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
Robber ball
Modeling clay
Styrofoam
Bar soap
Chocolate bar
Plastic drinking glass

rolling pin
fork and spoon
hammer
foil paper
bottle cap
cup cake
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
What changes took
shape of the materials
place 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
Eggshell

hammer
rolling pin

bottle cap
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)
objects

(B)
What I did to

(C )
What changes

change the shape

of the materials
MATERIAL

ACTION DONE

took place after I

have applied force
on the material?
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
1
2
3

Force Exerted by the Padlocks

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 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.
Signage

Location

message

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
Bits of paper
Can opener
Coins
Eraser
Magnet
Nails
Tin can

sharp pencil
paper clips
cloth
plastic spoon
rubber band
ruler
thumbtacks
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
Objects not attracted by the
magnet
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
Alcohol lamp
Matchstick/lighter
Clamp/tong
Metal rod/nail
margarine
Plastic spoon

1.
2.
3.
4.

SET B
Thermos filled with hot water
Coffee mug
Metal spoon
Watch/ timer

WHAT TO DO:
SET A
Light the alcohol lamp with matchstick.
Scoop margarine from its container then spread it to the half
end, close to the head of the nail.
With the use of a pair of tongs, hold the part of the nail
where you spread the margarine.
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.
2.
3.
4.
5.

Did the light form a straight line when you aimed it on the wall or ceiling
without blockage/
When you blocked the light with a thick cardboard, was it able to pass
through it? Explain your answer.
When you aligned the cardboards with holes, was the light able to pass
through it? Explain your answer.
When one of the cardboards was not aligned with the other cardboards, was
the light able to pass through?
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.
2.
3.
4.

What happened to the ruler when you suddenly released it?

How do you describe the movement of the ruler?
Did you hear a sound?
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.
2.
3.

Stand
meter away from your friend and speak one word at a normal value.
There are two tables, one for the speaker and one for the listener.
Record the word you said. The listener will also record what he/ she
heard. You will compare results at the end of the experiment.
Speakers data Table
Distance(m)

Medium

1 meter

3 meters

6 meters

10
meters

15
meters

20
meters

Air
Water
can

LISTENERS DATA TABLE

Medium

1 meter

3
meters

6
meters

10
meters

15
meters

20
meters

WORD
HEARD(AIR)
VOLUME
(1-10)
VOLUME(110)
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 110. 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 56

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 doesnt 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 doesnt 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.
12.
14.
15.
12.
16.
17.
18.

Move to a distance of three meters and repeat steps 9Move to a distance of 6 meters and repeat steps 9-12.
Move to a distance of 10 meters and repeat steps 9Move to a distance of 15 meters and repeat steps 9-12.
Move to a distance of 20 meters and repeat steps 9-12.
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?