HOME-BASED
LABORATORY
ACTIVITIES
TEACHER'S NOTES
TABLE OF CONTENTS
BIOLOGY
Science 9 Activity 1- Relax Lung! - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 2
Science 9 Activity 2- Pump a Beat! - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 11
Science 9 Activity 3- Product of Photosynthesis - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 22
Science 10 Activity 1- Protein Synthesis - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 30
CHEMISTRY
Science 9 Activity 1- Count Me In! - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - 45
Science 10 Activity 1- DIY Cartesian Diver- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 55
Science 10 Activity 2- Size Me Up - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 62
Science 10 Activity 3- Factors Affecting Reaction Rates - - - - - - - - - - - - - - - - - - - - - - - - - - - 71
EARTH SCIENCE
Science 9 Activity 1- Volcanic Eruption - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 79
Science 9 Activity 2- Generating Geothermal Energy - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 87
Science 9 Activity 3- Constellations - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 96
Science 10 Activity 1- Types of Plate Boundaries - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 106
Science 10 Activity 2- Convection Current- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 116
Science 10 Activity 3- Seafloor Spreading - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 123
PHYSICS
Science 9 Activity 1- Shot Me Down - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 130
Science 9 Activity 2- Conservation of Mechanical Energy- - - - - - - - - - - - - - - - - - - - - - - - - 136
Science 9 Activity 3- Simple Heat Engine - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 143
Science 10 Activity 1- Building a Plastic Prism - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 150
Science 10 Activity 2- Reflection in Plane Mirrors- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 157
Science 10 Activity 3- A Simple Electric Motor - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 163
BIOLOGY
1
HOME-BASED LABORATORY ACTIVITY
SCIENCE 9
QUARTER 1 WEEK 1
ACTIVITY 1
Relax Lung!
Rationale of the Home-Based Laboratory Activity
It is one of the topics which is difficult to observe because it is happening in our
body thus, by doing this activity of making a lung model, the learners will have a deeper
understanding about the respiratory system.
Description of the Home-Based Laboratory Activity
Grade Level
:
Prerequisites, if any :
9
Number of Hours : 1 Hour
Parts and function of respiratory system
Home-Based Laboratory Learning Development Team
Regional Director
Assistant Regional Director
Chief of CLMD
Education Program Supervisor, Science
Education Program Supervior, LRMDS
:Gilbert T. Sadsad
:Ronelo Al K. Firmo
:Francisco B. Bulalacao Jr.
:Chozara P. Duroy
:Grace U. Rabelas
Writers:
Joseph Roland M. Nasol – SDO Ligao City
Richard V. Porton – SDO Camarines Norte
Japhet A. Rodrigo - SDO Masbate Province
Reviewed by:
Jo-Ann M. Cordovilla
Isagani F. Musa
Michelle M. Losañez
Jezrahel T. Omadto
Magnolia Vida A. Cano
Saturnino L. Macasinag, Jr.
Jocelyn P. Navera
2
HOME-BASED LABORATORY ACTIVITY
SCIENCE 9
QUARTER 1 WEEK 1
ACTIVITY 1
Relax Lung!
Introduction
Have you ever been in a jeepney that was packed to its full capacity? Because
you have so little room to move, you wanted to get out as quickly as possible. This is
similar to the procedure that causes air to enter and exit your lungs. When you take a
breath in, your diaphragm muscle contracts downward and your rib muscles pull up,
allowing air to fill your lungs. Could you please explain why? You will discover how
lungs work and how the diaphragm movement aids in the passage of air into and out
of the lungs in this activity.
Objectives
MELC: Explain how the respiratory and circulatory systems work together to transport
nutrients, gases, and other molecules to and from the different parts of the body.
(S9LT-la-b-26)
Learning Objectives: At the end of this home-based laboratory activity, you should
be able to:
1. Create a lung model and explain how the lungs work
2. Describe how the movement of the diaphragm helps the air go in and out of
the lungs.
3. Illustrate the movement of air as it moves in and out of the lungs.
4. Cite the importance of a well-coordinated organ system.
3
Materials
Plastic container (1.5-liter transparent soda bottle)
10 rubber bands or masking tape or electrical tape
2 small balloons or ice bag (4x12)
1 big balloon or sando bag
Cutter or pair of scissors
Procedures
This activity requires an adult supervision. Ensure that necessary
precautionary measures are followed especially in using sharp objects.
Preparing the Observation Set-up:
1. Look for a suitable place free from distractions while performing the experiment.
2. Gather the necessary materials.
3. Using a pair of scissors, cut the bottom out of the 1.5-liter plastic bottle.
Figure 1
4. Wrap the two plastic straws together up to the middle portion.
Figure 2
5. Create a hole in the cap of the plastic bottle. Make sure that the hole is just big
enough for a straw to fit through.
Figure 3
4
6. Stick the wrapped portion of the straw through the hole of the bottle cap.
Figure 4
7. Place one balloon/ice bag on the end of each straw and secure them with rubber
bands/masking tape/electrical tape.
Figure 5
8. Stick the balloon ends of the straws through the bottle opening and screw the lid
on tightly.
Figure 6
9. Cut the large balloon in half, stretch it out and place it over the open bottom of the
bottle. Secure it with the rubber band/masking tape/electrical tape as tightly as
possible. Note: You can use a large plastic bag if the large balloon is not available.
Figure 7
Refer to the picture of the lung model above as your reference.
10. Pull the large balloon down 2-3 inches away from the bottle
11. Push the large balloon towards the bottle.
12. Write down your observations.
You can also visit this link for demonstration:
https://www.youtube.com/watch?v=6oMFAMqSlq4
5
References
Science 9 Learner’s Material (2014). Department of Education.
“How to Make Lungs with Balloons - Life Hacks for ... - Youtube.” Accessed April 28,
2022. https://www.youtube.com/watch?v=6oMFAMqSlq4.
6
HOME-BASED LABORATORY ACTIVITY
SCIENCE 9
QUARTER 1 WEEK 1
ACTIVITY 1.1 Relax
Lung!
Observation
Draw your observations about the two small balloons as you pull down or push
up the large balloon.
Pull down
Push up
Connect the parts of the lung model that corresponds to the respiratory system.
7
Questions
1. What happens to the space inside the bottle as you pull down the large balloon
at the bottom of the model?
As you pull down the large balloon, the space inside the container
increases.
2. What happens to the space inside the bottle as you push up the large balloon
at the bottom of the model?
As you push up the large balloon, the space inside the container
decreases.
Hint: If the volume inside the container increases, the pressure decreases
and, vice versa. The movement of air is from high pressure to low
pressure.
3. What do you think happens to the pressure inside the bottle as pull down the
large balloon?
As you pull down the large balloon, the pressure inside the bottle
decreases.
4. What do you think happens to the pressure inside the bottle as push up the
large balloon?
As you push up the large balloon, the pressure inside the bottle
increases.
5. How does the movement of the large balloon cause the air to go in and out of
the bottle?
The movement of the large balloon affects the air pressure inside the
bottle by either decreasing or increasing the space, thus allowing air to
go in and out of the small balloons or making them expand or shrink.
8
Application
Use the lung model. As you inhale, pull down the large balloon; this represents
what happens inside your chest cavity when you breathe in. Now, exhale and push
the large balloon; this represents what happens inside the chest cavity when you
breathe out. Illustrate a diagram showing human breathing in and out. Use arrows to
represent the movement of gases.
Breathing in
Breathing out
1. Why is it difficult to breathe when you are full or wearing tight pants?
When we are full or wearing tight pants, the diaphragm can’t move freely
thus we have difficulty in breathing.
2. Why is it important to have well-coordinated organs in the respiratory system?
If one organ will not function well, the organ system (respiratory system)
could not perform its specific task.
9
Generalization
Write your generalization by underlining the correct word to complete the
sentence.
When you (inhale, exhale), the diaphragm muscle (contracts, relaxes). Inhaling
moves the diaphragm (up, down) and expands the chest cavity. Simultaneously, the ribs
move up and (increase, decrease) the size of the chest cavity. There is now more space
and less air pressure inside the lungs. Air pushes in from the outside where there is a (higher,
lower) air pressure. It pushes into the lungs where there is a lower air pressure. When you
(inhale, exhale), the diaphragm muscle (contracts, relaxes). The diaphragm and ribs return
to their original place. The chest cavity returns to its original size. There is now less space
and greater air pressure inside the lungs. It pushes the air outside where there is (lower,
higher) air pressure.
10
HOME-BASED LABORATORY ACTIVITY TEACHER’S NOTE
SCIENCE 9
QUARTER 1 WEEK 2
ACTIVITY 2 PUMP A BEAT!
This Home-Based Laboratory Activity will help the learners to identify and describe the
parts and functions of the heart. It will also aid them to visualize through the improvised
model of the heart and the pumping and circulation of blood throughout the body.
Grade Level
Prerequisites, if any
:
9
Number of Hours : 2 hours
: The students should know the parts and function of the
Respiratory System.
Home-Based Laboratory Learning Development Team
Regional Director
Assistant Regional Director
Chief of CLMD
Education Program Supervisor, Science
Education Program Supervisor, LRMDS
: Gilbert T. Sadsad
: Ronelo Al K. Firmo
: Francisco B. Bulalacao, Jr.
: Chozara P. Duroy
: Grace U. Rabelas
Writers:
Christie C. Evasco
Sally Lourdes N. Alzaga
Judy C. Salcedo
-SDO Sorsogon Province
-SDO Masbate City
-SDO Iriga City
Reviewed by:
Jo-Ann M. Cordovilla
Isagani F. Musa
Michelle D. Losañez
Jezrahel T. Omadto
Magnolia Vida A. Cano
Saturnino L. Macasinag, Jr.
Jocelyn P. Navera
11
HOME-BASED LABORATORY ACTIVITY
SCIENCE 9
QUARTER 1 WEEK 2
ACTIVITY 2: PUMP A BEAT!
Introduction
When asleep, the body sends electrical signals to the heart that tell it to slow
down. When engaging in strenuous activities, the heart receives a message to pump
harder. The function of the heart keeps us alive and healthy, but how does it send
blood to deliver oxygen and nutrients to the body?
In this home-based laboratory activity, you will create a model of the heart which
will help you understand the circulation of oxygen-rich blood and nutrients to the
different parts of the body and vice versa.
Objectives
Most Essential Learning Competency:
Explain how the respiratory and circulatory systems work together
to transport nutrients, gases, and other molecules to and from the different
parts of the body. (S9LT-Ia-b-26)
Learning Objectives: At the end of this home-based laboratory activity, you should be
able to:
1. identify the different parts of the heart,
2. describe how the heart functions, and
3. create a model of the heart to explain how blood is pumped.
Materials
● 4 medium-sized balloons (2 red and 2 blue) or 4 small empty mineral
water bottles with caps already holed
● 2 disposable cups
● Water enough to fill two medium-sized balloons/mineral bottles
● 1 meter (39.37inches)
● flexible clear plastic hose
12
●
●
●
●
●
●
1 small pack of food coloring (red and blue)
String/ candy wire
Scissors
⅛ Illustration board/any recyclable cardboard/carton box
Diagram of the circulatory system
Syringe and a clay
Balloon or mineral bottle
disposable cups
flexible clear plastic hose
Procedures
PRECAUTIONARY MEASURES:
● Obtain your parents’/guardians’ permission and
assistance in performing the activity.
● Handle sharp and hot objects with care.
Preparing the Heart Model:
Procedure
Illustration
1. Look for an area in your
house where you can
properly perform the
activity and prepare all the
needed materials.
13
2. Cut the ⅛ illustration
board or any recyclable
cardboard into at least A4
size bond paper (8.3 x
11.7 inches).
3. Paste the A4 size
diagram of the heart
(refer to Appendix A) on
the illustration or
cardboard/ carton box.
4. Make a hole using the tip
of the scissors at the area
with large dots and paired
dots.
5. Cut the 1.5 – 2 meters
flexible clear plastic hose
into half.
