Sci5 Q3.LM PDF

Department of Education
Schools City Division

Cabanatuan City

LEARNER’S
MATERIAL
(SCIENCE)
GRADE 5
(Quarter 3)

DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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Table of Contents
(Third Quarter)
Page
Week 1 – Describe the motion of an object by tracing and
measuring
its change in position (distance travelled) over a
period of time (S5FE-IIIa-1)
Week 2 – Use appropriate measuring tools and correct

standard units (S5FE-IIIb-2)
Week 3 – Discuss why some materials are good conductors

of heat and electricity (S5FE-IIIc-3)
Week 4 – Infer how black and colored objects affect the

ability to absorb heat (S5FE-IIId-4)
Week 5 – Relate the ability of the material to block, absorb or

transmit light to its use (S5FE-IIIe-5)
Week 6 – Infer the conditions necessary to make a bulb light

up (S5FE-IIIf-6)
Week 7 – Determine the effects of changing the number or

type of components in a circuit (S5FE-IIIg-7)
Week 8 – Infer that electricity can be used to produce

magnets (S5FE-IIIh-8)
Week 9-10 – Design an experiment to determine the factors

that affect the strength of the electromagnet (S5FE-IIIi-j-9)

Grade 5 Quarter 3 Learner’s Materials

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Department of Education
Schools City Division
Cabanatuan City
LEARNER’S MATERIAL
(SCIENCE)
GRADE 5
(Quarter 3)
Author/Developer:
JUNE C. BERNABE
MT-I Camp Tinio ES
DINAH S. GALANDE
MT-I Lazaro Francisco IS
JOMARICK L. MAPINDAN
MT-I MAYAPYAP ES
JOSETTE M. CABUNGCAL
T-III San Josef ES
Quality Assurance:
ROMEO R. HIPOLITO
EPS-I Science
Ever M. Samson
EPS-I LRMDS
Priscilla D. Sanchez, Ph.D.

Chief ES, Curriculum Implementation Division
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MOTION
S5FE-IIIa-1
WEEK 1, DAY 1
ACTIVITY # 1: INVESTIGATING MOTION
Objective:
Describe the motion of an object by tracing the change in position.
What you need:

Figure 1 Figure 2

Starting Point Starting Point
What to do
Observe Figure 1 and Figure 2. Infer which of the cars moved?
Guide Questions
1. Is there any change in the position of the cars?

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2. What can you infer from this observation?
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3. Can you tell for sure which of the two cars moved? Why?
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Generalization:
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Remember these
DESCRIBING MOTION
Motion is probably the first area in science that has been
thoroughly studied considering that it is one of the most
common observable phenomenon in this world and beyond.
Motion is the change in an object’s position. in order to
describe an object’s motion, an observer must know its position
before and after it moved.
For example, it is easy to say that the toy car is moving
when you see it move from one position to another. We can
categorically state that there is motion.
Another example is a clock. It is
easy to say that the second hand
of a clock is moving because
you can see it jump from one
position to another. But it is not
easy to say the same thing for
the hour hand. If you stare at
the hour hand of a clock, it looks
as though it is not moving at all.
But because it changes its
position from one number to
The hour hand moves from
10 to 11.
another, hour after hour, you
can categorically state that it
moves.
Reference: The New Science Links (Worktext in Science and Technology)

by Evelyn T. Larisma, Jan Jason Madriaga-Mariano, Nenita A. Apolinario,
pp. 203-204
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WEEK 1, DAY 2
ACTIVITY # 2: Investigating Motion
Objective:
Describe motion according to a frame of reference.
What you need:

notebook and pen
What to do
Figure 1 Figure 1.1

Problem:
How can you tell that an object moved?
Procedure:
Observe Fig. 1 and Fig. 1.1. Infer whether or not the vehicles moved. State
your frame of reference.

Guide Questions
1. Did the blue car move? ___________________________________________
What is your frame of reference? __________________________________
2. Did the red car move? ____________________________________________
3. Can it be said that the building moved? _____________________________
4. What can you infer from these observations?
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GENERALIZATION:
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Remember these
A frame of reference is to what an observer compares the

position of an object. For an observer to say that an object has
moved, he must view the object with respect to another object,
called his frame of reference. For instance, we know for a fact that
everything in this world moves with the earth’s rotation about its
axis and its revolution around the sun. And yet, we do not see
the ground move, nor the houses and the mountains and others.
This is because we do not have any frame of reference.
A car in motion
Whenever you describe something that is moving, you are
comparing it with something that is assumed to be stationary or
not moving. The background or object that is used for
comparison is called a point or frame of reference. An object
changes position if it moves relative to a reference point. All
movement, then, is described relative to a particular frame of
reference.
No frame of reference is any ore correct than another. If you are

riding on a car, you may describe movement as if the car was
your frame of reference. However, the car is moving relative to
Earth. So if you use the trees and the ground as your
background, Earth could become your frame of reference. But
Earth moves around the sun; thus, the sun could be your frame
of reference. Even the sun is moving as part of the galaxy. This
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means that everything in the universe is moving. There is no frame of

reference that is truly not moving relative all other frames of
reference. What is not moving in one frame of reference is moving in
another. But all movement is described according to some frame of
reference. The most common frame of reference is Earth, but no single
frame is “correct” in any situation.
Reference: The New Science Links (Worktext in Science and Technology) by Evelyn T.
Larisma, Jan Jason Madriaga-Mariano, Nenita A. Apolinario, pp. 203-204.
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WEEK 1, DAY 3-4

ACTIVITY # 3: How does distance differ from displacement?
Objective:
Differentiate speed and velocity/ distance and displacement.

What you need:

glass marble paper
ruler watch
What to do
1. Calculate the distance of a walking person. Measure the distance he travels in 10
seconds.
distance he travels in 10 seconds
2. Calculate the distance of a rolling marble. Release the marble from an inclined
plane. Measure the distance covered by the marble. Measure the time it took to cover
the distance.
3. Release the paper from a certain height and measure the time of fall.
Guide Question
Fill-up the table below.
Objects Distance (d) in cm time (t) in second

person
marble
paper
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DAY 4
ACTIVITY # 4: How does speed differ from velocity?
What you need:

meter stick or tape measure paper
watch
What to do
1. Calculate the speed of a walking person who walks 4 meters to the north, then 3
meters to the east. Measure the time in seconds for the person to cover the total
distance.
N 4 meters
E 3 meters
2. Calculate the velocity of the same person. Measure the distance connecting the
starting point and finishing point. Divide the displacement by the total time of
travel.
Guide Question
1. What is the total distance travelled? _____________________________________
total time of travel? ____________________________________
displacement? _________________________________________
2. Compute for the speed.
distance d
speed = v=
time t
3. Compute for the velocity.
displacement s
velocity = v=
time t
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4. How is speed different from velocity?
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GENERALIZATION
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B. Find the speed or velocity of the following moving bodies.
1. A jeepney runs for 3 hours to cover a 300 km distance. What is its speed?
A. 90 km/hr C. 110 km/hr
B. 100 km/hr D. 120 km/hr
2. A car travels at 200 kilometers in 2 hours going to Cagayan de Oro city. What is its
velocity?
A. 100 km/hr, Cagayan de Oro City
B. 110 km/hr, Cagayan de Oro City
C. 120 km/hr, Cagayan de Oro City
D. 130 km/hr, Cagayan de Oro City
3. Mr. Cruz went to his relative in the province. It took him 4 hours to cover the 800
kilometer distance. What is his velocity?
A. 200 km/hr, province
B. 300 km/hr, province
C. 400 km/hr, province
D. 500 km/hr, province
4. Suppose the speed of a runner Mario in the last Division Palaro was 200 km/hr.
Calculate the distance he covered after 2 hours. ( Formula: distance = speed X time )
A. 300 km C. 500 km
B. 400 km D. 600 km
5. The distance covered by both a car and a jeepney was 20 km. The speed of the car
was 10 km/hr, while that of the jeepney was 40 km/hr. Which of the two reached
the destination first? (Formula: Time= distance/speed)
A. The car for it took him 2 hrs.
B. Thee jeepney for it took him 0.50 hr.
C. The car for it took him 1 hr.
D. The jeepney for it took him 3 hours.
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Remember these
Speed and velocity refer to rate of motion, or how fast a

body changes its position with respect to its frame of reference.
Speed is a scalar quantity, meaning, it describes only the
magnitude of the rate of motion. Velocity, on the other hand, is
a vector quantity; it describes both the magnitude and direction
of motion.
Linear speed and linear velocity refer to the rate of motion

along a straight path as differentiated from the angular speed
of a body moving along a circular path. In this unit, we shall
restrict our investigations to bodies that move along a straight
path, so we will simply use the terms speed and velocity for
linear motions.
Speed (v) is the measure of the distance (d) covered by a

moving body in a given length of time (t).
distance d
speed = v=
time t
Velocity ( v ) is the measure of displacement (s) made by a

moving body in a given length of time (t).
displacement s
velocity = v=
time t
Displacement differs from distance. Distance is the total path

travelled by the moving body from starting point to terminal
point, while displacement is the shortest distance between the
starting point and terminal point. For example, a boy walked 5
steps forward and then 3 steps backward from his starting
point. His displacement is 2 steps.
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terminal point
3 steps backward
starting point
5 steps forward
Reference: Jessie Villegas pp. 48-49
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WEEK 1, DAY 5
ACTIVITY # 5: What is linear acceleration/deceleration of a body?
Objective:
What you need:

word problems
What to do
Calculate the acceleration/ deceleration in the following problems.

