move to a distance of 20 meters and repeat steps 9-12.
18. Compare the result you have recorded.

GUIDE QUESTIONS

1. Do you have the same list of words with that of your partner? If not,
what do you think might have caused the difference?
2. In which activity do you think is it easy is it easy for you to hear the
words clearly, in air, water or solid?
3. In which material/place do you find it to speak very easily?
4. In which material do you find it easy to listen to the words being said.
5. How does the type of material affect our hearing?
6. Refer to the table. At what distance do you think the words said are
easily heard in set A or B?
7. How does the distance of the speaker and the listener affect the clear
hearing and understanding of words?

Activity4
HOW DOES SOUND TRAVEL IN DIFFERENT MATERIALS(PART 2)
 WHAT YOU NEED:
 Stick at least one feet long
 Small pail half filled with water
 2 pcs of medium sized stone
 A table or a chair preferably made of wood or metal
 Drum and drumsticks

WHAT TO DO:

1. Find a table or a chair. With the use of the stick with use of
the stick, gently tap the table or chair. What did you hear?
Do this for at least 5times with different strength of tapping.
Try from gentle to a hard tap. Observe the sound you
produced with each tap.
2. Tap two medium sized stone in a pail filled with water. Be
careful not to spill the water when you tap the stones.
Observe what happens when the stones hit each other. Can
you hear a sound? Do this for at least 5 time.
3. Do this in an open area and with a partner. Let your partner
stay at least 10 meters away from you. Strike a drum with
drumsticks. Can both of you hear the sound the drum made?
Strike the drum with different strength. Try it from a gentle
tap to a hard tap. Take note of the sound that is produced.

GUIDE QUESTIONS
1. Did you hear a sound when you tapped the table or the chair with a stick?
What happened to the sound when you tapped the table with different
strength?
2. Were you able to produced sound underwater when you struck/hit two
stones together?
3. Were you able to hear the sound you produced underwater
4. Did the sound coming from the drum reach the person away from it?
5. What could you infer from this activity?