6. From the back of the
board, insert the flexible
clear plastic hose/tube in
the large hole at the left
topmost part.
7. Securely tie the flexible
clear plastic hose with
the string/candy wire in
the first paired dots. Do
the same up to the last
paired dots on the left
side of the diagram.
14
8. Repeat the procedure 6
to 7 to the right side of
the diagram.
9. On the left side, insert
the bottom end of the
tubing into a blue
balloon or empty
mineral bottle about 1.5
inches deep and tightly
tied with string or
secured with clay for
the mineral bottle. Do
the same to the red
balloon on the right side
of the model.
10. Pour at least ¾ cup
water into the 2
disposable cups and
drop red and blue
food color, then mix.
11. Fill the syringe with
blue water
(deoxygenated
blood) and push all
the way down on the
plunger to fill the
tubing with water. Do
the same with the red
water (oxygenated
blood).
15
12. Secure the remaining
balloon to the top of
the tubing.
13. Pump the
balloons/mineral
bottle back and forth
to see how blood
flows in and out of
the heart.
RUBRIC FOR SCORING
CATEGORY
4
3
2
1
Model Accuracy
All parts of the
model are
accurate.
Creativity/
Resourcefulness
The model
reflects an
exceptional
degree of
student
ingenuity in
creativity and
resourcefulnes
s.
The model was
received on or
before the due
date.
Some parts
of the
model are
accurate.
Some parts
of the
model
reflect
student
ingenuity in
being
creative
and
resourceful
.
The model
was
received 34 days late.
Little to none of
the parts of the
model are
accurate.
The model
shows low level
of creativity and
resourcefulness
.
Timeliness
Most parts
of the
model are
accurate.
Most parts
of the
model
reflect
student
ingenuity in
being
creative
and
resourceful
.
The model
was
received 12 days late.
The model was
received 5 or
more days late.
16
Overall
Presentation
The model
clearly shows
the main idea
and labeled all
the parts
correctly.
The model The model
shows
indirectly
some of
shows the
the
main idea
important
and
ideas and
labeled 6-7
labeled 8-9 parts
parts
correctly.
correctly.
Adopted from DepEd Grade 9 – Science Learner’s Material
The model
insufficiently
shows the main
idea and
labeled less
than 5 parts
only.
References
twinkl. n.d. Accessed April 27, 2022. https://www.twinkl.com.ph/resource/deflatedballoon-colouring-sheet-t-tp-2667626.
brooksann. n.d. Accessed April 28, 2022. https://brooksann.com/diy-professionalsewing-room-table/.
freepik.com. n.d. Accessed April 28, 2022. https://www.freepik.com/premiumphoto/pouring-drinking-water-from-bottle-into-plastic-cup_10381058.htm.
istock. n.d. Accessed April 27, 2022. https://www.istockphoto.com/illustrations/waterbottle-on-white.
ebuy. n.d. Accessed April 28, 2022. https://www.ebuy7.com/item/old-elm-woodworkingtable-solid-wood-anti-static-workbench-multifunctional-diy-console-homecarpenter-table-manual-567543746866.
wikihow. n.d. Accessed April 28, 2022. https://www.wikihow.com/Cut-Foam-Board.
aliexpress. n.d. Accessed April 28, 2022.
https://www.aliexpress.com/i/32859619846.html.
library. n.d. Accessed April 28, 2022. http://clipart-library.com/free/black-and-whiteheart-diagram.html.
youtube. 2019. October 17. Accessed April 26, 2022.
https://www.youtube.com/results?search_query=beating%27+heart+Science+ex
pedition.
hose. n.d. Accessed April 28, 2022. https://www.orient-hose.com/project/pvc-clearhose/.
info. n.d. Accessed April 27, 2022. http://hotcore.info/babki/human-lungs-black-andwhite.html.
DepEd. 2014. Science 9 Learner's Material.
—. 2014. Science 9 Learner's Material. Department of Education
ck12 . n.d. Accessed April 28, 2022. https://flexbooks.ck12.org/cbook/ck-12-collegehuman-biology-flexbook-2.0/section/16.3/primary/lesson/heart-chumbio/.
17
HOME-BASED LABORATORY ACTIVITY
SCIENCE 9
QUARTER 1 WEEK 2
ACTIVITY 2: PUMP A BEAT!
Name: ___________________________________ Gr. & Sec.: _______________
Observation
Illustrate the pathway of the blood circulation into and out of the heart as
you pumped it.
18
Questions
1. Using your own color scheme, identify what are the different parts of the heart? Use
crayons or any coloring materials to color the parts then write the name of the color
inside the box below.
Parts
Desired Color
(answer may
vary from 1-10)
1. Aorta
2. Right Atrium
3. Left Atrium
4. Superior vena
cava
5. Inferior vena
cava
6. Right Ventricle
7. Left Ventricle
8. Bicuspid/mitral
valve
9. Tricuspid valve
10. Pulmonary
artery
2. What are the functions of the different parts of the heart? You may answer this
question by completing the table below.
Part
1.Pulmonary valve
2. Right ventricle
3.Tricuspid valve
4. Aorta
5. Right Atrium
6. Left Ventricle
7. Inferior vena cava
8. Superior vena
cava
9. Mitral valve
10. Left Atrium
Function
Acts like a one-way door from the heart’s right
ventricle to the lungs.
Passes the blood on to the pulmonary artery, which
sends it to the lungs to pick-up oxygen.
Consists of three thin flaps of tissue that flaps
open to let blood flow from the upper right
chamber to the lower right chamber.
The largest artery in the body that pumps
oxygenated blood throughout the body.
Receives deoxygenated blood from the body.
Pumps oxygenated blood to the body.
Carries deoxygenated blood from the lower part
of the body (legs, feet, and organs in the abdomen
and pelvis).
Carries deoxygenated blood from the upper part of the
body (head, neck, arms, and chest).
Keeps blood flowing in the right direction.
Receives oxygenated blood from the lungs.
19
3. How does the heart function as a pump?
The right ventricle pumps the oxygen-poor blood to the lungs through the
pulmonary valve. The left atrium receives oxygen-rich blood from the
lungs and pumps it to the left ventricle through the mitral valve. The left
ventricle pumps the oxygen-rich blood through the aortic valve out to the
rest of the body.
Application
Imagine that the tubing was blocked while you are pumping. What do you think
will happen to the heart? Will it function properly? Explain your answer.
When the flow of blood to the heart is blocked, a heart failure/disorder
may happen that can lead to a serious heart disease in the future.
Generalization
Write your insights regarding the activity.
I used to think… (answer may vary)
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Now, I think… (answer may vary)
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
___________________________________________________
20
Apppendix
A
Appendix
A
21
HOME-BASED LABORATORY ACTIVITY
SCIENCE 9
QUARTER 1 WEEK 6
ACTIVITY 3 PRODUCT OF PHOTOSYNTHESIS
Rationale of the Home-Based Laboratory Activity
Photosynthesis is the process by which plants use sunlight, water, and carbon
dioxide to create oxygen and energy in the form of sugar. Carbon dioxide and oxygen
as the end products of this process help other organisms to sustain their cycle.
The concept of photosynthesis is only concentrated in grade 9 and no additional
topic is presented in grade 10.
This home-based activity is important to Grade 9 students for it will provide
experience to observe evidence of inputs and outputs of photosynthesis.
Habits of Mind to be developed by the students will be:
❑
Persisting
❑
Thinking Flexibly
❑
Striving for Accuracy
Description of the Home-Based Laboratory Activity
Grade Level
:
9
Number of Hours : 2 hours
Prerequisites, if any : Explain how materials cycle in an ecosystem
Home-Based Laboratory Learning Development Team
Regional Director
Assistant Regional Director
Chief of CLMD
Education Program Supervisor, Science
Education Program Supervior, LRMDS
Writers:
Debie M. Garcia
Phrincess B. Soylon
Anjun A. Manangat
Reviewed by:
Jo-Ann M. Cordovilla
Isagani F. Musa
Michelle D. Losañez
Jezrahel T. Omadto
:Gilbert T. Sadsad
:Ronelo Al K. Firmo
:Francisco B. Bulalacao Jr.
:Chozara P. Duroy
:Grace U. Rabelas
-Division of Masbate City
-Division of Masbate City
-Division of Masbate City
Magnolia Vida A. Cano
Saturnino L. Macasinag, Jr.
Jocelyn P. Navera
22
HOME-BASED LABORATORY ACTIVITY
SCIENCE 9
QUARTER 1 WEEK 6
ACTIVITY 3 PRODUCT OF PHOTOSYNTHESIS
Name: _______________________________________ Gr. & Sec.: _____________
Introduction
Have you ever imagined breathing without oxygen? Do you think organisms
such as us humans survive without it? Where do you think the oxygen, we breathe
come from?
Plants and other autotrophic organisms are the sole providers of oxygen in the
atmosphere through photosynthesis. In your previous lesson, you have learned that,
to process photosynthesis raw materials such as water, carbon dioxide, and sunlight
must be present. Photosynthesis takes place in the leaves where the chlorophyll
(green pigment of the plant) is present. It can happen during daytime (light-dependent
reaction) and nighttime (Calvin Cycle), these are the two stages of photosynthesis.
The chemical equation for photosynthesis is:
6CO2 + 6H2O
light
C6H12O6 + 6O2
In this Home Lab Activity, you will find out how plants use raw materials to provide
food and produce essential products that are useful to other organisms like humans
and other living organisms.
Objectives
Most Essential Learning Competency:
Differentiate basic features and importance of photosynthesis and respiration
(S9LT-Ig-j-31)
Learning Objectives: At the end of this home-based laboratory activity, you should
be able to:
1. perform an activity that will show the product of photosynthesis,
2. identify products of photosynthesis, and
3. explain the importance of the by-product of photosynthesis.
23
PART 1 – TAKE ME OUT!
Materials
2 plastic bottles
6 pcs of any available leaves at home
water
Procedures
1.
2.
3.
4.
5.
6.
Label the 2 plastic bottles as A & B
Place 3 pcs of fresh leaves in each bottle.
Add water until it covers up the size of the leaves
Expose bottle A to direct sunlight.
Cover bottle B with a piece of cloth and place it in a dark area.
Observe each bottle for about an hour.
Figure 1
Figure 2
24
PART 2 – I AM SWEET!
Materials
Green camote leaves
Ethyl alcohol
Small plate
Hot water
betadine
tongs/ tweezer
2 bowls (1 small and 1 big)
Procedures
SAFETY PRECAUTION: Be careful in handling hot water. Avoid
getting it spilled. Request for assistance from an adult in doing this.
Ethanol is flammable. Do NOT use ethanol around a flame
1. Half fill the bowl with hot water then add the leaf. Let it soak in a hot water for
a few seconds
2. Half fill another small bowl with ethyl alcohol
3. Remove the leaf from the water using tongs and put it into a bowl with ethyl
alcohol.
4. Stand the small bowl in a bowl with hot water until the ethyl alcohol turns into
green color.
5. Remove the leaf with tongs and dip it back into the hot water
6. Place the leaf on a small plate and flatten it out.
7. Add some of the betadine to the surface of the leaf
8. Observe and wait until the leaf changes its color
Figure 3
25
Reference
Club, Pak Science. 2009. Pak Science Club. December 16. Accessed April 28, 2022.
https://www.youtube.com/watch?v=J1jQcdm0HgM.
DepEd LRMDS portal. 2014. DepEd LRMDS portal. April 29. Accessed April 27,
2022. https://lrmds.deped.gov.ph.
dreamstime.com. n.d. dreamstime.com. Accessed April 28, 2022.
https://www.dreamstime.com/testing-leaf-starch-vector-illustrationimage174547851?fbclid=IwAR1HFnGqGJGI4Y6Zba0trI5GqFGaBC1Ys2CAT
s2KOGoUTbKgxj-L_x0Vs2w.
Mandanas, Amir. 2020. Amir Mandanas. December 1. Accessed April 28, 2022.
https://www.youtube.com/watch?v=lPwT5j0d6ko.
