COMPETENCY:
1. Describe the motion of an object by tracing and measuring its change in
position (distance travelled) over a period of time.
SAMPLE FORMATIVE ASSESSMENT:
A. Choose the letter of the correct answer. B. soft
1. What causes object to move? ball
A. weight B. gravity C. force D. magnets
2. When you step on a boat to ride, the boat makes a little backward motion. Which law of motion explains this?
A. Force is equal to the product of the mass and acceleration.
B. Force every action, there is an equal and opposite reaction. D. tennis
C. an object at rest tends to stay at rest. ball
D. An object in motion tends to stay in motion.
Does the
3. The laws of motion explain why objects move. Who formulate these laws? size of the
A. Galileo Galeli C. Benjamin Franklin body affect
B. Thomas Edison D. Isaac Newton the force to
be exerted
4. The hullahoop moves around your body in a circular motion. What force pulls the object away from the circle?? to push the
A. gravity C. centrifugal force table?
B. acceleration D. centripetal force Prove your
answer.
5. If a boy will have to kick one object, which one from the list below will move the farthest upon kicking?
A. shut put ball C. golf ball
B. Review the effects of force on the size of the person who push through game.
a. Call a small boy and a big boy in class.
b. Ask them to push the teacher’s table one at a time in 10 seconds.
Who do you think was able to push the table farther?
Who exerted less effort/ force to push?
COMPETENCY:
2. Discuss why some materials are good conductors of heat and electricity.
B. Read and analyze the questions. Write the letter of the correct answer on a sheet of paper.
1. How does heat move?
A. from colder to warmer objects
B. from warmer to colder objects
C. in all directions at once
D. from insulators to conductors
2. Look at picture below. Which material would make the best insulator?
A. Copper
B. Aluminum
C. Wood
D. Iron
3. Which of these is the BEST heat conductor?
A. Cloth glove
B. Plastic foam cup
C. Rubber glove
D. Aluminum can
4. Which material is a good conductor?
A. Cotton B. metal C. Wood D. Plastic
5. A material through which electricity does not flow is called __________.
A. Conductor B. Circuit C. Electricity Field D. Insulator
COMPETENCY:
6. Design an experiment to determine the factors that affect the strength of the
electromagnet. S5FE-IIIi-j9
A. Draw and label the parts of an electromagnet.
Use rubric for scoring this evaluation.
Criteria 5 3 1
Accuracy The drawing The drawing The drawing
(electromagn (electromagnet) has (electromagn
et) has complete parts but not et)has
complete labelled correctly. Incomplete
parts and parts and not
labelled labelled
correctly. correctly.
Neatness The drawing The drawing is attractive The drawing
is in terms of design,layout, is acceptably
exceptionally and neatness . attractive
attractive though it may
in terms of be a bit
design, messy.
layout, and
neatness.
B. Write TRUE if the underlined word is correct. If it is FALSE write the correct
answer. Write your answer on the blank.
--------------1. Electromagnet is a permanent magnet.
--------------2. Magnetic force may also be produced by ordinary electric current.
--------------3. Coil of wire is the source of electricity.
--------------4. An electromagnet works only when there is a flow of gas through
the coil of wire.
-------------5. It is made up of an iron core, copper wire and source of electricity.
COMPETENCY:
3. Relate the ability of the material to block, absorb, or transmit light to its use.
Activity 1: Heat Absorption A
Chain Note
Pass around a “Chain Note” worksheet. This is a strategy to determine learners’ understanding. At the top
of the worksheet is the question: “How black and coloured objects affect the ability to absorb heat?” The
worksheet gets passed from pupil to pupil. Each pupil responds with one or two sentences related to the
question and passes it on to the next pupil.
When pupil received the paper they must add a new thought or build on a prior statement. Chain notes
provide an opportunity for pupil to examine others’ ideas and compare them to their own thinking. Pupils
can add facts, definitions, specific ideas, big ideas, analogies, illustrative examples, and evidence from
their own or class experiences to contribute to building the chain.
When completed, the chain notes can be read aloud or projected, allowing for pupils to give feedback on
the statements made by their peers. Pupils should discuss whether they agree or disagree with the
statements and defend their reasoning. This will also help to determine what misconceptions are still
occurring.
Do dark coloured objects absorb better than lighter coloured objects?
COMPETENCY:
4. Infer the conditions necessary to make a bulb light up.
COMPETENCY:
5. Determine the effects of changing the number or type of components in a
circuit.
Ask pupils about their observations when they switch off the light in the kitchen. Are other light bulbs We
affected? Why? are
going to investigate this in our activity today.
1. Organize the class into small groups
2. Introduce Lesson : LM activity 3 – “Constructing a Series Connection”
3. Check whether the pupils brought complete sets of materials to be used in the activity.
Distribute the activity sheet, manila paper and marking pen.
4. Give other necessary instructions in doing the activity.
5. Let the pupils do Lesson : LM Activity 3 - “Constructing a Series Connection”
6. Instruct them to write their observations.
Supervise the class while they are doing the activity.
7. Have each group present their output. Three minutes may be allotted per group
presentation.
8. Take note of the pupils’ responses to the activity questions while discussing the
activity.
9. What happens to the brightness of the bulbs as you connect more bulbs and
sockets?
10. When you loosen a bulb, what happens to the circuit?
What is the difference between series and parallel circuit?