Questions
1. An object’s speed changes from 30 m/s to 44 m/s in 10 seconds. Find its
acceleration in m/s2.
a. 1.4 m/s2 b. 1.1 m/s2 c. 2.2 m/s2 d. 6 m/s2
2. A bus passes point A with a speed of 120 km/h and reaches point B with a speed
of 180 km/h in just 10 minutes. What is the acceleration of the bus?
a. 60 km/h/s b. 6 km/h/s c. 0.1 km/h/s d. 50 km/h/min
3. A billiard ball was hit with an initial velocity of 15 m/s and stopped after 3
seconds. What is its deceleration?
a. 5 m/s b. 5 m/s2 c. -5 m/s d. -5 m/s2
4. A car left town X at 7:30 a.m. with a speed of 50 km/h. It steadily accelerated and
arrived town B at 8:45 a.m. with a speed of 125 km/h. What is its acceleration?
a. 1 km/h/min b. 1 km/h2 c. 75 km/h d. 65.2 km/h2
5. What is the acceleration of a car that changes its velocity from 50 m/s to 75 m/s in
10 s?
a. 25 m/s b. 2.5 m/s2 c. -2.5 m/s d. -2.5 m/s2
Solutions: Use extra paper if necessary.
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Remember these
LINEAR ACCELERATION
A body in non-uniform motion is said to be accelerated. This term is

used regardless of whether the velocity is increasing, decreasing or
changing in direction. Since we are restricting our investigations to
bodies moving in straight line, we shall only consider linear
acceleration, or simply acceleration (a), which refers to an increasing
or decreasing velocity, as differentiated from angular or centripetal
acceleration arising also from change in direction. Acceleration is the
rate of change in velocity. It is expressed in such SI units as km/h/s,
m/s/s or m/s2.
change in velocity
acceleration =
time interval
Vf - V i
a=
tf - ti
where Vf is the final velocity, Vi is the initial velocity, and tf - ti is the

time interval between Vi and Vf.
Example:
When you pedal hard to gain speed on your bicycle, your
velocity changes. It changes again when you slow down to stop.
Your velocity also changes as you round a curve in the road because
your direction of motion changes.
Pressing the gas pedal of the car will cause an increase in
your speed, which will make the acceleration in line with the car’s
motion. When you press on the brake pedal, you slow down and
there is an opposite direction of motion. When you turn the steering
wheel, your velocity changes whether or not you speed up or slow
down as you make turn.
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Sample Problem 1: What is the acceleration of a car that changes its

velocity from 25 km/h to 75 km/h in 10s?
Vf - Vi
a=
tf - ti
= 75 km/h – 25 km/h
10s
= 5 km/h/s
Sample Problem 2: A car is moving at 100 km/h when the driver

released the accelerator and the car slowed down to 60 km/h in 20 s.
What is the deceleration of the car?
Vf - Vi
a= tf - ti
= 60 km/h – 100 km/h

20s
= -2 km/h/s
A body that is decelerating has negative acceleration ( -a )
Reference: Science Links p. 217 & Jessie Villegas pp. 49-50.
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MEASURING TOOLS AND CORRECT STANDARD UNITS
S5FE-IIIb-2
WEEK 2, DAY 1
ACTIVITY # 1: Measuring Distances
Objective:
Use appropriate measuring tools and express measurements using
correct standard units. (length and width)
What you need:

table or desk in the classroom
string
What to do
PART I
1. Work in group.
2. Using your foot as a unit of length, measure the length and the width of the
classroom. It is possible that while measuring these, you may find some
remaining parts unmeasured because they are smaller than your foot.
3. Use a string to measure the length of a part of your foot as you did before.
Record your observations in Table 1.
PART 2
1. This time, use your hand span as a unit to measure the width of a table or a
desk in the classroom.
Measuring the width of a table with your hand span
2. You may also find that you need a string with the length equal to your
hand span and fractions of this string’s length to make the measurement.
Record your observations in Table 2.
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Guide Question
What have you found out?
Table 1: Length and Width of the Classroom
Name of Pupil Length of the Classroom Width of the Classroom
Table 2: Width of a Table or Desk
Name of Pupil Number of Hand Spans
1. Are all the measurements for the room recorded in Table 1 using a human’s foot
as a unit of measurement equal? Explain your answer.
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2. Is everybody’s measurement by hand span the same> Explain your answer.
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CONCLUSION
What is needed so that the measurement does not change from person to person?
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Remember these
Measuring Distance Using Standard Units
To describe motion further, you need to know how to measure

distance.
It is helpful to express distances in units that are best suited to the

motion you are studying. Scientists all over the world use the same
system of units so they can communicate information clearly. This
system of measurement is called the International System of Units. SI is
a system based n the number ten. This makes calculations with the
system relatively easy. The SI unit for measuring distance is the meter
(m).
For a very large distances, it is more common to make measurements

in kilometres (km). One kilometre equals 1000 meters. Distances that
are smaller than a meter are measured in centimetres (cm). One
centimetre is one hundredth of a meter. You might describe how a
marble rolls, for example, as 6 centimeters rather than 0.06 meter. A
car for example, might travel 90 kilometers. An ant might travel 2
centimeters. Can you convert 2 centimeters in meters? How many
meters are there in 90 kilometers?
What do you use to measure length? We use a meter scale for

measuring length. A tailor uses a tape measure, whereas a cloth
merchant uses a meter rod. For measuring the length of an object,
you must choose a suitable device. For small measurements, such as
the length of your pencil, you can use a cm scale.
Now, we can repeat all our measurement activities using a standard

scale and measure in SI units. Before we do that, we need to know
the correct way of measuring lengths and distances.
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Proper Measurement of Length
In measuring the length, we need to do the following:
1. Place the scale in contact with the object along its length as shown
below.
Figure 1 Method of placing the scale along the length to be measured
2. In some scales, the ends may be broken. You may not be able to
see the zero mark clearly. In such cases, you should avoid taking
measurements from the zero mark of the scale. You can use any
other full mark of the scale, say, 1.0 cm. Then you subtract the
reading of this mark from the reading at the other end. For example,
in Figure 1 above, if the reading at one end is 1.0 cm and at the other
end it is 14.3 cm, the length of the object is (14.3 – 1.0 cm = 13.3 cm.
3. The correct position of the eye is also important in taking

measurements. Your eye must exactly be in front of the point where
the measurement is to be taken as shown in Figure 2. Position B is
the correct position of the eye. Note that from position B, the reading
is 7.5 cm. From Position A and C, the readings may be different.
Figure 2 B is the proper position of the eye for taking a reading of the scale
Reference: Science Links pp. 206-209
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WEEK 2, DAY 2
ACTIVITY # 2: Measuring and Comparing Speeds using Time and Distance
Objective:
Use appropriate measuring tools and express measurements using
correct standard units. (time and speed)
What you need:

two or three wind-up toys per group metric rulers
stopwatches masking tape
What to do
1. Work in groups.
2. Mark off a “test track” on the floor with masking tape.
3. Measure the length (distance) of the track.
4. Then measure how long it takes for each toy to travel the length of the track.
5. Calculate the speed for each trial by dividing the distance by the time.
6. Record the three speeds.
7. Perform at least three trials for each toy and calculate an average speed from the
results by adding them and dividing by 3.

Guide Question
What have you found out?
Table of Observations
A.
Time (s) Average
Toy Distance
Trial 1 Trial 2 Trial 3 Time
1
2
3
B.
Toy Speed Average
Trial 1 Trial 2 Trial 3 Speed
1
2
3
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1. Describe any changes in each toy’s speed during each trial.
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2. Why is it better to average the speed rather than choose one?
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CONCLUSION
a. Which wind-up toy reaches the highest speed?
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Remember these
We use time to compare and measure the speed at which things move.
Time is measured in a variety of ways, usually with a watch or a clock.
Time can be calculated in seconds, minutes, hours, days, weeks, etc. An
hour for example can be converted to minutes by multiplying it by 60 and
a minute can be converted into seconds by multiplying it also by 60. We
usually use a stopwatch to precisely measure time in minutes, seconds,
and fractions of seconds.

stopwatch

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WEEK 2, DAY 3
ACTIVITY # 3: Observing Inertia of Objects
Objective:
1. State and explain the First Law of Motion and apply them to physical
situations; and
2. Use appropriate measuring tools and express measurements using
correct standard units.
What you need:

ten books
Safety Tips:
pendulum
Observe caution in
using a pendulum for it
can cause injury, wear
goggles.
What to do
1. Pile the books on top of one another. Pull out the book at the bottom of the pile
quickly. Observe what happens to the rest of the books in the pile.
The books are at rest.
2. Prepare a pendulum. Hang the pendulum. Pull the bob on one side and release.
Observe what happens to it after some time.

Guide Question
1. Why do books at the top of the stack stay in place when you pull out the bottom
one?
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2. What happen to the pendulum when you pull and release the bob?
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3. What caused the pendulum to stop?
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CONCLUSION:
Does force affect objects at rest and objects in motion? Explain your answer.
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Remember these
FIRST LAW OF MOTION: LAW OF INERTIA
When you pull the book at the bottom of the pile, the rest of the
books remained in the vertical stack. The only book that really
moved horizontally was the one you pulled out. You have observed
the inertia of an object at rest. The word inertia comes from the Latin
word “iners,” meaning “idle.” Inertia is the tendency of an object to

resist any change in motion. An object at rest or an object in motion
is under the influence of inertia.

The law of inertia states that “an object at rest stays at rest until an

outside force causes it to move, or an object in motion continues to move in
the same direction until a force stops it or changes its direction.” This is
Newton’s First Law of Motion.

Objects at Rest
Objects that are still stay that way until
something makes them move. These objects

that are still or at rest possess inertia.
Everything made of matter has inertia at
rest. Inertia keeps it standing still. If you want
to move the cart, you have to apply force to The cart has inertia at rest.
overcome inertia. The cart needs a push or a pull for it to start
moving down the grocery aisle.
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OBJECTS IN MOTION
The law of inertia also applies to moving objects. Objects in motion will
remain in motion unless a force stops them. The moving roller coaster
will remain in motion unless the operator applies a brake on the
machine that will cause it to stop.
A moving car has inertia in motion. A person inside the car is also in
motion. When the car suddenly stops, our bodies move forward. If the
person does not wear a seatbelt, he/she could be thrown forward. That
is why wearing of seatbelt in a moving car is advised.
The moving car has inertia in motion.
Reference: Science Links p. 222
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WEEK 2, DAY 4
ACTIVITY # 4: Observing Acceleration of Objects
Objective:
1. State and explain the Second Law of Motion and apply them to
physical situations; and
What you need:

2 small wooden carts spring scale
sets of weights
Safety Tip:
Use goggles in doing
this activity
What to do
1. Prepare the small wooden cart. Attach a spring scale to the cart and place 300
grams of weight.
2. Using spring scale, pull the cart. Record the forces shown in the spring scale while
pulling the cart.
3. Repeat step 2 using 100 grams of weights in the cart.
4. Compute the acceleration by dividing the force by the mass of an object. Compare
the accelerations.