26
HOME-BASED LABORATORY WORKSHEET
SCIENCE 9
QUARTER 1 WEEK 6
ACTIVITY 3 PRODUCT OF PHOTOSYNTHESIS
Name: _______________________________________ Gr. & Sec.: _____________
Observation
Part 1. Using an illustration/picture present your observation in the box and
provide a label for them.
Questions
1. What have you observed in the leaves inside the bottle exposed to the sun
compared to the leaves in the bottle placed in a dark area?
______________________________________________________________
______________________________________________________________
2. If you observed any, what does it represents?
______________________________________________________________
______________________________________________________________
27
Part 2. Using an illustration/picture present your observation in the box and
provide a label for them.
Questions
1. What is the effect of soaking the leaf in the alcohol?
______________________________________________________________
______________________________________________________________
2.
Why do you think the leaf changes its color after putting betadine?
______________________________________________________________
______________________________________________________________
Application
1. Why do you think it is important to expose plants to direct sunlight?
_________________________________________________________________
_________________________________________________________________
2. Why are herbivores like carabaos, goats, and cows need to eat grasses?
_________________________________________________________________
_________________________________________________________________
Generalization
28
Write your generalization in the box provided below by answering the following
questions.
1. What is the importance of glucose (C6H12O6) and oxygen (O2) to another
living organism?
______________________________________________________________
______________________________________________________________
______________________________________________________________
29
HOME-BASED LABORATORY ACTIVITY TEACHER’S NOTE
SCIENCE 10
QUARTER 3 WEEK 4
ACTIVITY 1 PROTEIN SYNTHESIS
Rationale of the Home-Based Laboratory Activity
This Home Laboratory Activity is an exciting exercise where learners can play
as young detectives who will investigate the real suspect in a crime lab using the
principles of Protein Synthesis.
The materials are readily available, instructions are specific and simple to avoid
ambiguity and confusion among the learners.
This Home Laboratory Activity is a combination of play and mystery while
exploring the topic of protein synthesis.
Description of the Home-Based Laboratory Activity
Grade Level
: 10
Number of Hours
Prerequisites, if any : DNA and RNA structures
: 1 Hour
Home-Based Laboratory Learning Development Team
Regional Director
Assistant Regional Director
Chief of CLMD
Education Program Supervisor, Science
Education Program Supervior, LRMDS
:Gilbert T. Sadsad
:Ronelo Al K. Firmo
:Francisco B. Bulalacao Jr.
:Chozara P. Duroy
:Grace U. Rabelas
Writers:
John Dewey B. Chavez – SDO Catanduanes
Clarie Vie C.Sapalaran- SDO Ligao City
Aretes L. Sasan – SDO Masbate Province
Celeste D. Bangate- SDO Ligao City
Reviewed by:
Jo-Ann M. Cordovilla
Isagani F. Musa
Michelle D. Losañez
Jezrahel T. Omadto
Magnolia Vida A. Cano
Saturnino L. Macasinag, Jr.
Jocelyn P. Navera
30
HOME-BASED LABORATORY ACTIVITY
SCIENCE 10
QUARTER 3 WEEK 4
Protein Synthesis
ACTIVITY 1. DETECTIVE DUTY
Introduction
Hey young detectives! Your ability to investigate will be tested today. You will
explore the world of forensic science by examining the pieces of evidence provided in
this home-based laboratory experiment.
The cell is the basic unit of life. It is the building block of all the organisms that
exist here on earth. Aside from being the building blocks, there is something in the cell
that serves as biological evidence that help solves crimes and even traces the
parentage of an organism
The engineers are equipped with blueprints to build a house. How about human
beings and other organisms, how are they being formed? How do we identify the
suspect in a particular crime? What evidence can we present to make accurate
decisions? The answer is Deoxyribonucleic acid or DNA. The DNA sequence is an
essential biological molecule that can be used in the laboratory to identify the identity
of an individual.
In this Home-Based Laboratory Activity, you will use your knowledge of protein
synthesis to accomplish the task. You will also learn the important roles in the
synthesis of protein of the Ribonucleic Acid (RNA), the enzymes, and all the other
organelles in the cell. This home-based laboratory experiment will be exciting because
you will act like Sherlock Holmes. Let us remember that proteins are the foundation of
any living organism's entire cellular structure. The given easy-to-do instructions will
guide us toward the understanding of how intricate life is.
Objectives
Most Essential Learning Competency:
Explain how protein is made using information from DNA. (S10LTIIId-37)
Learning Objectives: At the end of this home-based laboratory activity, you should
be able to:
1. describe the process of transcription and translation,
2. identify amino acids based on the mRNA sequence, and
3. simulate the process of protein synthesis.
31
Materials
*DNA Strips
*mRNA Strips
*Protein Strip
*Transcription Machine
*Translation Machine
Scotch Tape
Crayons
Scissors
Pen
See attachments for the materials with an asterisk (*) for cut-outs.
Procedures
A. Let’s Start Investigating here. Focus on the pieces of evidence and
procedures stated below.
1. Study the given scenario (see attached activity) and study the profile of the
suspects and additional information.
2. Cut out the DNA strips. Match the numbered ends and tape them together.
3. Cut out the Protein strip.
4. Cut out the Transcription Machine and the Translation Machine, then cut
along the dotted lines.
5. Perform the process of Transcription (B). Follow the instructions and
procedures stated in “Do this with your model”.
6. Perform the process of Translation (C). Follow the instructions and
procedures stated in “Do this with your model”.
Please Be Careful in handling sharp objects.
Cells use the information in genes to build proteins.
To do so, cells first make an mRNA copy of the gene- a process called
transcription. Then the information in the mRNA is decoded to build a
protein- a process called translation.
B. CASE NO. 1: Transcription
Summary: A molecular machine (RNA polymerase) attaches to a gene and
makes a messenger RNA (mRNA copy).
A cell does this:
1. Transcription
machine
“unzips the
DNA,
temporarily
separating the
complementary
strands.
Do this with your model
Starting at the END, cut the
DNA strip up in the middle.
After you reach the circled
base, stop cutting so that the
DNA stays connected at the
top.
Illustrations
32
2. RNA
polymerase
wraps around
the DNA
template strand
Put the DNA template strand
into the Transcription
machine. Slide the
transcription machine to the
encircled base.
3.RNA
polymerase
attaches to the
template strand. It
will read the DNA
to build a
complementary
strand mRNA.
4.RNA
polymerase reads
the DNA template
strand, adding
building blocks to
the mRNA strand
according to the
rules of
complementary
base pairing.
Slide the mRNA strip into the
Transcription machine. Line
up the ends of the DNA and
mRNA strands. Tape the
mRNA onto the DNA strip.
5.RNA
polymerase slides
along the DNA
template strand,
unzipping the
DNA and adding
bases to the
growing mRNA as
it goes.
6. Genes are
typically
thousands of
bases long.
Starting with the circled DNA
base, start writing the
complementary bases on the
mRNA strand (put one letter in
each box). Do not shift the
strands and lose your place.
Take Note;
G (in DNA) pairs with C (in
RNA);
C pairs with G
T pairs with A
A pairs with U
Write in the complementary
bases, and slide the
transcription machinery as
you go. If you lose your place,
go back to the beginning and
line up the first mRNA base
with the circled DNA base.
Detach the transcription
machine, and set the DNA
aside (you may trim any
unused bit off the end of the
mRNA).
You have just transcribed a
small piece of an actual gene.
33
C. CASE NO. 2: Translation
Summary: The ribosome reads the bases of the mRNA, putting amino acids
together to make a protein.
A cell does this:
7. The mRNA
attaches to the
Ribosome. The
Ribosome
slides along
mRNA until it
finds the bases
AUG
8.AUG is the
start signal for
building
protein. It
establishes the
reading frame
for building the
protein.
9. Transfer RNA
(tRNA) molecules
attach to the 3-letter
mRNA codons by
complementary
base pairing. At the
other end, they
carry an amino acid.
Do this to your model:
Starting at the beginning of
the mRNA strand, scan
along until you find the first
AUG. Encircle it.
Illustrations
Along the rest of the
mRNA strand, encircle the
bases in groups of 3. Each
group of 3 bases is called
a codon.
10. The ribosome
slides along the
mRNA, moving 3
bases at a time.
Inside the ribosome,
each codon recruits
a tRNA molecule,
which brings in the
next amino acid.
The ribosome links
the amino acid
together to start
building a protein.
Put the window of the
Translation machine over
the first AUG on the mRNA
strand. Look at the Amino
Acid Codon Chart. Notice
that AUG codes for
methionine (M). M is
already marked in the first
square on your protein
strip.
Slide the window of the
Translation machine to the
next group of 3 bases
(codon) Look up the codon
on the Amino Acid Codon
Chart, and write the oneletter code on the next
square on the protein strip.
To use the chart, find the
first letter of the codon in
the center and read
outward to find the right
amino acid.
11. The ribosome
continues along the
mRNA molecule,
reading codons, and
Continue sliding the
Translation Machine along
the mRNA strip, looking up
each codon on the table,
34
adding amino acids
to the growing
protein chain.
12. When the
ribosome reaches a
STOP codon, the
mRNA and the
finished protein are
released.
and writing the amino
acids’ one-letter code on
the protein strip.
When you reach a codon
that codes for STOP in the
Table, your protein is
finished
13. Real proteins
are often hundreds
of amino acids long.
You have just transcribed
and translated a very small
piece of a real gene.
The cell can read
the same strand
again to build
another protein.
Check what organism you
have just coded on page
13.
Hi Learners! If you find difficulty with the activity, you
may ask the assistance of your teacher.
References
Catherine Genievie Lagunzad, “Finding WHO,” ACED Training of Public
School Teachers, 2008
Peter Raven and George Johnson, Biology, 6th Edition (Boston: McGraw-Hil,
2008), pp. 299 - 308
William Klug, Concepts of Genetics, 10th Ed. (New York: Pearson Publishing,
2012), p.190
CliffsNotes. Accessed September 27, 2018.
http://www/cliffsnotes.com/study- guides/biology/microbiology/dna-and-geneexpression/protein-synthesis
Department of Education. K to 12 Curriculum Guide in Science. August 2016
DepEd-BLD Orientation and Training of Chief Trainers for the CrossSpecialization Training of Grades 7-10 Science Teacher
35
HOME-BASED LABORATORY ACTIVITY
SCIENCE 10
QUARTER 3 WEEK 4
Protein Synthesis
ACTIVITY 2. DETECTIVE DUTY
Name: _______________________________________ Gr. & Sec.: _____________
Based on the activity you have performed, you are now ready to answer the
following questions below;
Questions
1. What are the processes involved in Protein Synthesis?
The processes involved in Protein Synthesis are transcription and
translation.
2. What happens during transcription?
Transcription is the process of copying a complementary sequence of
mRNA from a segment of the nucleotide sequence of DNA.
3. What happens during translation?
The information in the mRNA is decoded into a sequence of amino acids
to build a protein.
4. In your activity, what is the function of the Transcription Machine (RNA
polymerase) and Translation Machine (Ribosome)?
The Transcription Machine or the RNA polymerase is an enzyme that
facilitates the process of transcribing information of the mRNA from a
segment in the DNA.
The Translation Machine (Ribosome) is an organelle in the cell that may
be free-floating in the cytoplasm or attached to the endoplasmic reticulum
(ER). Its primary purpose is to translate genetic instructions into an amino
acid sequence and to assemble a specific protein.
5. The AUG bases code for what amino acid? How unique is AUG compared to
other amino acids in terms of its function during protein synthesis?
The AUG bases code for an amino acid known as methionine. The AUG
codon is so unique compared to other amino acids because it serves as
the START codon for translation to happen.
36
Application
An intruder destroyed the science laboratory of a Junior High School. The
school is in chaos. The school administrators and teachers demanded to know the
culprit. They have to identify the culprit and do it fast. They had three suspects coded
as Suspect No.1, Suspect No. 2 and Suspect No. 3. As a forensic expert, your mission
is to identify the intruder using the profile of the suspects and other information taken
from the laboratory:
The Profile of the Suspects
Suspect No. 1
Flunked physics class
three times
With long nose hair
Oval eyes
Full lips
Attached ear lobe
Straight hair
Suspect No. 2
His investigative project is
about the potential
applications of nuclear
fusion in generating
energy
Short nose hair
Chinky eyes
Full lips
Free earlobe
Curly hair
Suspect No. 3
Suspended for a week by
the Disciplinary
Committee for repeated
tardiness
Short nose hair
Oval eyes
Harelip
Attached earlobe
Wavy hair
Additional Information: Below are the specific amino acid sequence for a specific
trait.
Nose hair:
• Short : phe-lys
• Long : leu-lys
Shape of Eyes
• oval : val-ala-ala
• chinky : val-ala-val
Lips
• Full lips : phe- glu-ala
• Harelip : phe-lys-ala
Ear attachment
• Free earlobe : thre- tyr-ser
• Attached : leu-arg-gly
Type of hair
• Straight : lys-glu
• Wavy : phe-ala
• Curly : glu-phe
THE DNA CODE OF THE SUSPECT
A fresh DNA sample was obtained from the laboratory; believe to have been
left by the suspect. Using the DNA sequencer the following nucleotide
sequence was obtained:
SUSPECT: TAC-AAA-TTT-ATC-TAC-AAA-CTT-CGT-ATC-TAC-CAT-CGT-CATATT-TAC-TGG- ATA-TCG-ATC-TAC-CTT-AAA-ATC
37
Complementary base pairs: DNA is represented by nitrogen bases that are read in
groups of threes. To decode, use the DNA as a blueprint to produce mRNA.
Then use the mRNA as a blueprint to produce the linear sequence of tRNA.
A specific nitrogen base in the DNA pairs up with a specific nitrogen base in
the mRNA, and a specific nitrogen base in the mRNA pairs up with a
specific nitrogen base in the tRNA.
Breaking the Code: Complete the data below:
Guide Questions:
1. What amino acid sequences did you get upon decoding the genes?
nose hair: Short: phe-lys
shape of eyes:Chinky:val-ala-val
lips: Full:phe-glu-ala
ear attachment: Free earlobe:thre-tyr-ser
type of hair:Curly:glu-phe
2. What are the traits of the culprit based on your data?
Short nose hair, Chinky eyes, Full Lips, Free earlobe, Curly hair
3. Who among the suspects matches with the sequence of amino acids
(proteins) you got?
Suspect No. 2
38
4. Draw the possible appearance of the culprit.
Generalization
How does protein synthesis happen? Why is protein synthesis essential
in all living organisms?
Protein synthesis is the method through which a cell produces its own
unique protein. In the cell, protein synthesis begins with the production of
mRNA from the DNA coding sequence in the nucleus. A portion of DNA is
duplicated during transcription. During the translation process, the nucleotide
sequence of mRNA is translated into the amino acid sequence of proteins.
Protein synthesis is important because the proteins produced during this
process regulate cell activity. Many bodily functions would fail or function
improperly without these proteins. Protein is required for metabolic processes.
It is also important for ensuring that the human body reacts appropriately to
stimuli. If the organism’s body does not acquire enough protein, it will be
unable to copy DNA, which will prevent it from healing, reproducing, or growing
as it should.
In addition, advancement in the justice system is made happen with the
discovery of the role of DNA in forensic investigation. Criminals can be
identified with accuracy because of the biological evidence being presented by
the DNA.
39
CUT THIS
DNA STRIPS
mRNA Strips
40
CUT THIS
TRANSCRIPTION
MACHINE
(RNA polymerase)
TRANSLATION
MACHINE
(Ribosome)
41
GENETIC CODE AND AMINO ACIDS SIDE CHAINS
42
Here is what you have just coded!
43
CHEMISTRY
44
HOME-BASED LABORATORY ACTIVITY
SCIENCE 9
QUARTER 2 WEEK 8
ACTIVITY 1 COUNT ME IN!
(Percentage Composition of Compounds)
Rationale of the Home-Based Laboratory Activity
Percentage Composition is one of the most difficult topic in Science 9. It
appears to be abstract to learners, that is why student needs hands-on experience on
counting particles and solving problems.
Description of the Home-Based Laboratory Activity
Grade Level
: 9
Number of Hours : 2
Prerequisites, if any : Identifying the atomic mass in the periodic table of
Elements
Home-Based Laboratory Learning Development Team
Regional Director
Assistant Regional Director
Chief of CLMD
Education Program Supervisor, Science
Education Program Supervisor, LRMDS
: Gilbert T. Sadsad
: Ronelo Al K. Firmo
: Francisco B. Bulalacao, Jr.
: Chozara P. Duroy
: Grace U. Rabelas
Writers:
Randy B. Sanfuego
Ronda Shiela N. Bebing
Rochelle P. Aranas
-SDO Camarines Sur
-SDO Camarines Norte
-SDO Albay
Reviewed by:
Jo-Ann M. Cordovilla
Isagani F. Musa
Michelle D. Losañez
Jezrahel T. Omadto
Magnolia Vida A. Cano
Saturnino L. Macasinag, Jr.
Jocelyn P. Navera
45
HOME-BASED LABORATORY ACTIVITY
SCIENCE 9
QUARTER 2 WEEK 8
COUNT ME IN!
(Percentage Composition of Compounds)
Introduction
Compounds are all around us. Some are naturally occurring, while others are
produced artificially. In the formation and production of compounds, the correct
percentage composition of the elements present is needed to produce the correct
compounds. Do you want to know the number of elements present in a compound?
First, let’s simulate the construction of the chemical compound and chemical formula,
then, determine the percentage composition of the compound. Have fun performing
this home-based laboratory activity! But make sure to ask for assistance from an adult
while doing this activity.
Most Essential Learning Competency:
Determine the percentage composition of a compound given its chemical formula
and vice versa. (S9MT-IIj-20)
Learning Objectives: At the end of this home-based laboratory activity, you should
be able to:
1. solve for the formula mass of a compound,
2. determine the percentage composition of a compound,
3. cite application of percentage composition.
Materials
1 pack of Nips (or any pack of candies with assorted colors)
46
1 saucer / plates / paper plates
1 teaspoon / tablespoon
Safety Precautions: Please handle with care the breakable materials. In
case of breakage, use the broom and dustpan to remove the broken material. DO
NOT use your hands in picking up the broken pieces.
Procedures
Part A:
1. Open one pack of Nips and place it on a saucer, and count the number of each
color in your pack.
NOTE: Please use a spoon to separate and count the different colors (candy
coated chocolate) to keep it clean and safe to eat after the activity.
47
2. Enter your answer in the data table found in your worksheet on page 6, entitled
Table 1: Total Mass and Atomic Mass in Nips
3. Use the data entered in the table to determine the “compound’s” Chemical Formula.
You will be using the first letter of the color as its element’s symbol while the counted
number of nips will serve as the number of atoms or subscript.
Example: 3 – Yellow, 5 - Blue, 4 Violet, 4- Red, 4 – Orange = Y3B5V4R4O4
4. Determine the total masses of each color for the compound. So, if you have 3
atoms of Yellow, you will multiply 3 with the molar mass given in the table.
Example: 3 yellow multiplied by 7, the answer would be 21g.
(3 Yellow) (7g) = 21g
5. Use the formula for percent composition that is found on the table, to determine
the percentage composition of each “atom” (color) in the compound (candy pack).
Example : Y3 = 21 g, sample formula mass of the compound = 75g
𝑇𝑜𝑡𝑎𝑙 𝑚𝑎𝑠𝑠 𝑜𝑓 𝑡ℎ𝑒 𝑎𝑡𝑜𝑚
𝑥 100
𝐹𝑜𝑟𝑚𝑢𝑙𝑎 𝑚𝑎𝑠𝑠 𝑜𝑓 𝑡ℎ𝑒 𝑐𝑜𝑚𝑝𝑜𝑢𝑛𝑑
21𝑔
% 𝑐𝑜𝑚𝑝𝑜𝑠𝑖𝑡𝑖𝑜𝑛 = 75𝑔 𝑥 100
% 𝑐𝑜𝑚𝑝𝑜𝑠𝑖𝑡𝑖𝑜𝑛 =
% 𝑐𝑜𝑚𝑝𝑜𝑠𝑖𝑡𝑖𝑜𝑛 = (0.28) (100)
% 𝑐𝑜𝑚𝑝𝑜𝑠𝑖𝑡𝑖𝑜𝑛 = 28%
Part B:
Assuming that the pack of Nips represents a compound containing Carbon (C),
Hydrogen (H), Oxygen (O), Nitrogen (N), and Bromine (Br), create your own chemical
compound by assigning elements to each color of nips present in the pack. This time,
the actual atomic masses of the elements are now indicated in the table below. Fill in
the table 2, found in the worksheet on page 7, entitled “Percent composition of an
Organic Compound” with the necessary information needed in the table.
Now, that you are done with this activity, you may now eat your nips,
and do not forget to share it with your family and friends!
48
References
Department of Education. 2012. Science 9 Learner's Manual.
Helmenstine, Anne Marie, Ph.D. 2020. Molecular Formula for Common Chemicals.
January 03. Accessed April 27, 2022. https://www.thoughtco.com/molecularformula-for-common-chemicals-608484.
Matanuska - Susitna Borough School District. 2012. Percentage Composition with
Smarties. February 27. Accessed April 27, 2022.
https://www.matsuk12.us/cms/lib/AK01000953/Centricity/Domain/2870/Smarti
e_Percent_Composition_Lab.pdf.
49
HOME-BASED LABORATORY WORKSHEET
SCIENCE 9
QUARTER 2 WEEK 8
COUNT ME IN!
(Percentage Composition of Compounds)
Name: _______________________________________ Gr. & Sec.: _____________
Observation
Data Table
Part A:
Table 1: Total Mass and Atomic Mass in Nips
Color of
Atom
Number
of
Atoms
Atomic
mass
Red
(R)
10g
Yellow
(Y)
7g
Violet
(V)
20g
Blue
(B)
1g
Orange
(O)
15g
Total
Mass
of the
Atom
Percent Composition
% 𝑐𝑜𝑚𝑝𝑜𝑠𝑖𝑡𝑖𝑜𝑛 =
𝑡𝑜𝑡𝑎𝑙 𝑚𝑎𝑠𝑠 𝑜𝑓 𝑡ℎ𝑒 𝑎𝑡𝑜𝑚
𝑥 100
𝑓𝑜𝑟𝑚𝑢𝑙𝑎 𝑚𝑎𝑠𝑠 𝑜𝑓 𝑡ℎ𝑒 𝑐𝑜𝑚𝑝𝑜𝑢𝑛𝑑
Questions
1. What is the total formula mass of the compound (1 pack of nips)?
Answer may vary
50
2. What is the final chemical formula of the compound (1 pack of nips)?
Answer may vary
3.Give one practical application of percentage composition. Explain briefly how this
concept is applied.
Percentage composition is used in many ways. The most common of
which is the elemental analysis from soil, waste, drinking water, bodily
fluids, food that we eat, minerals, and chemical compounds
Part B
Table 2: Percent Composition of an Organic Compound
Color of
Atom
Number
of
Atoms
Atomic
mass
Carbon
(C)
12g
Hydrogen
(H)
1g
Oxygen
(O)
16g
Nitrogen
(N)
14g
Bromine
(Br)
80g
Total
Mass
of the
Atom
Percent Composition
% 𝑐𝑜𝑚𝑝𝑜𝑠𝑖𝑡𝑖𝑜𝑛 =
𝑇𝑜𝑡𝑎𝑙 𝑚𝑎𝑠𝑠 𝑜𝑓 𝑡ℎ𝑒 𝑎𝑡𝑜𝑚
𝑥 100
𝐹𝑜𝑟𝑚𝑢𝑙𝑎 𝑚𝑎𝑠𝑠 𝑜𝑓 𝑡ℎ𝑒 𝑐𝑜𝑚𝑝𝑜𝑢𝑛𝑑
Questions
1. What is the total formula mass of the compound formed?
Answer may vary
51
2. What is the final chemical formula of the compound formed?
Answer may vary
Application
This time, we will be using actual chemical formulas for the computation of
percentage composition, study the sample problem below as you will be using it to
fill in the necessary information in Table 2
Sample Problem #1:
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Water is essential to our life. What is the Percentage Composition of water (H2O)?