Guide Question
1. Which cart needed a greater force to move?
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2. Which cart has the greater acceleration? Why?
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CONCLUSION:
1. What happens to the acceleration of the cart when the mass increase?
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2. How does the mass of an object affect its acceleration?
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Remember these
Newton's second law of motion explains how an object will change

velocity if it is pushed or pulled upon.
Firstly, this law states that if you do place a force on an object, it will
accelerate (change its velocity), and it will change its velocity in the
direction of the force. So, a force aimed in a positive direction will create a
positive change in velocity (a positive acceleration). And a force aimed in
a negative direction will create a negative change in velocity (a negative
acceleration).
“IT ACCELERATES IN THE DIRECTION…

THAT YOU PUSH IT.”
Secondly, this acceleration is directly proportional to the force. For example,

if you are pushing on an object, causing it to accelerate, and then you
push, say, three times harder, the acceleration will be three times greater.
“IF YOU PUSH TWICE AS HARD…

IT ACCELERATES TWICE AS MUCH.”
Thirdly, this acceleration is inversely proportional to the mass of the object.

For example, if you are pushing equally on two objects, and one of the
objects has five times more mass than the other, it will accelerate at one
fifth the acceleration of the other.
“IF IT GETS TWICE THE MASS..,

IT ACCELERATES HALF AS MUCH.”
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WEEK 2, DAY 5
ACTIVITY # 5: How is action force related to reaction force?
Objective:
1. State and explain the Third Law of Motion and apply them to physical
situations; and
What you need:

two inflated balloons
two spring scales
What to do
1. Assign two persons to hold each spring scale.
2. Attach both end hooks of spring scale and tell the person holding the spring scale
to pull them lightly.
3. Observe and read the force in each spring scale. Identify which has the action force
and which has the reaction force.
4. Insert the spring through the drinking straw and anchor the string on the opposite
side of your classroom, stretching it tight across the room.
5. Inflate a long balloon. Hold its mouth closed while using masking tape to secure it
to the straw.
6. Observe the direction of the balloon. Identify what causes the balloon to move.

straw monofilament line

balloon

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Guide Question
1. Which has the action force? Which has the reaction force?
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2. What did you observe about the action force and the reaction force exerted by two
persons?
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3. What is the action/the reaction force when you release the inflated balloon?
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CONCLUSION:
a. What is the relationship of action force and reaction force?

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Remember these
Newton's third law of motion
For every action there is an equal and opposite

reaction.
This means that for every force there is a

reaction force that is equal in size, but
opposite in direction. That is to say that
whenever an object pushes another object it

gets pushed back in the opposite direction
equally hard.

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Let's study how a rocket works to understand

Newton's Third Law.

The rocket's action is to push down on the ground with the force of its
powerful engines, and the reaction is that the ground pushes the
rocket upwards with an equal force.

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Week 3- Discuss why some materials are good conductors of heat and electricity
( S5FE-IIIc-3)
Day 1-3
Objective: 1. Construct an electrical conductivity tester.

2. Classify materials as conductor or insulator.
What you need:

 1 pc. 1.5 V dry cell
 1 pc. flashlight bulb
 1pc. bulb holder
 3 pcs. of electric wire ( 6 inches long )
 Electrical tape
Materials to be tested:
Paper thumb tack
Glass tube hairpin
Plastic ruler coin
Safety pin rubber band
Aluminum wire
Activity sheet
What to do :
1. Divide the class into 3 groups. Direct the pupils to construct an electrical
conductivity tester. ( A day before the activity instruct the pupils to seek for the
assistance of their parents in their home to un coat the 1 inch of the both ends of
the 3 pcs. of electric wire.)
2. Tape the end of the first electric wire to the negative terminal of a dry cell and the
other end to the bulb holder.
3. Tape the end of the second electric wire to the positive terminal of the dry cell.
4. Tape the end of the third wire to the other end of the bulb holder.
5. Test the electrical conductivity tester by touching the ends of the wire. If the bulb
light the conductivity tester is functioning. If not check for the connections until the
bulb lights up.
6. Then, leave the connection open . Place the materials to be tested between the
open ends of the wire . How will you know if a material is a conductor or an
insulator?
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Fig.1 Electrical Conductivity Tester

Guide Questions:
1. What happened to the bulb when a conductor was connected in an electrical
conductivity tester ? Why do you think the bulb lights up ?
2. What happened to the bulb when an insulator was connected in an electrical
conductivity tester ? Why do you think the bulb does not light up ?
3. What is a conductor ? an insulator?
4. What objects are good conductors of electricity ? insulators ?
Remember these:
For practical considerations, all materials are classified into

conductors or insulators.
A conductor is a material that offers very little resistance to
electricity. For a material to be a suitable conductor, it must possess a
large number of free electrons per unit volume. The greater the
number of electrons, the better conductor a material is. Metals fit into
this category. All metals are conductors, although some are better
conductors than others. Silver, copper, gold, aluminum, zinc, brass,
tin, nickel, and lead are examples of metals. Copper is the most
widely used conductor, though second only to silver in conductivity,
because it is cheaper and ductile (ability of a metal to be drawn into
wire). Aluminum is now also used extensively because of its
advantages in cost and weight.
An insulator is a material that offers very high
resistance to electricity. The most common examples of an insulator
are rubber, mica, plastic, Bakelite, glass, lacquer, and paint.
Depending on how it is used, an insulator can either isolate a
conductor and prevent electricity from leaking, or store electric
charges.
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Activity 1 : My Electrical Conductivity Tester !

Week 3 Day 1-2
Objectives: 1. Construct an electrical conductivity tester.

2. Classify materials as conductor or insulator.
What you need:

• 1 pc. 1.5 V dry cell
• 1 pc. flashlight bulb
• 1 pc. bulb holder
• 3 pcs. of electric wire ( 6 inches long )
• Electrical tape
Materials to be tested:
paper thumb tack
glass tube hairpin
plastic ruler coin
safety pin rubber band
aluminum wire
Activity sheet
What to do :
1. Divide the class into 3 groups. Direct the pupils to construct an electrical
conductivity tester. ( A day before the activity instruct the pupils to seek for the
assistance of their parents in their home to un coat the 1 inch of the both ends of
the 3 pcs. of electric wire.)
2. Tape the end of the first electric wire to the negative terminal of a dry cell and the
other end to the bulb holder.
3. Tape the end of the second electric wire to the positive terminal of the dry cell.
4. Tape the end of the third wire to the other end of the bulb holder.
5. Test the electrical conductivity tester by touching the ends of the wire. If the bulb
light the conductivity tester is functioning. If not check for the connections until the
bulb lights up.
6. Then, leave the connection open . Place the materials to be tested between the
open ends of the wire . How will you know if a material is a conductor or an
insulator?
Fig.1 Electrical Conductivity Tester
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Activity 2 : Conductor or Insulator ?

Week 3 Day 3
DIRECTION : Using the electrical conductivity tester classify the following

materials as conductor or insulator. Put a check in the corresponding box.
MATERIALS BULB LIGHTS BULB DOES CONDUCTOR INSULATOR

UP NOT LIGHT
UP
1. pencil
2. thumb tacks
3. rubber band
4.hair pin
5. coin
6.glass tube
7. paper
8. aluminum
9. glass tube
10. plastic
ruler
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( S5FE-IIIc-3)
Day 3-4
Objectives: 1.Observe why some materials are good conductors of heat.

2. Perform an experiment to determine which material is a good
of heat .
What you need:

Hot water
2 pcs. cup
Metal spoon
Pencil
Activity sheet
What to do
1. Put hot water in a cup. ( This activity needs the help of the teacher.)
2. Simultaneously soak the metal spoon in the first cup and the pencil in the second
cup. Leave for one minute.
3. Touch the end part of the metal spoon and the pencil.
4. What have you noticed when you touch the metal spoon and the pencil. Why ?

Guide Questions:
1. Which material is a good conductor of heat? Why ?
2. Which material is an insulator of heat ? Why ?
3. Which material is made up of metal ?wood?
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Remember these
Metals make good conductors of heat because of their

electronic properties and also because they tend to be denser so that
heat transferred by neighboring atoms in close contact is more
efficient. Lighter or less materials like wood, air, etc. make poor
conductors of heat.
Thermal conductors are materials that can transfer heat easily
while thermal insulators do not allow heat t to pass or flow through
them.
When you are cooking , the energy transfer of heat from the
stove to the food must occur effectively. However , it is important
that the handle does not get uncomfortably hot.
Through conduction , materials will increase their

temperature because the heat can easily flow in them. Cooking pans
are made of metal because energy is passed easily and quickly
between the particles in most metals.
Ref. Science Links pp. 238-239
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( S5FE-IIIc-3)
ACTIVITY 1- DAY 4
CONDUCTOR OR INSULATOR OF HEAT ?
Objectives: 1.Observe why some materials are good conductors of heat.