++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Given: Atomic Masses:
H= 1 g/mol
O= 16 g/mol
Molar mass:
H= 2 x 1 g/mol = 2 g/mol
O= 1 x 16 g/mol = 16 g/mol
18 g/mol
As you go around your house, you notice that there are household compounds
that we usually use for cooking and hygienic purposes like salt, sugar, vinegar, baking
soda, alcohols, detergent, and toothpaste.
Considering the chemical formula below, fill out the table with the required data
by identifying the number of atoms present in each compound, the total mass, and
the percentage composition of each element present in the compound given the
atomic mass of each compound.
Salt
Vinegar
Sugar
Isopropyl Alcohol
52
1. Salt (NaCl)
Element
No. of Atoms
Na
Cl
Total
1
1
Atomic Mass
(g/mol)
23
35
Total Mass
Atomic Mass
(g/mol)
12
1
16
Total Mass
23
35
58
Percent
Composition
39.66%
60.34%
100%
2. Sugar (C12H22O11)
Element
No. of Atoms
C
H
O
Total
12
22
11
144
22
176
342
Percent
Composition
42.11%
6.43%
51.46%
100%
3. Vinegar (Acetic Acid) – CH3COOH
Element
No. of Atoms
C
H
O
Total
2
4
2
Atomic Mass
(g/mol)
12
1
16
Total Mass
Atomic Mass
(g/mol)
12
1
16
Total Mass
24
4
32
60
Percent
Composition
40%
6.67%
53.33%
100%
4. Isopropyl Alcohol (C3H8O)
Element
No. of Atoms
C
H
O
Total
3
8
1
36
8
16
60
Percent
Composition
60%
13.33%
26.67%
100%
OPTIONAL ACTIVITY:
Look for a product label / nutritional fact/ ingredient. List down common
compounds and their chemical formula. Find the percentage composition of each
identified compound. Choose at least 5 chemical compounds.
53
Generalization
1. How will you solve for the formula mass of a compound?
2. How will you solve for the percentage composition of a
compound?
3. Why is it that correct percentage composition is important in the
formation of compound?
54
HOME-BASED LABORATORY ACTIVITY TEACHER’S NOTE
SCIENCE 10
QUARTER 4 WEEK 1
ACTIVITY 1 DIY Cartesian Diver
Rationale of the Home-Based Laboratory Activity
The ideal way for students to learn science is to be actively involved in a handson approach where they can perform, observe and explore. This home-based
laboratory activity provides simple yet meaningful experimentation to help students
better understand the concept of the relationship between pressure and volume of
gases – Boyles’ law. The materials involved are readily available at home/community,
the procedures are simple and the setup is easy to prepare.
Moreover, this home-based laboratory activity will also teach students to think
flexibly as they perform trial and error in making the setup work. Learners will enhance
metacognition by answering the guide questions. Lastly, students are expected to
respond with wonderment and awe as they accomplish the experiment.
Description of the Home-Based Laboratory Activity
Grade Level
: Grade 10
Number of Hours
: 1 hour
Prerequisites, if any : Terminologies involved in gas laws
Home-Based Laboratory Learning Development Team
Regional Director
Assistant Regional Director
Chief of CLMD
Education Program Supervisor, Science
Education Program Supervior, LRMDS
:Gilbert T. Sadsad
:Ronelo Al K. Firmo
:Francisco B. Bulalacao Jr.
:Chozara P. Duroy
:Grace U. Rabelas
Writers:
- Division
Monaliza V. Marquez – SDO - Catanduanes
Lydia T. Baldomero – SDO - Catanduanes
Reviewed by:
Jo-Ann M. Cordovilla
Isagani F. Musa
Michelle D. Losañez
Jezrahel T. Omadto
Magnolia Vida A. Cano
Saturnino L. Macasinag, Jr.
Jocelyn P. Navera
55
HOME-BASED LABORATORY ACTIVITY
SCIENCE 10
QUARTER 4 WEEK 1
ACTIVITY 1_ DIY Cartesian Diver
Introduction
Gases could be the toughest state of matter to learn among the first three states solid, liquid, and gas. There may even be times when you are doubtful when asked
whether gases are matter or not since they cannot be seen and their masses are almost
negligible. In this experiment, you will investigate two of the many properties of gases–
pressure and volume. Pressure is the force exerted by a gas on the wall of a container
while volume is the space occupied by the gas. You will be playing the role of Robert
Boyle, the scientist who studied and discovered the relationship between pressure and
volume of a fixed amount of gases inside a closed container at constant temperature. The
only difference is that you will examine closely how these two properties interact with each
other using materials commonly found at home.
Objectives
Most Essential Learning Competency:
Investigate the relationship between volume and pressure at constant
temperature of gas (S10MT-IVa-b-21)
Learning Objectives: At the end of this home-based laboratory activity, you should
be able to:
1. describe the relationship between the volume and pressure of a gas at a
constant temperature
2. state Boyle’s Law
Materials
Water
modeling clay
Straightened paperclip
1-liter empty plastic bottle
Transparent Ballpen tube
Marker/ narrowed masking tape
Coloring material or natural dye
Glass or cup with water to test your diver in
Note: you may also use a transparent/translucent drinking straw in place of a ballpen
tube and a piece of bubble gum in place of a clay
56
Procedures
PRECAUTION! Be careful in handling sharp objects.
Guardians’ supervision and assistance may be
needed.
PRECAUTION! Sanitize/wash hands after performing
the activity, especially when using bubble gum instead
of clay.
Preparing the Observation Set-up:
1. Fill the 1L bottle with water.
2. For a ballpen tube:
Using a ruler and cutter, measure and cut 8cm length of the tube starting from
the cap.
For a straw: After measuring and cutting an 8cm length of the straw, seal one
end by applying a small amount of clay/gum (this will be the top portion of the
diver).
3. Mix the coloring material with water, (for natural dye, make use of
dark-colored flowers ex. purple 10 o’clock flower, press them in a
small amount of water to release color and attain an oil-like
consistency). Put a small amount (approximately 3-4 cm) of colored
water inside the tube or straw. Seal the other end by putting a
considerable amount of clay (refer to the illustration).
4. Make a small hole on the clay using the straightened paperclip (or
any material of the same size as a paperclip).
5. Test your diver by putting it into a glass of water. The diver
should barely float upright in the water (with only a small portion
of the diver seen above the surface of the water. Add or remove
clay or gum to achieve this effect.
Note: this may take time, be patient.
6. Using a marker or narrowed masking tape, mark the initial level of
colored water inside the cartesian diver.
7. Place the ready DIY diver into the filled 1L bottle of water and
screw the lid on tightly. The diver should be floating on the top.
57
8. Squeeze the bottle gently. Observe.
9. Slowly loosen your grip on the bottle. Observe.
Reference
Timberlake, Karen C. 2012. Chemistry: An Introduction to General, Organic, and Biological
Chemistry. United States of America: Pearson Education, Inc.
58
HOME-BASED LABORATORY WORKSHEET
SCIENCE 10
QUARTER 4 WEEK 1
ACTIVITY 1_DIY Cartesian Diver
Name: _______________________________________ Gr. & Sec.: _____________
Observation
Label the parts of the DIY Cartesian diver
ballpen cap
gases
ballpen tube
marker
colored water
clay/gum
Draw/insert a picture of your observation before, during, and after you squeeze
the bottle. Write a brief description below each drawing/illustration. Take note of the
changes in the level of liquid inside the diver.
BEFORE
DURING
AFTER
The diver floats on top of the bottle,
The level of colored water rise.
The level of colored water decreases,
and the level of colored water inside it
The diver slowly sinks to the bottom.
until it reaches the original level.
is still at the mark.
The diver floats back on top of the bottle.
There is a noticeable fading in the color
of the water.
59
Questions
1. What happened to the diver when you squeezed the bottle and when you
loosened your grip?
The diver slowly moved down to the bottom of the bottle as the bottle was
squeezed, it then floats back on top once the grip was loosened.
2. Why do you think this happened?
Answers may vary.
To help you analyze the setup, answer the following questions:
3. What caused the water to enter the diver?
Squeezing the bottle pushed the water to enter the small hole at the bottom of
the diver. Since gases in the seemingly “empty portion” of the diver are highly
compressible, it gives room for the water to flow.
4. Examine the space above the water level in the diver. Consider this space as
containing gases that exert pressure on the walls of the diver and the water.
What happened to the volume of the gas in the diver when you squeezed the
bottle?
The volume of the gas decreased.
5. Do you think there is an increase or decrease in gas pressure at this stage?
There is an increase in pressure at this stage.
6. When you released your grip on the bottle, did the water level rise or decrease?
The water level in the diver decreased.
7. What happened to the volume of the gas inside the diver?
The volume of the gas inside the diver increased.
8. Was there an increase or decrease in gas pressure inside the diver?
The gas pressure inside the diver decreased.
9. What is the relationship between gas volume and gas pressure at constant
temperature?
The volume and pressure of gases are inversely proportional to each other at
a constant temperature.
60
Application
Relate Boyle’s Law in inflating car tires.
When you pump air into a tire the gas molecules inside the tire get
compressed and packed closer together, this increases the pressure of the
gas and starts to push against the walls of the tire.
Optional Activity
Give other applications of Boyle’s Law in real-life situations.
Answers may vary.
Generalization
Squeezing the bottle pushes the water inside the diver to rise. The addition of
water inside the diver causes the diver to sink to the bottom. The volume of the gas
inside the diver decreases, increasing the pressure of the gas. This means that the
gas is compressed.
On the other hand, once you loosen your grip on the bottle, you are decreasing
the pressure of gases inside the diver since the colored water is being withdrawn out
of the diver. In turn, the space occupied (volume) by the gases increase. This allows
gas to expand. The decrease in water inside the diver causes the diver to float again.
Hence, as the volume of the gas decreases, the pressure increases. and as
the volume of the gas increases, the pressure of the gas decreases.
According to Boyle’s law, pressure is inversely proportional to the volume of
gas at a constant temperature.
61
HOME-BASED LABORATORY ACTIVITY TEACHER’S NOTE
SCIENCE 10
QUARTER 4 WEEKS 1-2
ACTIVITY 2 SIZE ME UP
Rationale of the Home-Based Laboratory Activity
Explain the concept behind Charles’ Law which are applicable to daily life.
Questioning and Posing Problems- it cultivates a sense of curiosity among learners.
As they investigate, they will be able to find answers by doing the
activity/experiment.
Description of the Home-Based Laboratory Activity
Grade Level
:
Prerequisites, if any :
10
Number of Hours : 40 minutes
Boyles’ Law (discussion on pressure and volume
Home-Based Laboratory Learning Development Team
Regional Director
Assistant Regional Director
Chief of CLMD
Education Program Supervisor, Science
Education Program Supervior, LRMDS
Writers:
Charlemagne L. Camata
Anna Liza M. Losabio
Kevin M. Taduran
Reviewed by:
Jo-Ann M. Cordovilla
Isagani F. Musa
Michelle D. Losañez
Jezrahel T. Omadto
:Gilbert T. Sadsad
:Ronelo Al K. Firmo
:Francisco B. Bulalacao Jr.
:Chozara P. Duroy
:Grace U. Rabelas
– SDO Masbate Province
– SDO Sorsogon Province
– SDO Ligao City
Magnolia Vida A. Cano
Saturnino L. Macasinag, Jr.
Jocelyn P. Navera
HOME-BASED LABORATORY ACTIVITY
62
SCIENCE 10
QUARTER 4 WEEKS 1-2
ACTIVITY 2 SIZE ME UP
Introduction
Did you know how a fluffy fresh bread is prepared? Freshly-baked bread is light and
fluffy as a result of the action of yeast on sugar. The yeast converts the sugar in the
flour mixture to carbon dioxide, after cooking the bread flour mixture in the overn, the bread
flour mixture becomes fluffy. The result is an enjoyable treat.
French physicist Jacques Charles (1746-1823) studied the effect of temperature on
the volume of a gas at a constant pressure. In this home-based experiment, you are
going to investigate how temperature affects the volume of a gas at a constant
pressure.
Objectives
Most Essential Learning Competency:
Explain how gases behave based on the motion and relative distances between
gas particles. (S10MT-Iij-20)
Learning Objectives: At the end of this home-based laboratory activity, you should
be able to:
1. state the relationship between volume and temperature at constant pressure of
a gas.
2. explain the relationship between volume and temperature at constant pressure
of a gas.
3. explain the practical application of Charles’ law.
Activity 1.1 Size me Up
Materials
Set A
Hot Water (250ml)
Ice Cold Water (250ml)
2 Small Basins/Bowls
2 pcs PET Bottle (preferably 250ml)
2 pcs Small Balloon
63
Procedures
In this activity you will investigate the relationship between volume and
temperature at constant pressure of a gas. Please follow the instructions below.
Safety First
Please ask for the assistance of your parents/older
siblings/guardian in dealing with hot water.
1. Stretch the balloon on the opening of
the bottle.
2. Make a prediction of what will happen to the
and ice cold water.
size of the balloon if placed in hot
3. Pour the hot water on the first
basin/bowl, then place the bottle
inside the basin/bowl. Let it stay for a
minute. Observe what happens.
4.
Remove the bottle from the hot water and allow it to cool.
64
5. Pour the ice cold water on the
second basin. Without touching the
balloon on the top of the bottle, place
the bottle inside the second
basin/bowl. Let it be in for a minute.
Observe what happens.
6. Draw an illustration of what you have observed in procedure 3 and 4.
Set B (Optional)
Materials
Hot Water (250ml)
Ice Cold Water (250ml)
2 Small Basins/Bowls
2 pcs Bottle (250ml)
Dishwashing Liquid/ Soap
1. Put a small amount of dishwashing
liquid on the mouth of the
forming a soap film.
bottle
Soap film
2. What do you think will happen to soap film?.
3. Pour the hot water on the first basin,
then place the bottle inside the basin.
Let it stay for a minute.
65
4. Pour the ice cold water on the
second basin. Without touching the
top of the bottle, place the bottle
inside the second basin. Let it be in
for a minute.
5. Draw an illustration of what you have observed in procedure 3 and 4.
References
Book
Acosta, Herma D. et., al, Science Learner’s Material, 2015, Pages 351-398
Online Resources
https://www.vedantu.com/chemistry/charles-law
https://www.britannica.com/science/Charless-law
https://www.ck12.org/chemistry/charless-law/
https://www.pngkit.com/view/u2q8r5a9r5u2a9i1_now-fast-forward-to-a-culture-ofthinking/
https://onelittleproject.com/baking-soda-and-vinegar-balloons/
https://gosciencegirls.com/balloon-in-hot-and-cold-water-experiment/
https://www.projectsforpreschoolers.com/water-bottle-bubble-fun/
66
SCIENCE 10
QUARTER 4 WEEKS 1-2
ACTIVITY 2 SIZE ME UP
Observation
Make a prediction of what will happen to the volume or size of the
balloon/bubble if placed in hot and cold water. Explain your answer.
Draw an illustration of what you have observed in:
Hot Water (Set-up A)
Ice Cold Water (Set-up B)
Questions
1. Based from the set-up that you have drawn, explain what happened to the
particles of gas inside the balloon/soap film in set-up A and set-up B.
______________________________________________________________
____________________________________________________________
2. What makes the balloon/bubble act this way?
______________________________________________________________
______________________________________________________________
3. What happened to the balloon/soap film in the set-up with cold water?
______________________________________________________________
______________________________________________________________
4. What happened to the balloon/soap film in the set-up with hot water?
______________________________________________________________
______________________________________________________________
67
5. What factor caused the change in the size of the balloons/ soap film?
______________________________________________________________
______________________________________________________________
6. What relationship between volume of gases and the factor you mentioned in
question 3 can be stated?
7. Draw the particle arrangement of in the hot and cold set-up.
Particle arrangement
temperature
at
room
Illustration of
particle
arrangement in hot
water
Illustration of
particle
arrangement in
cold water
Application
1. Explain what happened to the bread as it becomes fluffy. How can you relate
it to Charles’ Law?
______________________________________________________________
______________________________________________________________
Generalization
Write your generalization in the box provided below.
Complete the statement.
Charles's law, states that the volume occupied by a fixed amount of gas is
_______________ to its absolute temperature, if the pressure remains constant.
As ___________ increases, the ________ also increases. As the temperature
________, the volume also __________f the pressure remains constant.
68
Possible Answers:
Observation
1. Make a prediction of what will happen to the volume or size of the balloon/bubble
if placed in hot and cold water.
If placed in hot water, the balloon increases in size.
If placed in ice cold water, the balloon decreases in size.
2. Draw an illustration of what you have observed in:
Questions
1. Based from the set-up that you have drawn, explain what happened to the
particles of gas inside the balloon/soap film in set-up A and set-up B.
The particles in set-up A absorbed the energy from the hot water making them
more excited which makes the balloon/soap film increase its size. While in setup B, the gas particles are attracted to each other because of law temperature.
69
2. What makes the balloon/bubble act this way?
The balloon increase/decrease in size because of the temperature of water.
3. What happened to the balloon/soap film in the set-up with cold water?
The bottle with balloon submerge in cold water decreases in size. The bottle
with soap film forms a bubble inside.
4. What happened to the balloon/soap film in the set-up with hot water?
The bottle with balloon submerge in hot water increases in size. The bottle with
soap film forms a bubble outside its mouth.
5. What factor caused the change in the size of the balloons/ soap film?
Temperature
6. What relationship between volume of gases and the factor you mentioned in
question 3 can be stated?
When the temperature increases, the volume also increases.
7. Draw the particle arrangement of in the hot and cold set-up.
Particle arrangement
temperature
at
room
Illustration of
particle
arrangement in hot
water
Illustration of
particle
arrangement in
cold water
Prepared by:
Anna Liza M. Losabio, SDO Sorsogon Province
Charlemagne L. Camata, SDO Masbate Province
Kevin M. Taduran, SDO Ligao City
70
HOME-BASED LABORATORY ACTIVITY
SCIENCE 10
QUARTER 4 WEEK 7
ACTIVITY 3
FACTORS AFFECTING REACTION RATES
Rationale of the Home-Based Laboratory Activity
This home-based learning activity is designed to help the students explore
simple chemical reactions in everyday life and identify the factors that affect their rates.
It is intended to develop some habits of the mind among students such as persisting,
managing impulsivity, gathering data through all senses, striving for accuracy and a
lot more.
Description of the Home-Based Laboratory Activity
Grade Level
: 10
Number of Hours : 1
Prerequisites, if any : Chemical Reaction and the Different Types of Chemical
Reactions
Home-Based Laboratory Learning Development Team
Regional Director
Assistant Regional Director
Chief of CLMD
Education Program Supervisor, Science
Education Program Supervior, LRMDS
:Gilbert T. Sadsad
:Ronelo Al K. Firmo
:Francisco B. Bulalacao Jr.
:Chozara P. Duroy
:Grace U. Rabelas
Writers
Analyn G. Fernandez - SDO Legazpi City
Maybelle B. Madrid - SDO Legazpi City
Cecilia V. Sadang - SDO Iriga City
Reviewed by:
Jo-Ann M. Cordovilla
Isagani F. Musa
Michelle M. Losañez
Jezrahel T. Omadto
Magnolia Vida A. Cano
Saturnino L. Macasinag, Jr.
Jocelyn P. Navera
71
HOME-BASED LABORATORY ACTIVITY
SCIENCE 10
QUARTER 4 WEEK 7
ACTIVITY 3
FACTORS AFFECTING REACTION RATES
Introduction
Chemical reactions occur at different rates. It means that the rates at which
reactants are consumed, and products are formed during chemical reactions differ
greatly. Some reactions are very fast, like petrol burning in air or a firework going off.
Some reactions are very slow. When a piece of iron rusts, it does so slowly. Factors
like temperature, reactant concentration, particle size, catalyst and surface area affect
how fast chemical reaction takes place.
In this home-based learning activity, you will study these chemical processes
in everyday life that we see around us and identify the factors that affect their rates.
Be ready to explore and have fun.
Objectives
Most Essential Learning Competency:
Explain how the factors affecting rates of chemical reactions are applied in food
preservation and materials production, control of fire, pollution, and corrosion.
(S10MT - IVh - j -24)
Learning Objectives:
At the end of this home-based laboratory activity, you should be able to:
1. identify the factors that affect reaction rates;
2. perform a home-based laboratory activity involving simple chemical reactions;
3. explain how the factors affecting rates of chemical reactions are applied in food
preservation and materials production, control of fire, pollution, and corrosion.
Materials
● 4 pieces of Effervescent Tablets (Alka-Seltzer/Fluimucil/Berocca) or
denture cleanser (Pollident)
● 4 pieces of a clear drinking glass
● mortar and pestle or any tool for crushing
● timer/stopwatch
● hot and cold water
● 2 bottles (250 mL) of Coca Cola
● Mentos candy
● timer/stopwatch
72
Procedures
In this home-based activity you will explore the effect that particle size/surface
area, temperature, and catalyst have on reaction rates. Follow the instructions
carefully and have fun!
A. Break it to me Gently!
In this activity, we will look at the reaction between water and effervescent
tablets of different sizes. Note that when we study the effect of one factor on the rate
of reaction, it is important to control all other factors. Read and follow the
instructions carefully.
Caution: Be careful in grinding/pounding the effervescent tablet.
Ask for help from your parents/guardians if necessary.
1. Prepare two pieces of clear glasses and two pieces of AlkaSeltzer/Fluimucil/Berocca effervescent tablets. (Note: If effervescent tablets are
not available, you may try chalk and vinegar.)
2. Fill the first clear glass halfway with room temperature or lukewarm water and
leave the second one empty.
3. Place one effervescent tablet into mortar and grind to a fine powder. You may also
use other tools as a substitute to a mortar and pestle.
4. Drop 1 whole Alka-Seltzer/Fluimucil/Berocca effervescent tablet into the first glass
and observe what happens.
5. Measure and record the time of the reaction in Table 1.
6. Transfer the ground powder into the second clear glass. (Note: It's important to
have the powder in the clear glass before adding water.)
7. Fill the second glass halfway with water and observe what happens.
8. Measure and record the time of the reaction in Table 1.
Table 1
Reaction Rates of Whole and Powdered Effervescent Tablets in Water
Reaction Condition (in Water)
Reaction Rate ( Time in Seconds)
Whole Effervescent Tablet
Answers may vary
Powdered Effervescent Tablet
Answers may vary
Guide Questions:
1. What did you observe when the tablet was placed in the glass of water?
The whole tablet as well as the powdered tablet bubbled when placed
in the glass of water.
2. Which tablet bubbled for a longer period of time? Why do you think so?
The whole tablet bubbled for a longer time because there is less
surface area that can react with water compared with that of the
powdered tablet. Also, the powdered tablet has a smaller particle size.
73
3. In this activity, what factor do you think affects the rate of reaction?
The size of the particles affects the rate of reaction.
B. Don’t be too Hot, BicoOl!
What do you think will happen if you drop the effervescent tablets in hot and
cold water? Would the reaction be the same? Perform the next experiment to find out.
Read and follow the instructions carefully.
Caution: Be careful in handling hot water.
Ask for help from your parents/guardians if necessary.
1.
2.
3.
4.
Fill one glass with cold water and another with hot water.
Drop an Alka-Seltzer/Fluimucil/Berocca effervescent tablet into each glass.
Observe the reactions that occur in each glass.
Measure and record the time of the reaction in Table 2.