2. Perform an experiment to determine which material is a good
of heat .
What you need:

 Hot water
 2 pcs. cup
 Metal spoon
 Pencil
 Activity sheet
What to do
1. Put hot water in a cup. ( This activity needs the help of the teacher.)
2. Simultaneously soak the metal spoon in the first cup and the pencil in the second
cup. Leave for one minute.
3. Touch the end part of the metal spoon and the pencil.
4. What have you noticed when you touch the metal spoon and the pencil. Why ?
Guide Questions:
1. Which material is a good conductor of heat?_________________________
Why ?____________________________________________________________
2. Which material is an insulator of heat ?_____________________________
Why ?____________________________________________________________
3. Which material is made up of metal ?______________wood?____________
4. How do you feel when you touch the metal spoon and the pencil ?Write your
answers below.
Metal Spoon Pencil
a. Which of the two materials used is a good conductor of heat?

b. Why some materials are good conductors of heat?
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( S5FE-IIIc-3)
Day 5
Objective: : Lists down the materials that are good conductors of heat and
electricity.
What you need:

Activity card
What to do:
1. The class will be grouped into four.
2. Each group will be given an activity card.
3. They will list down the materials that are good conductor of heat and electricity.
Guide Questions
1. What materials are good conductors of electricity ?heat ?
2. What materials are insulators of electricity ? thermal insulator s?
3. What are the differences between electrical conductor and heat conductor ?
Remember these:
Electrical insulators are materials that do not allow electric

current to flow through.
Examples: plastics, wood, rubber, glass
All metals are conductors , although some are better
conductors than other. Silver , copper , aluminum , zinc ,brass , tin ,
nickel , and lead are some examples of metals. Copper is the most
widely used conductor , though second only to silver in
conductivity, because it is cheaper and ductile ( ability of aa metal
to be drawn into wire. Aluminum is now used extensively because
of its advantages in cost and weight.
Electrical conductors are materials that allow electric current
to flow through.
Good electrical conductors are generally good heat
conductors. Examples: steel, iron
Electrical conductors are materials that allow electric
current to flow through.
Examples: salt water, metals such as copper, aluminum and
non-metals like graphite (a form of carbon).
____________________________________________________________________________________________________

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( S5FE-IIIc-3)
Day 5
Why I am a conductor of heat or electricity ?
Objective: : Lists down the materials that are good conductors of heat and
electricity.
DIRECTIONS: List down the materials that are good conductors of heat and
electricity and state the reasons why it is a good conductor.
ELECTRICAL/ HEAT CONDUCTORS WHY IS IT A GOOD CONDUCTOR ?
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Infer how black and colored objects affect the ability to absorb heat
S5FE-IIId-4
Week 4- Day 1-2
Objectives:
1. Infer that black objects absorb more radiation than white or light-colored ones.
2. Perform an experiment to determine which absorb heat faster black or colored
objects
What you need:

Differential radioscope
What to do
a. Inject a small amount of colored water into the U-tube manometer. Make sure
that there are no air bubbles trapped inside the water columns.
b. Connect one end of the U-tube to the rubber stopper of the white air bulb.
c. Connect the other end to the rubber stopper of the black air bulb.
d. Adjust the water columns to equal heights by using the syringe.
e. Place the device under the sun.
f. Observe the displacement of the water columns in the U-tube.

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Guide Questions
a. How is the water displaced in the U-tube when the device is placed under the
sun?
b. What does this observation indicate?
c. Which absorb heat faster ? Why ?

Remember these
Radiation is the propagation of energy through space. Light

and infrared rays, for example, are both forms of radiation. A
radioscope is a device that detects radiant energy. It is basically a
thermoscope that converts radiant energy into heat. A differential
radioscope is one that functions as two radioscopes subjected to
different variables. For example, a differential radioscope can detect
which will absorb more radiant energy, a black body or a white
body.
The differential radioscope is consists of a U-tube
manometer with an air bulb connected to each end. One bulb is
white and the other is black, all other things being equal. The
radioscope is placed under direct sunlight. The displacement of the
colored water in the U-tube manometer determines which bulb is
heated more strongly, white or black.
Heat Absorption
As heat energy reaches an object it can be absorbed in

a similar manner to the way sponges absorb water. Heat enters an
object, warming it. The longer the object is exposed to the heat
source, the more heat is absorbed. Different objects absorb heat at
different rates. Some objects are excellent absorbers, while others
are very poor absorbers. Generally, dark colored objects absorb
better than do lighter colors objects.
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Activity 1
Week 4-Day 3
Objectives : .1. Predict that black objects absorb more radiation than white or light-
colored ones.
2. Perform an experiment to determine which absorb heat faster black
or colored objects
What you need:
Differential radioscope
What to do
a. Inject a small amount of colored water into the U-tube manometer. Make sure
that there are no air bubbles trapped inside the water columns.
b. Connect one end of the U-tube to the rubber stopper of the white air bulb.
c. Connect the other end to the rubber stopper of the black air bulb.
d. Adjust the water columns to equal heights by using the syringe.
e. Place the device under the sun.
f. Observe the displacement of the water columns in the U-tube.
Guide Questions
a. In which direction does the colored water go ? What can you infer from this
observation ?
How is the water displaced in the U-tube when the device is placed under the
sun?
b. What does this observation indicate?
c. Which absorb heat faster ? Why ?
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Activity 1
Week 4-Day 3
Objectives:
1. Infer that black objects absorb more radiation than white or light-colored ones.
objects:
II .Materials :
 2 identical drinking glasses or jars

 Water
 Thermometer
 2 elastic bands or tape
 White paper
 Black paper
III. Procedures:
1. Wrap the white paper around one of the glasses using an elastic band or tape to
hold it on.
2. Do the same with the black paper and the other glass.
3. Fill the glasses with the exact same amount of water.
4. Record the temperature of the water in each cup before putting it under the sun.
4. Leave the glasses out in the sun for a couple of hours before returning to measure
the temperature of the water in each cup.
IV. Observations and Inferences:
1. In which cup did the water temperature become higher ? lower ? Why
2. What can you infer from this observation ?
Fill up the table below :
CUP TEMPERATURE BEFORE TEMPERATURE AFTER

EXPOSURE TO EXPOSURE TO
SUNLIGHT SUNLIGHT
W/BLACK PAPER
W/ WHITE PAPER
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Infer how black and colored objects affect the ability to absorb heat
S5FE-IIId-4
Week 4- Day 4-5
Objective:
1 . Infer that certain colors absorb heat better than others.

paper.
3. Differentiate reflection of light from absorption of heat.
What you need:
 Colored paper 4 sheets per group ( white , yellow, red, black )

 Five-sided boxes each big enough to fit an ice cube. (white , yellow, red ,
black)
 Newspaper
 Scissors
 Clear tape, to make the cubes boxes from colored paper
 4 ice cubes per group
 Sunny day or heat lamp
 Activity worksheet
What to do
1.The class will be grouped into 4.
2. Give each group four sheets of colored paper ( white , yellow ,red , black ) and
have them cut and fold their sheets into boxes.( To save time , pre-cut and assemble
(using tape ) the colored paper into five-sided boxes each big enough to fit an ice
cube. Students can also cut, fold and tape together their own boxes.
3. Spread the newspaper in an exposed , sunny place outside , or under a heat lamp.
4. On the newspaper , place the boxes side by side with the opening facing away
from the sun / light so students can see inside.
5. Place one ice cube in the center of each colored box.
6. Let the ice cubes sit in the sun until they have melted.
7.Check them every three minutes and record which ice cubes melted first , second ,
third and fourth.
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8. Record the data in your worksheet.
Questions
1. Why do ice cubes melt ?
2. How does the sun affect the ice ?
3. In which color did the first ice cube completely melt ? Why ?
4. Which color absorbed heat the quickest in the sun ?
5. Which color would be the best to help keep ice cubes from melting too quickly in
the sun ? What can you infer from this observations?
6. What kind of clothes do people wear outside in summer ? Why ?
Remember these
absorb: To take in; to transform (radiant energy) into a different

form usually with a resulting rise in temperature.
energy: The capacity for doing work; raising weight, for example.
heat: A form of energy that causes substances to rise in temperature or to
go through associated phase changes (as melting, evaporation, or
expansion).
radiant energy: Energy (as heat waves, light waves, radio waves, x-rays)
transmitted in the form of electromagnetic waves.
reflect: To bounce waves of light, sound, or heat off a surface.
The sun emits energy in the form of electromagnetic waves.
We see part of the electromagnetic wave as light and we feel part of its
warmth. Darker color absorb more sunlight than lighter colors , which is
why darker colors get warmer more quickly in the sunlight than lighter
colors. The lighter colors reflect more of the sun’s radiant energy , so they
remain cooler to touch in the sunlight.
Absorption and reflection are opposite processes. A good absorber
of radiant energy reflects very little radiant energy, including the range of
radiant energy we call light. So a good absorber reflects no radiant energy
and appears perfectly black. Good reflectors on the other hand are poor
absorbers . As we have seen , a dark surface also become hotter by
absorbing radiation more effect.
More effectively than surfaces with light colors. Dark objects are
not only good absorbers of heat but they are also very effective emitters of
radiation . Light- colored objects reflect more light and heat than dark-
colored objects. This is why it is better to wear a light- colored clothes
during summer.
Colors are NOT all equally heat absorbent. When light interacts
with an object, that light can be absorbed, reflected, or transmitted. Black
objects absorb all wavelengths of light, while white objects reflect all
visible wavelengths. They are complete opposites. Other colors absorb
some wavelengths and reflect others, which is what makes them appear
different to the human eye. Color is a result of the wavelength of light
reflected by that object. For example, an object that absorbs selectively
yellow light will not look yellow; it would be a combination of every other
color besides yellow. The color you observe is a complement to the color
the object absorbs.
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ACTIVITY SHEET
Week 4 -Day 4-5
DIRECTION : Observe the melting time of the ice cubes in the different boxes.
Record your observations here.
BOXES First Second Third Melting Rank

Observation Observation Observation Time
( 3 mins. ) ( 6 mins) ( 9 Mins.)
Black
White
Yellow
Red
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ACTIVITY SHEET
Week 4- Day 4-5
DIRECTION : Write Fact if the statement is correct and Bluff if it is incorrect.
__1. A good absorber of radiant energy reflects very little radiant energy, including
the range of radiant energy we call light.
__2. Good reflectors on the other hand are poor absorbers .
__3. Dark surface also become hotter by absorbing radiation more effect.
__4. White objects are not only good absorbers of heat but they are also very
effective emitters of radiation.
__5. Dark- colored objects reflect more light and heat than white -colored objects.
__6. Wear a light- colored clothes during summer.
__7. Absorption and reflection are opposite processes
__8. Black objects absorb all wavelengths of light, while white objects reflect all
visible wavelengths.
__9. An object that absorbs selectively yellow light will not look yellow.
__10. The color you observe is a complement to the color the object absorbs.
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CODE: S5FE-IIIe-5
WEEK 5, DAY 1
ACTIVITY # 1: THE NATURE OF LIGHT
(Group Activity)
Objective:
Identify the the materials that can block, absorb or transmit
light.
What you need:
 Cartolina
 Marker
 Flashlight
 Japanese paper
 Cellophane
 Wax paper
 Aluminum foil
 Art paper
 Plastic cover
 Rubber bond
What to do:
1. Using a rubber bond, cover the flashlight using the different materials
available then turn the flashlight on.
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2. Point the flashlight to the wall or to the white board and observe what
happen to the light.
3. Copy the table and answer it by putting a check (/).
Does the light pass through?