Table 2
Reaction Rates of the Effervescent Tablets in Hot and Cold Water
Reaction Condition (in Water)
Reaction Rate ( Time in Seconds)
Hot water
Answers may vary
Cold water
Answers may vary
Guide Questions:
1. Is there any noticeable difference between the two reactions? Explain your
observation.
Yes, the tablet placed in hot water bubbled faster than the one placed
in the cold water. The higher the temperature, the faster the rate of the
reaction.
The rate of the reaction increases with increasing
temperature.
2. What factor do you think affects the reaction rate?
The temperature affects the rate of the reaction.
C. Speed me Up!
Do you know that farmers use calcium carbide (kalburo) to speed up the
ripening of fruits like mangoes and bananas? Sometimes a substance added in a
chemical reaction speeds up its rate. In this activity, you will find out how this happens.
Read and follow the instructions carefully.
Caution: Perform the experiment in an open space.
Observe some distance from the setup .
Ask for help from your parents/guardians if necessary.
74
1. Label the two bottles of Coca Cola as samples 1 and 2.
2. Shake the two bottles three times.
Sample 1
Sample 2
(with Mentos candy)
3. For sample 1, open the bottle and observe the bubbles inside.
4. Observe the reactions (bubbles) that occur. Measure and record the time it takes
for bubbles to appear.
5. Put one piece of Mentos candy to sample 2 and observe the reactions (bubbles)
that occur.
6. Measure and record the time it takes for bubbles to appear.
Table 3
Reaction Rates of the Coca Cola with and without Mentos Candy
Reaction Condition (Sample)
Reaction Rate ( Time in Seconds)
Sample 1 (without Mentos)
Answers may vary
Sample 2 (with Mentos)
Answers may vary
Guide Questions:
1. Did you observe any reaction in the Coca Cola bottles? Explain your
observation.
Yes, I observed reactions in the Coca Cola bottles. There are bubbles in
both samples.
2. What do you think is the role of the Mentos in sample 2?
In the experiment , the Mentos candy speeds up the rate of the reaction.
It acts like a catalyst.
3. Based on your observation, what is the effect of the catalyst on reaction rate? I
observed that the catalyst speeds up the rate of reaction.
75
Application
Think of ways on how the factors affecting rates of chemical reactions are
applied in different processes. Write your answer on the space provided for. The first
one is already done for you.
Food Preservation
Chemical reactions typically
occur faster at higher temperatures.
Food can spoil quickly when
left on the kitchen counter. The
lower temperature inside of a
refrigerator slows that process
so that the same food remains
fresh for days
Pollution
The small sizes of the pollutants such
as ashes, smoke and dust makes it.
easier to react with other substances
leading to more pollution in the
environment .
Control of Fire
Fire extinguishers apply an agent
that will cool burning heat, smother
fuel, or remove oxygen so the
fire cannot continue to burn.
A portable fire extinguisher can
quickly control a small fire if applied
by an individual properly trained.
Corrosion
Corrosion happens faster if greater
amount of surface area of a reactant
is exposed. This explains why a small
piece of nail corrodes faster than a
piece of iron rod.
Generalization
Write your generalization in the box provided below.
In our daily life activities like cooking and preserving our foods, we
encounter different chemical reactions, and the rate of the reactions
are affected by the size of the particles, temperature, and catalysts.
76
Extension Activity (Optional)
Increasing the concentration of reactants also generally increases the rate of
reaction because more of the reacting molecules or ions are present to form the
reaction products. This is especially true when concentrations are low and few
molecules or ions are reacting.
In case you would also like to explore the effects of concentration on reaction
rates, you may also try experimenting on the different concentrations of household
bleach and its effect on crepe paper or Japanese paper. You may submit a plan to
your teacher to check your procedure before you perform it. Parent/Guardian
supervision is required.
References
“Particle Size and the Rate of Reaction | Alka-Seltzer®.” n.d. Alka Seltzer. Accessed
April 28, 2022.
“Science
Grade
10.”
n.d.
ZNNHS.
Accessed
April
28,
2022.
https://znnhs.zdnorte.net/wp-content/uploads/2021/06/Science10-Q4-M8.pdf.
“12.2 Factors Affecting Reaction Rates - Chemistry 2e.” 2019. OpenStax.
https://openstax.org/books/chemistry-2e/pages/12-2-factors-affecting-reaction-rates.
“12.2 Factors Affecting Reaction Rates - Chemistry 2e.” 2019. OpenStax.
https://openstax.org/books/chemistry-2e/pages/12-2-factors-affecting-reaction-rates.
77
EARTH SCIENCE
78
HOME-BASED LABORATORY ACTIVITY TEACHER’S NOTES
SCIENCE 9
QUARTER 3 WEEK 2
ACTIVITY 1 VOLCANIC ERUPTION
Rationale of the Home-Based Laboratory Activity
.
Philippines is a home to many volcanoes since it is located along the ring of
fire. One of the famous active volcano is our very own Mount Mayon in Albay which
has erupted recently. Do you wonder how and why volcanoes erupt?
This home-based experiment will give the learners an idea on how volcanoes
erupt. This will also ignite their curiosity, creativity and resourcefulness.
Description of the Home-based Laboratory Activity
Number of Hours : 1 hour
Prerequisite, if any: The students should be familiar with the parts and types
of volcanoes as well as volcanic eruption.
Home-Based Laboratory Learning Development Team
Regional Director
Assistant Regional Director
Chief of CLMD
Education Program Supervisor, Science
Education Program Supervior, LRMDS
:Gilbert T. Sadsad
:Ronelo Al K. Firmo
:Francisco B. Bulalacao Jr.
:Chozara P. Duroy
:Grace U. Rabelas
Writers:
Mae B. Racelis
Marianville De Leon-Pabico
Elisa L. Pado
Reviewed by:
Jo-Ann M. Cordovilla
Isagani F. Musa
HOME-BASED
Michelle
M. Lozañes
Jezrahel T. Omadto
-SDO Iriga City
-SDO Naga City
-SDO Naga City
Magnolia Vida A. Cano
Saturnino L. Macasinag, Jr.
LABORATORY
ACTIVITY
Jocelyn
P. Navera
79
SCIENCE 9
QUARTER 3 WEEK 2
ACTIVITY 1 VOLCANIC ERUPTION
Introduction
The Philippines has a unique tectonic setting that makes it perfect for
volcanism and earthquakes. It is located at the meeting point of two tectonic plates,
the Philippine Sea Plate and the Eurasian Plate, which both subduct or plunge
beneath the island in the deep trenches that run down its east and west coasts.
Our country has a long list of both active and inactive volcanoes. One of the
most famous volcanoes in the Philippines is Mayon Volcano, an active stratovolcano
located in Albay.
In this home-based laboratory activity, you will witness a simulation of an
erupting volcano.
Objectives
Most Essential Learning Competency:
Explain what happens when volcanoes erupt. S9ES-111d-28
Learning Objectives: At the end of this home-based laboratory activity, you should
be able to:
1.
2.
3.
4.
identify the factors that cause volcanic eruption,
explain what happens when a volcano erupts,
construct a model of an erupting volcano, and
relate the importance of volcano monitoring alert signals to the people living
nearby an active volcano
Materials
2 bottles of soft drinks (12oz)
2 identical basins
Hot water
Coldwater
Cardboard/used boxes/ used illustration board
Packaging tape/scotch tape
Pair of scissors
80
Procedures
Safety Precautions:
Be careful in handling hot water.
Ask for the assistance of an adult.
Wear a face shield to protect your face during the actual explosion
of the soda.
Procedures
Illustrations
1. Make two miniature models of volcanoes
using a cardboard/ used boxes/used
illustration board. Secure the models using
packaging tape. (You can be creative in
making the miniature volcano and may use
any available materials at home).
2. Prepare two basins and two bottles of soft
drinks. Label them as Set A and Set B.
Place them at least 1 foot apart
3. Half fill the first basin (Set A) with hot water
and the second basin (Set B) with cold water.
4. Place the miniature models of the volcano
on each basin with soft drink bottle and water
( Set A and B). The hole on top of the
miniature volcano should be big enough for
the bottle to fit in. The upper portion of the
bottle must be visible. Look for the illustration
below
5.Wait for tree minutes.
81
6. Slowly unscrew the caps from the bottle in
each basin and observe.
SET UP
References
Alvarez, Liza A., Dave G. Angeles, and et.al Hernan L. Apurada. Science Grade 9
Learner's Module . Pasig City: Department of Education, 2014.
Morillo, Ellissa Christie Kaye L. Learner's Activity Sheet. Department of Education,
2021.
PHIVOLCS. https://www.phivolcs.dost.gov.ph. n.d.
https://www.phivolcs.dost.gov.ph/index.php/volcano-hazard/volcano-alertlevel (accessed April 28, 2022).
—. Phivolcs.dost.gov.ph. n.d. https://www.phivolcs.dost.gov.ph/index.php/volcanohazard/introduction-to-volcanoes (accessed April 27, 2022).
82
HOME-BASED LABORATORY ACTIVITY
SCIENCE 9
QUARTER 3 WEEK 2
ACTIVITY 1 VOLCANIC ERUPTION
Observation
Draw your observations in set-ups A and B. Describe briefly what happens in
each set-up. Write your observations below each drawing. If possible, you can use
pictures in lieu of the drawings.
SET-UP A
SET-UP B
More bubbles were formed.
The soda spilled violently.
Bubbles were formed but were lesser
than the bubbles formed in Setup A.
The soda also spilled, but was lesser
than the soda that spilled in setup A
Questions
1. What did you observe in each bottle before unscrewing the caps? After
unscrewing the caps?
Before:
After:
The bubbles are forming.
The bubbles and soda rose and spilled.
2. How will you compare the reaction of the soda in Setup A and Setup B?
83
The reaction in Setup A is violent, while the reaction in Setup B is calm.
3. What does each object represent? Choose your answers from the choices inside
the box then explain your answer briefly.
Magma chamber
Lava
Object
temperature
change in pressure
crater
crust
What it represents
magma
Reason
hot water
temperature
The temperature in the mantle of the
earth is high.
soda (inside the
bottle)
magma
Molten rocks that are still inside the
volcano is called magma.
soda (that spilled)
lava
Molten rocks that are already outside
the volcano are called lava.
bottle
magma chamber
Magma chamber refers to a large
pool of molten rocks beneath the
surface of the earth.
unscrewed cap
crater
Crater refers to the opening of a
volcano where magma comes out.
formation of bubbles
change in pressure
As temperature increases, pressure
increases inside the bottle. When the
cap is unscrewed, bubbles increased
and became bigger due to the drop
in pressure.
4. Which among the set up reacted violently? Why?
Setup A reacted violently because it is exposed to high temperature.
Application
A. Underline the correct term/phrase that will complete the statement.
(Magma, lava) inside the volcano has (low, high) temperature. As the
magma with dissolved gases is continuously heated, it goes (up, down). As it
(rises, sinks), gas bubbles are developed. The gas bubbles are trapped and
84
expanded causing the molten material to swell also, resulting in a gradual (increase,
decrease) in pressure within the volcano. When pressure exceeds the strength of
the overlying rock, fracturing occurs. The resulting breaks lead to a further
(increase, drop) in confining pressure, which in turn causes even more gas bubbles
to form.
B. Below is a copy of Mayon Volcano Alert Levels. If you will categorize the alert
level of the reaction of the soda in Setup A and B before and after unscrewing
the soda, to what alert level do they belong? What is the importance of setting
alert levels in active volcanoes such as Mayon Volcano?
MAYON VOLCANO ALERT LEVELS
Before
- Alert level 3
After
- Alert level 5
The volcano alert levels will serve as a warning for the residents living nearby
an active volcano to be prepared and to be alert.
GENERALIZATION
Analyze the process of volcanic eruption. Arrange the process into correct
order using numbers 1-5. Write your answer on the space provided before the
statement.
____2____ Magma moves upward and accumulates in an area called magma
chamber.
____4____ Gas-charged magma reaches the surface and explodes. The presence
of dissolved gases enables the molten materials to explode.