Material
YES NO
Japanese paper
Cellophane
Wax paper
Aluminum foil
Art paper
Plastic cover
4. Shout your group’s name to inform your teacher that you’re already done
with the activity.
5. Report your outcomes to the class
Guide Questions:
1. What happen to the light of the flashlight covered with the given material?
a. Japanese paper
b. Cellophane
c. Wax paper
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d. Aluminum foil
e. Art paper
f. Plastic cover
Remember these:
How light behave when it strikes an object depends also on the

material the objects are made of. Objects that allow light to pass through are
said to transmit light are described as transparent. Some other substances can
transmit light but allow the light to scatter and diffuse, making it difficult to
distinguish objects that are behind them. We called these substances as
translucent. Substance that do not transmit light at all and they are called
opaque materials.
http://mscraftynyla.blogspot.com/2012/04/transparent-translucent-and-opaque.html
References: The New Science Links Grade 5 (Worktext in Science and Technology)
by: Evelyn T. Larisma, Jan Jason Madriaga-Mariano and Nenita A. Apolinarion p.
246
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WEEK 5, DAY 2
ACTIVITY # 2: LIGHT AND HEAT ABSORPTION
(Group Activity)
Objective:
 Describe heat absorbed by dark-colored and light-colored object
What you need:
 Black and light-colored object

 Glass
 Clear water
 Cola drink
 Thermometer
 Ice cubes
 Black piece of cloth
 Watch
Safety Tips: Handle fragile glassware such as thermometers and glasses with care.
Notify your teacher if the glassware breaks.
What to do:
Part A
1. Place a black object and light colored object under the sun at the same time.
2. After about 3 minutes, feel which object is warmer.
Part B
1. Fill a glass with clear water and another glass with a cola drink.
2. Put 2 glasses under the sun.
3. After 3 minutes, take the temperature of both.
Part C
6. Take two ice cube of about the same size.
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7. Cover one ice tube with a black piece of cloth and the other with white piece
of cloth.
8. Place them under the sun
Guide Questions:
1. In Part A, which object is warmer? Why do you think it is warmer?

2. In Part B, which is warmer? Does the result agree with the result in
Part A?
3. In Part C, which ice cube melted first?
4. How does the color of objects affect the absorption of heat?
Remember these:
Some of the light that falls on an object may be absorbed. The radiant
energy is transformed into molecular motion, which warms the object. All
objects that absorb light experience a rise in temperature.
Dark objects are not only good absorbers of heat but they are also very
effective emitters of radiation. Light-colored objects reflect more light and
heat than dark-colored objects. This is why it is better to wear light colored
clothes during summer.
http://www.miseagrant.umich.edu/lessons/files/2013/05/13-407-Water-Temperature-Illustration.jpg
by: Evelyn T. Larisma, Jan Jason Madriaga-Mariano and Nenita A. Apolinarion pp.
244-246
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WEEK 5, DAY 3
ACTIVITY # 3: EFFECTS OF SOUND ON OBJECTS (SINGING GLASS)
(Group Activity)
Objective:
 Examine some properties of sound and its effect on objects and
people.
What you need:
 3 wine glass with different amounts of water

.
What to do:
1. Pour some water in the wine glass, till it is more than halfway full.
2. Dip your finger in the water and rotate it to make sure it is completely wet.
3. Now, rub the rim of the glass well, a few times, with your wet finger.
4. Try filling different levels of water and see what happens. You could even
line up some wine glasses and make sounds from them in succession, to hear
the varying noises.
Safety Tips: When trying to create a sound with the glass, please make sure that you
hold the bottom of the partially filled wine glass with one hand. Please do not strike with
any objects because these glasses are delicate and may break if they are struck. If the
glasses break or crack, follow your classroom safety rules
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. Guide Questions:
1. How will you describe the sound produced?

2. In which glass of water was the highest pitch produce?
3. What caused the production of sound?
4. How will you compare this with the musical tones?
Remember these:
Sound is produced by vibrating objects.

Elasticity is the ability of the material to transmit sound.
In this activity…
When your finger rubs along the rim, a stick and slide action occurs.
This action occurs in very short lengths and produces vibrations.
These vibrations cause the crystals in the glass to rub against each
other, therefore producing a sound.
https://www.scientificamerican.com/article/singing-glasses1/
250
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http://mocomi.com/singing-wine-glass/
WEEK 5, DAY 5
ACTIVITY # 4: EFFECTS OF SOUND ON OBJECTS (MUSICAL BOTTLES)
(Group Activity)
Objective:
people.
What you need:
 5 to 8 identical glass bottles

 Water
 Spoon
.
What to do:
1. Place the bottles in a straight line, about 2 to 4 inches apart from each other.
2. Fill the bottles one-by-one until the water level is staggered. For example, fill
the first bottle with a small amount of water. Fill the second bottle with more
water than the first bottle. Fill the third bottle with more water than the
second bottle, and so forth and so on until all of your bottles have a varying
amount of water. when your done the first bottle should have the least
amount of water and the last bottle the most.
3. Take your spoon strike the tops of each bottle one after the other and listen to
the different pitches.
4. Strike the bottles in any order to make music.
Safety Tips: Please be careful when your bottle with a spoon.
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. Guide Questions:
1. What is the effect of striking the bottle with a metal spoon?

2. What produces the sound?
3. How is this related to the pitch of the sound produced?
Remember these:
Intensity is the amount of energy the waves carries per second through
a given area.
Decibel is a unit that compares the intensity of different sounds
In this activity…
The more water in the bottle, the lower the pitch will be when played.
This is because the sound vibrations you can hear come from the actual bottle,
as you add water it takes on greater vibrating mass. The less water that's in
the bottle means there is less weight that vibrates and the pitch is higher.
252
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http://www.sciencefairadventure.com/ProjectDetail.aspx?ProjectID=150
WEEK 5, DAY 5
ACTIVITY # 5: EFFECTS OF SOUND ON OBJECTS(STRINGED INSTRUMENT)
Objective:
people.
 Investigate how vibrating objects change the sound it produces.
What you need:
 Rubber band
 Box
.
What to do:
5. Stretch a rubber band and pluck it. Observe the sound and the shape of the
rubber band when it vibrates.
6. This time, stretch the rubber band more and observe again the sound
produced when you pluck it.
7. Hold your finger at one point to shorten the size of the band that can vibrate.
Pluck it again and observe the sound produced.
8. With the use of a shoebox, stretch the rubber band over the open box. Do step
1 again.
Safety Tips: Use eye protection and do not let the rubber band snap against your hand.
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. Guide Questions:
4. What happened to the sound when you increased the tension? What happen
when you stretched it?
5. What happen when you stretched the band over the box? How will you
explain this?
Remember these:
Frequency is the number of vibrations or sound waves per second.
Pitch is being referred to as the number of sound waves we are sending out
per second and it is related to frequency
Infrasound is sound with frequencies lower than 20Hz
Ultrasound is sound wave with frequencies higher than 20,000 Hz
human can hear sound ranging from about 20 Hz to about 20,000 Hz, but
many animals can hear sound well into the infrasound and ultrasound
ranges.
References: The New Science Links Grade 5 (Worktext in Science and Technology) by:
Evelyn T. Larisma, Jan Jason Madriaga-Mariano and Nenita A. Apolinarion pp. 254-256
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WEEK 5, DAY 5
ACTIVITY # 5: EFFECTS OF SOUND ON OBJECTS(STRINGED INSTRUMENT)
Objectives:
people.
 Investigate how vibrating objects change the sound it produces.
What you need:
 Rubber band
 Box
.
What to do:
9. Stretch a rubber band and pluck it. Observe the sound and the shape of the
rubber band when it vibrates.
10. This time, stretch the rubber band more and observe again the sound
produced when you pluck it.
11. Hold your finger at one point to shorten the size of the band that can vibrate.
Pluck it again and observe the sound produced.
12. With the use of a shoebox, stretch the rubber band over the open box. Do step
1 again.
Safety Tips: Use eye protection and do not let the rubber band snap against your hand.
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. Guide Questions:
6. What happened to the sound when you increased the tension? What happen
when you stretched it?
7. What happen when you stretched the band over the box? How will you
explain this?
Remember these:
Frequency is the number of vibrations or sound waves per second.
Pitch is being referred to as the number of sound waves we are sending out
per second and it is related to frequency
Infrasound is sound with frequencies lower than 20Hz
Ultrasound is sound wave with frequencies higher than 20,000 Hz
human can hear sound ranging from about 20 Hz to about 20,000 Hz, but
many animals can hear sound well into the infrasound and ultrasound
ranges.
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ELECTRICITY AND MAGNETISM

CODE: S5FE-IIIf-6
WEEK 6, DAY 1
ACTIVITY # 1: WHAT IS IN ELECTRICITY?
Objective:
Determine how electricity works
What you need:
 Pen and paper

.
What to do:
Decipher the codes by using the key code below.
5 12 5 3 20 18 15 14 19
3 1 18 18 9 5 19
5 14 5 18 7 25 26 7 9 22 5 14 26 2 25
5 10 5 3 20 18 9 3 20 25
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KEY CODE
1 2 3 4 5 6 7 8 9 10
A B C D E F G H I J
11 12 13 14 15 16 17 18 19 20
K L M N O P Q R S T
21 22 23 24 25 26 27
U V W X Y - Z
. Guide Questions:
1. Were you able to decipher the codes in the previous activity?
2. What does it say?
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Remember these:
Electrons possesses the energy that electricity gives to a device in order to
work.
For instance, the wire of a device is plugged to a socket. The socket supplies
the device with electricity. Electricity flows along the wire. Therefore, we can
also say that the electrons carry energy. The energy from electrons enables
device to work .
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WEEK 6, DAY 2
ACTIVITY # 2: STATIC ELECTRICITY IS NO MAGIC
Objective:
Determine how static electricity works
What you need:
 2 red plastics
 String rod
 2 white plastic drinking straws
 A wool cloth
.
What to do:
1. Put the two white straws 5 cm parallel to each other on the table. See the
sample setup below
White straw
5 cm
2. Now, get the red straws. Rub both of them with the wool cloth for 1 minute.
3. Place one red straw across the white straw. See the sample setup below.
Red straw
Wool 5 cm
cloth
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4. While holding the other red straw, place it near the lying red straw.
(Note: Do not touch the other straw lying on the two white straws.)
5. Observe
6. Now, get the stirring rod and rub it on the wool cloth 1 minute.
7. While holding the stirring rod, place it near the lying red straw.
8. Observe
Safety Tips: Be careful when rubbing the stirring rod because it might break
Guide Questions:
1. All objects are in neutral charge, including the red straw and the stirring rod.
Friction changes the charge of an object. What happened to the charge of the
red straw and stirring rod after rubbing them on the wool cloth? What charge
did each of the have?
2. Why did the lying red straw move after you placed the rubbed red straw?
3. Why did the laid out red straw move after you placed the rubbed stirring
rod?
4. Based on the activity, what is static electricity?
Remember these:
Static electricity is produced when:

1. Electrons are transferred from one object to another due to friction;
2. Opposite charges are built between two objects and these objects
are placed near each other.
Referenes: The New Science Links Grade 5 (Worktext in Science and Technology) by: Evelyn
T. Larisma, Jan Jason Madriaga-Mariano and Nenita A. Apolinarion pp. 268-270
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http://schoolworkhelper.net/electricity-charge-and-static-electricity/
WEEK 6, DAY 3
ACTIVITY # 3: LIGHT IT UP
Objective:
Determine how current electricity works
What you need:
 2-1.5 volt batteries

 Two pieces of electric wire with uncovered ends a ruler
 A small bulb
 An electric tape
 Scissors
.
What to do:
1. Get the electric tape, batteries, and ruler

2. Stick the two batteries along the ruler using the electric tape. Make sure to
attach the opposite ends of the two batteries where the positive (+) is attached
to the negative (-).
3. Now, get the two electric wires. Attach the first end of the first wire to the
positive end of the first battery using the electric tape. Do the same thing with
the other electric wire, but this time, stick it on the negative end of the second
wire.
4. Two wire are supposed to be hanging. Attach the first wire above the spiral
“nech” of the light bulb. Attach the other wire to the pointed end of the bulb.
Safety Tips: Be careful when using scissors. Wear safety glasses throughout the activity,
Handle the light bulbs gently as broken bulbs can produce serious cuts.
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Guide Questions:
1. What happened to the light bulb? How this happen?
2. Current electricity is another type of electricity. The term current means
flowing. How will you relate current electricity to the light bulb and batteries?
3. What is current electricity?
4. How does current electricity differ from static electricity?
Remember these:
Unlike static electricity, the electrons in current electricity are continuous and
flowing. Therefore, current electricity produces an electric current that comes
from a source that flows through conduction (process of transferring electricity)
along a pathway (electric wire) to a device.
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WEEK 6, DAY 5
ACTIVITY # 5: HOW DOES AN ELECTRIC CIRCUIT WORK?
(Group Activity)
Objective:
Describe an electric circuit through a schematic diagram.
What you need:

 Video Presentation
https://www.youtube.com/watch?v=Q5akDw2y-zM
 PowerPoint presentation (symbols and parts of an electric circuit)
 Schematic diagram to represent circuits
 Manila paper
 Marker
What to do:
1. After watching the educational video about the electric circuits, the pupils
will be grouped into five. They will assign a leader and rapporteur.
2. Each group will be given an envelope with the materials needed in the
activity.
3. The pupils will accomplish the graphic organizer provided to them.
4. They will be given 10 minutes to perform the activity.
5. Each group will present their answers.
PARTS OF AN ELECTRIC SYMBOLS AN ELECTRIC

CIRCUIT CIRCUIT
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II. Rearrange the letters of the scrambled words given to form the parts of an electric
circuit. Read the functions below as your guide.
1. R S E U O C _____________
It is where the electricity comes from. Examples are generators and batteries.
2. A D L O
An appliance or device that uses electricity.
3. C W S I T H _____________
It controls the flow of electricity from the source. It is used to “turn on” or to
“turn off” a load.
4. I R W E _______________
The pathway of electricity from one source to the load.
Guide Questions:
1. Explain the function of each part of an electric circuit.
Remember these:
There are different ways an electric circuit. Aside from words or

drawings that can be used to describe a circuit, symbols are used to provide a
schematic diagram of an electric circuit. A schematic diagram shows how the
electric circuit is constructed.
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http://www.bbc.co.uk/education/guides/zddp34j/revision
WEEK 6, DAY 5
ACTIVITY # 5: CAN YOU MAKE IT GLOW?
Objective:
Infer the conditions necessary to make a bulb light
What you need:
 Battery holder
 Dry cells
 Lamp holder
 2.2 V lamp
 Connecting wires
.
What to do:
1. Using only one dry cell and one connecting wire, make a flashlight bulb light.
2. Insert the two dry cells in a battery holder. The battery spring is the negative
(-) terminal of the battery. Screw a flashlight bulb into the socket of a lamp
holder. Using two connecting wires, make the light bulb.
3. Observe
One wire Two wires
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Safety Tips: Wear safety glasses throughout the activity, Handle the light bulbs gently
as broken bulbs can produce serious cuts.
Guide Questions:
1. How many terminals are there in a lamp?
2. How are the terminals of the lamp connected to the terminal of the dry cell?
3. Infer how the bulb light?
Remember these:
An electric circuit is a closed path along which the electrons flowmotion

occurred. In order for electricity to be useful, it must flow continuously and
follow a path. There are three components to make a bulb light up: the
battery, bulb and wire that are properly attached together in a closed circuit.
If one of the clips was removed from the source or if the bulb was fully
screwed into a socket, then the bulb will not light.
The bulb will not light up unless the other end of the wire is connected
to the negative (-) end of the battery. It means that electricity cannot flow in
an open circuit.
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http://electronics.stackexchange.com/questions/72875/do-electrons-actually-flow-when-a-
voltage-is-applied
ELECTRICITY AND MAGNETISM

CODE SSFE-IIIG-7
WEEK 7, DAY 1
ACTIVITY # 1: HOW IS A SERIES CIRCUIT WORKING?
Objectives:
 Construct a series circuit
 Determine the effects of changing the number or type of components in a
series circuit
What you need:

(Group Activity)
 One foot square cardboard
 two or three 1.5 volt bulbs and sockets
 two 1.5-V battery
 electric wires
 scissors
 electrical tape
 screw driver
What to do:
1. Make a circuit by connecting one bulb to the battery. Put on the switch
2. When the bulb lights, add another bulb with a socket in a similar way.
3. Notice the brightness of the bulb each time you add another bulb.
4. Trace the flow of electricity with your finger.
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B. 1. Loosen one bulb from the socket

2. Observe what happens to the other bulb
Guide Questions:
1. What do you observe with the brightness of the bulb?

2. When you add another bulb, what do you notice about the brightness
of both bulbs?
3. What happens to the other bulb as you loosen one bulb?
4. How is the series circuit working? What can you say about this?
Remember these:
 In a SERIES CIRCUIT it has only one complete path regardless of the number of
resistances (bulbs) or loads used. In this circuit the resistances are connected one after
the other. Electricity passes through all the resistance (bulbs) and back to the source.
Regardless of the number of resistance used, there is only one complete circuit. When
one of the resistances (bulbs) is defective or not working, the other bulbs will not work
also, the defective bulb opens the circuit. Since there is only one source of current, the
current becomes less as more bulbs are added to the circuit. Thus the brightness of the
bulbs becomes dim.
References: Science and Health Grade 5 by Natividad A. Del Prado, p. 179-181
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CODE SSFE-IIIG-7
WEEK 7, DAYS 2-3
ACTIVITY # 2: HOW DOES THE PARALLEL CIRCUIT WORK?
Objectives:
 Construct a parallel circuit
 Determine the effects of changing the number or type of components in a
parallel circuit
What you need:

(Group Activity)
 a one foot square cardboard

 two 1.5-volt bulbs and sockets
 two 1.5-v battery
 electric wires
 electrical tape
 screw driver
What to do:
1. Get the sockets and screw a bulb into one socket.
2. Individually attach an electric wire to each terminal of the two sockets
3. Attach each terminal of the sockets
4. Connect the electric wire to the positive end and to the negative end of the
battery. See what happens to the bulb.
5. Get another socket. Screw another bulb into it and see what happens to the
second bulb.
6. Loosen either of the bulb and see what happens to another bulb
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Guide Questions:
 What happens to the bulb? Did the bulb light?

 How about the second bulb? What do you notice about the brightness of the
bulb?
 When you loosen the other bulb. Does the other bulb still light up? Why?
 What does it show?
 How will you describe a parallel connection?
Remember these:
A PARALLEL CIRCUIT has as many complete circuits as there are number of resistances
or loads. Electricity flows from the source, to the path and to resistance; then back to the
source. When resistance becomes defective, the other resistances continue to work. The
appliances and light bulbs connected in our homes are usually this kind of circuit.
References: The New Science Links Grade 5 (Worktext in Science and Technology) by
Evelyn T. Larisma, Jan Jason Madriaga-Mariano, Nenita A. Apolinario, pp. 274-275
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CODE SSFE-IIIG-7
WEEK 7, DAY 4
ACTIVITY: HOW DO SERIES AND PARALLEL CIRCUIT DIFFER
Objectives:
 Illustrate the series and parallel circuit
 Identify how the series and parallel circuit differ
What you need:

(Group Activity)
 manila paper
 pentel pen
What to do:
1. Form 4 groups
2. Make a diagram of series and parallel circuit on each box.
3. Identify the differences of each circuit by matching the board below to
the proper box
ELECTRIC CIRCUITS
SERIES CIRCUIT PARALLEL CIRCUIT
Draw a picture of series circuit Draw a picture of parallel circuit
Match the board below with the correct electric circuit

This is a circuit that allows an electric This is a circuit that allows only one path
current to flow along more than one path for the flow of electricity
This type of circuit will not work if one This type of circuit will work if one or
or more bulbs is/are defective more bulbs is/are defective
This is a circuit used in Christmas lights This is a circuit used in household wiring
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Guide Questions:
 What are the characteristics of series circuit?
 What is the effect of the bulb in the circuit if it is already defective?
 How about the parallel circuit?
 Will the other bulb light up even the bulb if defective? Why?
 Which is more convenient to use series or parallel circuit?
Remember these:
In a SERIES CIRCUIT it has only one complete path regardless of the number of
resistances (bulbs) or loads used. In this circuit the resistances are connected one after the
other. Electricity passes through all the resistance (bulbs) and back to the source. Regardless
of the number of resistance used, there is only one complete circuit. When one of the
resistances (bulbs) is defective or not working, the other bulbs will not work also, the defective
bulb opens the circuit. Since there is only one source of current, the current becomes less as
more bulbs are added to the circuit. Thus the brightness of the bulbs becomes dim.
A PARALLEL CIRCUIT has as many complete circuits as there are number of
resistances or loads. Electricity flows from the source, to the path and to resistance; then back
to the source. When resistance becomes defective, the other resistances continue to work. The
appliances and light bulbs connected in our homes are usually this kind of circuit.
References: The New Science Links Grade 5 (Worktext in Science and Technology) by Evelyn
T. Larisma, Jan Jason Madriaga-Mariano, Nenita A. Apolinario, pp. 274-275
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CODE SSFE-IIIG-7
WEEK 7, DAY 5
ACTIVITY: WHAT ARE THE PRECAUTIONARY MEASURES AND WAYS OF
CONSERVING ELECTRICITY?
Objectives:
 Practice precautionary measures in using electricity
 Observe ways of conserving electricity
What you need:

(Group Activity)
 manila paper
 pentel pen
What to do
1. Group yourselves into 5 groups
2. Talk about the different precautionary measures and ways of conserving
electricity
3. Write your output in a manila paper
4. Choose a leader to report your output.
Guide Questions
1. What are the precautionary measures that you do at home in handling
electricity?
2. What should one do in order to conserve electricity?
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Remember these
Here are some tips to follow in the use and conservation of electricity:
1. Pull out plugs of appliances when not in use for a long time.
2. Open the refrigerator door only when necessary
3. Clean light bulbs regularly.
4. Use lights only where they are needed
5. Iron clothes at spaced intervals
6. Periodic check- up of electrical connections is necessary
7. Avoid touching electrical wires when your hands are wet
References: Science and Health Grade 5 by Natividad A. Del Prado, pp. 213-214
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CODE SSFE-IIIG-8
WEEK 8, DAY 1
ACTIVITY: WHAT ARE THE PROPERTIES OF MAGNETS
Objective:
 Identify materials attracted to magnets
What you need:

(Group Activity)
 staple wire
 iron nail
 safety pin
 straw
 paper clip
 chalk
 coin
 copper wire
 aluminum foil
 needle
 magnet
What to do:
1. Get a magnet
2. Find out which objects the magnet sticks to and which objects do not.
3. Record your observation on the box provided below.
MATERIAL ATTRACTED TO NOT ATTRACTED
MAGNET TO MAGNET
4. Choose a leader to report your output

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Guide Questions
1. Which objects were attracted to a magnet?
2. Which objects were not attracted to a magnet?
3. What are the properties of magnet?
Remember these
MAGNETIC MATERIALS are those that can be attracted by a magnet. Not

all metals are magnetic, only those that are made of iron, steel, nickel and
cobalt. Magnetic force or magnetism is the force of a magnet. It is the force of
attraction or repulsion of a magnetic material due to the arrangement of its
atoms
References: The New Science Links Grade 5 (Worktext in Science and Technology) by Evelyn
T. Larisma, Jan Jason Madriaga-Mariano, Nenita A. Apolinario, p. 283
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CODE SSFE-IIIG-9
WEEK 8, DAY 2
ACTIVITY: HOW DO THE POLES OF A MAGNET INTERACT WITH EACH
OTHER?
Objective:
 Describe how poles of a magnet interact with each other.
What you need:

(Group Activity)
 2 bar magnets
 iron stand and ring
 string
 tape
What to do:
1. Cover both ends of the pole markings of a bar magnet with a tape
2. Tie a piece of string to the center of the magnet and suspend it from the iron
stand and ring.
3. Use another bar magnet to determine which of the hanging magnets is the
north pole and which one is the south pole.
4. Now try to identify the poles of the hanging magnet using the other pole of
the magnet
5. After determining the identity of each pole, remove the tape to check.
Guide Questions:
1. What happens when you bring one pole of your magnet near each end of the
hanging magnet?
2. How did you identify the poles of the magnet. Explain your answer
3. How do two poles of magnet interact with each other?
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Remember these:
MAGNETS usually have two poles. The end of the magnet, which points north when
the magnet is free to turn on a vertical axis, is the north seeking pole, simply the N pole. The
opposite end, which points south, is the south-seeking pole or S pole. Magnets come in many
shapes and sizes, but each has at least two poles. Even if you cut a magnet into pieces, every
piece will still have at least two poles. It has been discussed previously in the electricity lesson
that when two same electrical charges are placed near each other, they will repel each other.
However, when two unlike electrical charges are place near each other they will be attracted
to each other. In the same manner, like magnetic poles repel and unlike poles attract.
References: Science and Health Grade 5 by Natividad A. Del Prado, p. 205
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CODE SSFE-IIIG-8
WEEK 8, DAY 3
ACTIVITY: HOW CAN NAIL BE MAGNETIZED?
Objective:
 Determine how magnet works
What you need:

(Group Activity)
 bar magnet
 iron nail
 paper clips
What to do:
1. Magnetize the nail with a bar magnet by rubbing the magnet at the end of
the nail. Rub the nail in only one direction and do not change directions. If
you rub back and forth in two directions, the nail will not become
magnetized.
2. Rub the nails 10 times and determine how many paper clips the nail will
lift.
3. Rub the nails 10 more times and see how many paper clips the nail will
lift.
Guide Questions:
1. What happened to the nail when you rubbed it several times on a bar
magnet?
2. Did it continue to attract more paper clips when you continued to rub the nail
on a bat magnet for several times? Why do you think it happened?
3. How can you magnetize a nail?
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Remember these:
 Magnetic force or magnetism is the force of a magnet. It is the force of

attraction or repulsion of a magnetic material due to the arrangement of its
atoms. When a magnet is brought near a piece of iron the iron also gets
attracted to the magnet, and it acquires the same ability to attract other
pieces of iron.
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CODE SSFE-IIIG-8
WEEK 8, DAY 4
ACTIVITY: WHAT IS AN ELECTROMAGNET?
Objective:
 Construct an electromagnet
 Infer that electricity can produce magnet
 Identify parts of an electromagnet
What you need:

(Group Activity)
 1.5 battery
 electric wires
 a big nail
 thumbtacks and other metallic objects
What to do
1. Wind the electric wire 10-15 times around the iron bar or nail.
2. Attach one end of the wire to the positive terminal of the battery and the
other end to the negative terminal to complete the circuit.
3. See how your electromagnet works! Put in near some paper clips,
thumbtacks and other metallic objects. Observe what happens.
4. Disconnect the wire at one end. Observe again the metallic objects.
5. See the illustration below
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Guide Questions:
1. What happened to the metallic objects when placed near the electromagnet?
2. When one end of the wire was disconnected from the battery, what
happened? Why?
3. What can you infer from this activity?
4. What is an electromagnet?
5. What are the parts of an electromagnet?
Remember these:
An electromagnet is a magnet that is made up of soft iron coil and a nail. Here, the nail is
surrounded by a coil of wire through which an electric current passes. Electricity flows
through the wire with an iron bar(nail) inside it when connected to the battery. It is a
temporary magnet. It is produced by electricity passing through a wire.

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CODE SSFE-IIIG-8
WEEK 8, DAY 5
ACTIVITY: HOW DOES AN ELECTROMAGNET WORK?
Objective:
1. Describe how an electromagnet works
What you need:

(Group Activity)
 electromagnet
 pins
 pencil
 plastic straw
What to do
1. Insert the pencil through the straw
2. Put pins through the straw
3. Mount it such that the pencil can turn freely
4. Put the electromagnet near the pins.
5. Observe what happens.
Guide Questions:
1. What happened to the pins as the electromagnet was placed near the pencil?
2. How could you make the pins spin faster?
3. What can you infer about this?
4. How does an electromagnet work?
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Remember these:
An electromagnet is a magnet that is made up of soft iron coil and a nail. Here, the nail is
surrounded by a coil of wire through which an electric current passes. Electricity flows
through the wire with an iron bar(nail) inside it when connected to the battery.
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Design an experiment to determine the factors that affect the strength of the
electromagnet.
S5FE-IIIi-j-9
WEEK 9-10, DAY 1-3
ACTIVITY # 1: HOW DOES ELECTROMAGNETISM HAPPEN IN AN

ELECTROMAGNETIC COIL?
Objective:
Perform an experiment to determine how the number of loop of wire
affects the strength of the electromagnet.
What you need:

1 – 1.5 volt battery
iron nail
2 pieces of copper wire with both ends uncovered
electric tape
handful of small metallic pins
1 piece of short bond paper
Safety Tips:
Wear safety goggles
What to do and be careful handling
the coil of wire, as the
wire may become hot.
1. Get the battery and the copper wire. Stick one
uncovered end of a copper wire to the positive (+) and the
other copper wire to the negative (-) pole of the battery.
2. Get the iron nail. Coil both the copper wires from the
“head” of the nail down to the pointed part (do not cover
the pointed part). See the sample figure above.
3. Put the small metallic pins on the bond paper.
4. Place the pointed end of the iron nail on the metallic

pins. Observe.
5. Decrease the number of turns in the coil and record the

number of pins that can be picked up.

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Guide Questions
1. What happened when the pointed end of the iron nail got nearer to the small
metallic pins?
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2. What flowed along the iron nail? How did it affect the electromagnetism produced
by the iron nail?
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3. How did your ability to pick up pins with the nail change when you decreased the
number of turns in the coil?
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Conclusion:
How does electromagnetism happen in an electromagnetic coil?
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Remember these
ELECTROMAGNETS
Electromagnetism was introduced by a Danish scientist named Hans

Christian Oersted in 1820, where he built an electromagnetic coil. He
was first to notice that when electrons flowed through a wire, a
nearby compass needle moved. This showed that there is a magnetic
field around wire carrying electricity.
On further investigation, Oersted discovered something interesting

– a long coil of wire carrying a current has a magnetic field similar to
that of a basic magnet with North and South poles.
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The magnetic field of force can be made stronger by sliding a

piece of iron into the coil of wire. This soft iron builds up lines of
force and produces an electron flow through the coil of wire to
become an electromagnet.
An electromagnet is a magnet that is

made by letting electricity pass through a
simple electromagnet coil of wire wound
around an iron core. It is temporary
magnet formed when electric current
flows through wire. Without electricity,
it loses its magnetism.

The nail is the core. The wire is coiled
around the core. The electric current is
supplied by a dry cell. If you place some
pins near the electromagnet, the pins will

be attracted. When you disconnect one
end of the wire from the dry cell, no

current will flow and the pins are not
attracted. As long as the circuit is closed,
pins will be attracted due to the

The strength of the magnetic field of the electromagnet depends on the

number of loops of wire and the amount of current in the wire. In
particular, the more loops, the stronger the magnetic field created.

Reference: Science Links pp. 291-292
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CODE SSFE-IIIG-9
WEEK 9, DAY 4-6
ACTIVITY: HOW DOES THICKNESS OF WIRE AFFECT THE STRENGTH OF
AN ELECTROMAGNET?
Objectives:
 Perform an experiment
 Determine how thickness of wire affect the strength of electromagnet
What you need:

(Group Activity)
 1.5 V battery
 big nail
 thick and thin copper wire with both end uncovered
 electric tape
 metallic pins
 bond paper
What to do:
SET UP A :
1. Get the battery and the copper wire. Stick one uncoated end of a thick
copper wire to the positive (+) and the other end to the negative (-) pole of
the battery.
2. Get the iron nail. Coil both the thick copper wires from the “head” of the
nail down to the pointed part (do not cover the pointed part).
3. Put the small metallic pins on the bond paper.
4. Place the pointed end of the iron nail on the metallic pins.
5. See the sample figure below
6. Observe
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SET UP B:
1. Detach the thick copper wire from the battery and from the nail. Change
the wire into thin copper wire
2. Do the same procedure in Set Up A (Nos. 3 -5)
3. Answer the observation sheet below
KINDS OF WIRE NO. OF PAPER CLIPS ATTRACTED
THICK WIRE
THIN WIRE
Guide Questions:
1. How many metallic pins did you pick up using the thick copper wire?
2. How many metallic pins did you pick up using the thin copper wire?
3. Compare the two set-ups
4. How is the thickness or the thinness of copper wire wound around the nail
related to the strength of your electromagnet?
Remember these:
The electromagnet with the thick wire consistently held more paper clips
than the electromagnet with the thin wire. The difference however was not a
significant one. The electromagnet with the thick core consistently held more
paperclips than the electromagnet with the thin core. For this portion of the
experiment there was a significant difference.
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electromagnet.
S5FE-IIIi-j-9
Week 9-10
Day 7-8
Objective:
Perform an experiment to determine how the batteries connected in
series or in parallel affect the strength of the electromagnet.
What you need:

 2 pcs. iron nail ( 15 cm. long )
 3 m of 22 gauge insulated , stranded ( uncoated )
 6 batteries (1.5 volts, size D)
 Pliers or cutter
 Uncoated paper clips
What to do
1. Use pliers or cutter to remove a few centimeters of insulation from each end of the
wire. ( This is a pre-assigned activity )
2. Wrap the wire around the nail all in one direction .
3. Connect both ends of the copper wire to the negative and positive terminals of the
dry cell in series connection .Count the number of pins attracted to it.
4. Repeat procedure 2 and 3 using parallel connection.
7. Record your observations in your activity sheet.
Arrangement of Batteries No. of Paper Pins Attracted
Series
Parallel
Guide Questions
1. How many pins did you pick up in step 2?
3. In which arrangement of batteries did you pick up more number of pins? Why ?
4. How is the electric current related to the strength of the electromagnet ?
____________________________________________________________________________________________________

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Remember these
Factors that Affect the Strength of an Electromagnet

Some factors affect the strength of an electromagnet. These
include the material used as core , the number and direction of coils,
and the current flowing through the coil.
Electric Current
Increasing the current flowing through the coil increases the
strength of an electromagnet. However , the battery itself can be a
limiting factor because of its internal resistance( the opposition to the
flow of electric current ) . Wiring the batteries in parallel is a good
strategy.

____________________________________________________________________________________________________

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electromagnet.
S5FE-IIIi-j-9
Week 9-10
Day 9-10
Objective:
Perform an experiment to determine how the direction of coiling the
wire affect the strength of the electromagnet.
What you need:

 iron nail ( 15 cm. long )
 3 m of 22 gauge insulated , stranded ( uncoated )
 3 batteries (1.5 volts, size D)
 Pliers or cutter
 Uncoated paper clips
What to do
1. Use pliers or cutter to remove a few centimeters of insulation from each end of the
wire. ( This is a pre-assigned activity )
2. Wrap the wire around the nail all in one direction.
3. Bring the electromagnet near the pins .Count the number of pins attracted to it.
4. Wrap the wire around the half part of the nail all in one direction and another
part in different directions.
6. Bring the electromagnet near the pins .Count the number of pins attracted to it.
7. Record your observations in your activity sheet.
Directions of Coil No. of Paper Pins Attracted
One Direction
Different Directions
Guide Questions
3. In which direction did you pick up more number of pins? Why ?
4. How is the direction of coiling the wire affect the strength of the electromagnet ?
____________________________________________________________________________________________________

---------------------------------------------------------------------------------------------------------------------------------------
Remember these
Factors that Affect the Strength of an Electromagnet
Some factors affect the strength of an electromagnet. These

include the material used as core , the number and direction of coils,
and the current flowing through the coil.
Number and Direction of Coil

Increasing the number of coils increases the strength of an
electromagnet. Each turn of the coil sets up its own magnetic field
and contributes to the total magnetic field.
The direction of a magnetic field depends on the direction of
the electric current creating it. The magnetic field around a wire as
electricity flowing directly toward you creates a magnetic field in a
counterclockwise direction. If the direction of the electric current is
reversed , the magnetic field also reverses. It will be now be in a
clockwise direction.
If part of the wire is wrapped around the nail in one direction
and another part in other direction , the magnetic fields from the
different parts cancel out. This decreases the strength of the
electromagnet. Coiling the wire all in one direction increases the
strength of the electromagnet.
____________________________________________________________________________________________________

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Week 2 – Use appropriate measuring tools and correct

Week 3 – Discuss why some materials are good conductors

Week 4 – Infer how black and colored objects affect the

Week 5 – Relate the ability of the material to block, absorb or

Week 6 – Infer the conditions necessary to make a bulb light

Week 7 – Determine the effects of changing the number or

Week 8 – Infer that electricity can be used to produce

Week 9-10 – Design an experiment to determine the factors

Grade 5 Quarter 3 Learner’s Materials

Priscilla D. Sanchez, Ph.D.

What you need:

1. Is there any change in the position of the cars?

Reference: The New Science Links (Worktext in Science and Technology)

What you need:

A frame of reference is to what an observer compares the

No frame of reference is any ore correct than another. If you are

means that everything in the universe is moving. There is no frame of

WEEK 1, DAY 3-4

What you need:

distance he travels in 10 seconds

Objects Distance (d) in cm time (t) in second

What you need:

2. Compute for the speed.

3. Compute for the velocity.

B. Find the speed or velocity of the following moving bodies.

Speed and velocity refer to rate of motion, or how fast a

Linear speed and linear velocity refer to the rate of motion

Speed (v) is the measure of the distance (d) covered by a

Velocity ( v ) is the measure of displacement (s) made by a

Displacement differs from distance. Distance is the total path

Reference: Jessie Villegas pp. 48-49

What you need:

Solutions: Use extra paper if necessary.

A body in non-uniform motion is said to be accelerated. This term is

where Vf is the final velocity, Vi is the initial velocity, and tf - ti is the

Sample Problem 1: What is the acceleration of a car that changes its

Sample Problem 2: A car is moving at 100 km/h when the driver

= 60 km/h – 100 km/h

A body that is decelerating has negative acceleration ( -a )

Reference: Science Links p. 217 & Jessie Villegas pp. 49-50.

What you need:

Measuring the width of a table with your hand span

Table 2: Width of a Table or Desk

Name of Pupil Number of Hand Spans

Measuring Distance Using Standard Units

To describe motion further, you need to know how to measure

It is helpful to express distances in units that are best suited to the

For a very large distances, it is more common to make measurements

What do you use to measure length? We use a meter scale for

Now, we can repeat all our measurement activities using a standard

Proper Measurement of Length

In measuring the length, we need to do the following:

Figure 1 Method of placing the scale along the length to be measured

3. The correct position of the eye is also important in taking

Reference: Science Links pp. 206-209

What you need:

What you need:

The books are at rest.

FIRST LAW OF MOTION: LAW OF INERTIA