____5____ More highly gas charged magma reaches the surface and the volcano
explode.
____1____ Volcanic activities include the melting of solid rocks in the mantle which
became thick molten materials called magma.
85
____3____ High temperature and pressure push magma through the openings like
vents and fractures. The magma oozed out to form a lava dome but do not cause
any explosive eruption.
86
HOME-BASED LABORATORY ACTIVITY TEACHER’S NOTES
SCIENCE 9
QUARTER 3 WEEK 3
ACTIVITY 2 GENERATING GEOTHERMAL ENERGY
Rationale of the Home-Based Laboratory Activity
Students need to have an in-depth grasp of the process of how geothermal
power plants generate heat energy to use it as an electricity source. It ignites learners’
awareness of the advantages of geothermal energy as a renewable energy source.
These will also develop the student’s abilities and interests to address underlying
issues regarding the use of this energy resource.
The students must possess scientific attitudes like persistence, managing
impulsivity, applying prior knowledge to new situations, and being intrigued or curious.
Description of the Home-Based Laboratory Activity
•
•
Number of Hours : 2 hours
Prerequisites, if any :
Learners are already aware of the types of Energy
(Renewable/Nonrenewable) and they can already identify the parts of the
Geothermal Power Plant. They have already the idea of the relationship
between temperature and pressure.
Home-Based Laboratory Learning Development Team
Regional Director
Assistant Regional Director
Chief of CLMD
Education Program Supervisor, Science
Education Program Supervior, LRMDS
Writers:
Amy C. Talavera
Lorena B. Basco
Lilian A. Velasco
Reviewed by:
Jo-Ann M. Cordovilla
Isagani F. Musa
Michelle D. Losañez
Jezrahel T. Omadto
:Gilbert T. Sadsad
:Ronelo Al K. Firmo
:Francisco B. Bulalacao Jr.
:Chozara P. Duroy
:Grace U. Rabelas
-
SDO Albay
SDO Albay
SDO Albay
Magnolia Vida A. Cano
Saturnino L. Macasinag, Jr.
Jocelyn P. Navera
87
HOME-BASED LABORATORY ACTIVITY
SCIENCE 9
QUARTER 3 WEEK 3
ACTIVITY 2: GENERATING GEOTHERMAL ENERGY
Introduction
Bicol is known to be one of the homes of geothermal energy in the Philippines
specifically because of the presence of the Tiwi Geothermal Power Plant and BaconManito (Bac-Man) Geothermal Production Field located at Bacon, Sorsogon. People
use geothermal energy for bathing in cases of hot springs, and heat buildings and to
generate electricity.
How far is your knowledge of geothermal energy? The U.S. Energy Information
Administration defines Geothermal energy as simply the heat within the earth. The
word geothermal comes from the Greek words geo (earth) and thermae (heat).
Geothermal energy is a renewable energy source because heat is continuously
produced inside the earth.
https://www.newpaltz.k12.ny.us/cms/lib/NY01000611/Centricity/Domain/1041/Earths_Layers_Checkpoint_Questions_tc.pdf
Figure 1. The Interior Layers of the Earth
This energy was produced during the formation of the earth which is stored at
the core of the earth. The hot temperature in the inner layer and colder temperature at
the upper internal layer result in the continuous flow of heat energy to the surface of
the earth.
How is geothermal energy produced? A geothermal power plant is often found
near the boundaries of the Earth’s continents and near underground reservoirs of hot
water. At a geothermal power plant, because of high pressure, hot water is pumped,
from deep underground. The pressure then drops as it reaches the surface. The water
that turns into steam then spins a turbine that creates electricity with the help of a
generator. Through cooling systems, the steam eventually cools, and the condensed
water is injected back into the ground via injection wells, and the heating process is
repeated.
88
In the following activity, we will study in detail how geothermal energy is
produced. Make sure to ask for assistance from an adult while doing this activity.
Objectives
Most Essential Learning Competency:
Illustrate how energy from volcanoes may be tapped for human use. (S9ES
– IIIc-d-29)
Learning Objectives: At the end of this home-based laboratory activity, you should
be able to:
1. demonstrate how geothermal energy is harnessed by building a DIY
geothermal power plant,
2. trace how energy is transformed to generate electricity in a geothermal power
plant,
3. reflect on the value of geothermal energy generated by geothermal power
plants in your community
Materials
•
•
•
•
•
•
•
•
•
•
Soda Can
Pinwheel made of aluminum foil/paper
Tie wire
Ball pen case
Glue gun/glue stick
Cutter/Scissors
Modelling Clay
Candles
Water
Platform (Used Plywood or Cardboard)
Procedures
PRECAUTION! Perform this activity with adult supervision.
Be careful in lighting candles; using sharp objects like
cutters and nails; and be cautious in using the glue gun.
89
Procedure
Illustration
1. Cut the ballpen case at least 2 inches long.
2. Make a hole in the middle part of the soda
can the same size as the ballpen case.
3. Attach the ballpen case to the hole of the
soda using the modeling clay.
4. Fold or shape the tie wire that will hold the
soda can and attach it to the cardboard.
5. Make a pinwheel using aluminum foil,
straw, and barbeque stick as a skewer.
90
6. Shape another tie wire that will hold the
pinwheel and attach it beside the soda can.
7. Add at least 50 ml of water to the soda can
and place the candles below it.
8. Light the candles and observe what will
happen.
Sample Set-up: DIY GEOTHERMAL POWER PLANT MODEL
91
References
Amigo Energy. n.d. Understanding Geothermal Energy. Accessed April 27, 2022.
https://amigoenergy.com/blog/understanding-geothermal-energy/.
It Is, Interesting. 2020. How to make a steam turbine from a can of Coca-Cola. May 9.
Accessed April 27, 2022. https://www.youtube.com/watch?v=L3XAFSMdVWU.
Projects, DIY. 2020. School Science Projects | Steam Engine. January 13. Accessed April 27,
2022. https://www.youtube.com/watch?v=eXL7h0n9d2Q.
TWI. n.d. FAQs: WHAT IS GEOTHERMAL ENERGY? HOW DOES IT WORK? Accessed
April 27, 2022. https://www.twi-global.com/technical-knowledge/faqs/geothermalenergy.
U.S Energy Information Administration. 2021. Geothermal Explained. December 13.
Accessed April 27, 2022.
https://www.eia.gov/energyexplained/geothermal/#:~:text=Geothermal%20energy%2
0is%20heat%20within,buildings%2C%20and%20to%20generate%20electricity.
92
HOME-BASED LABORATORY WORKSHEET
SCIENCE 9
QUARTER 3 WEEK 3
ACTIVITY 2.1: GENERATING GEOTHERMAL ENERGY
Name: _________________________________ Gr. & Sec.: _________
Observation
Identify what part of the geothermal power plant is being represented by the
different materials used in your DIY Geothermal Power Plant. You can draw or attach
a picture of your own DIY Geothermal Power Plant Model.
Expected Output
DIY Geothermal Power Plant
Hole(well)
Soda can
(crust)
(turbine)
crust
Candles(core)
Questions
1. What happens to the water inside the soda can when heated?
The water boils and creates steam or water vapor.
2. How does the water vapor move the pinwheel (turbine)?
The pressure of the water vapor/steam causes the
pinwheel to move or rotate.
93
3. What happened to the rotation of the pinwheel with the change in the water’s
temperature?
The pinwheel rotated faster as the temperature increased.
4. Explain how this activity is related to the geothermal power plant.
The activity is related to the geothermal power plant because
it shows how energy is generated from heat.
Application
A. Using a flowchart, describe how energy is transformed to generate electricity
in a geothermal power plant. Use the diagram below as your guide.
Photo Source: https://archive.epa.gov/climatechange/kids/solutions/technologies/geothermal.html
1. Well are
drilled into the
earth to pump
steam or hot
water to the
surface.
2. When the
water reaches
the surface, the
drop in
pressure
causes the
water to turn
into steam.
3. The steam
spins a turbine,
which is
connected to
the generator
that produces
electricity.
4. Cooling
tower cools the
steam which it
condenses
back to water.
5. The cooled
water is
pumped backed
into the earth to
begin with the
process again.
94
B. What are the benefits of geothermal energy generated by geothermal power
plants in your community.
✓ Provides clean and safe energy
✓ Enhances National Security by reducing Dependence on imported
fuels
✓ A reliable source of power
✓ Environment friendly and promotes tourism
✓ Increase economic status of people since it provides job opportunity
Generalization
Reflect on the value of geothermal energy generated by geothermal power
plants in your community.
The geothermal energy generated by geothermal power plants is very
important in our community because it is where the electricity consumed in
our area comes from. It supplies electricity for lighting our homes and
contributes to the economic development of industrial, business
establishments, and government offices. As a renewable energy source
coming from the underground, it is safe and does not contribute much to the
pollution in the environment.
95
HOME-BASED LABORATORY ACTIVITY TEACHER’S NOTE
SCIENCE 9
QUARTER 3 WEEK
ACTIVITY 3 CONSTELLATIONS
Rationale of the Home-Based Laboratory Activity
This home-based activity will help learners to recognize patterns of stars in the
sky. The activity also promotes rational thinking, understanding the nature of
astronomy, will let them appreciate more the beauty of the universe and recognition of
God’s providence.
Description of the Home-Based Laboratory Activity
Number of Hours: 1 – 2 hours
Prerequisites : Characteristics of Stars and Rotation and Revolution of the
Earth
Home-Based Laboratory Learning Development Team
Regional Director
Assistant Regional Director
Chief of CLMD
Education Program Supervisor, Science
Education Program Supervior, LRMDS
:Gilbert T. Sadsad
:Ronelo Al K. Firmo
:Francisco B. Bulalacao Jr.
:Chozara P. Duroy
:Grace U. Rabelas
Writers:
Ma. Abegail Olga C. Cortez
Ma. Rachel B. Espino
Jeanette L. Eva
Rowena D. Silva
Reviewed by:
Jo-Ann M. Cordovilla
Isagani F. Musa
Michelle D. Losañez
Jezrahel T. Omadto
- Legazpi Division
- Sorsogon City Division
- Sorsogon City Division
- Camarines Norte Division
Magnolia Vida A. Cano
Saturnino L. Macasinag, Jr.
Jocelyn P. Navera
96
HOME-BASED LABORATORY ACTIVITY
SCIENCE 9
QUARTER 3 WEEK 7
ACTIVITY 3 CONSTELLATIONS
Introduction
When you look into a clear night sky, do you imagine shapes or objects grouped
by connecting a pattern of stars?
Looking up in the sky on a clear night
you might observe that when connected star
by star, you will find that you can create
shapes.
These
shapes
are
called
constellations. The constellations you can
see depend on where you live and on the
season.
Before the calendars, our ancestors use constellations in determining when to
sow or harvest. For example, Gemini (Gibang in Matigsalug Manobo) and Tres Marias
(Orion’s Belt) are seen in the Philippines during the months of April and May. Farmers
interpreted the appearance of Gemini and Orion’s Belt as the end of the planting
season, and it signified a rich harvest.
People near the North Pole can see the constellations that are to the north of
the Earth and people near the South Pole can see the ones that are to the south.
People who live in between can see some of both depending on how closely they are
at the equator.
But Earth doesn’t stand still, it orbits the Sun, and this movement is called
revolution. As it moves, the seasons change, and the constellations that people can
see change too. At nighttime during summer, people on Earth face one direction in
space. In winter they face the other direction, so they see different constellations.
Moreover, because the Earth rotates on its axis, the constellations can be seen to
move around the celestial North Pole (just above the Earth’s North Pole) and the
celestial South Pole. Polaris, our North Star, which is the last star in the handle of the
Small Dipper, is so close to the celestial North Pole that it does not seem to move at
all. All the constellations near the Polaris seem to move around it.
Objectives
Most Essential Learning Competency:
Show which constellations may be observed at different times of the year
using models. (S9ES-IIIj-35)
97
Learning Objectives: At the end of this home-based laboratory activity, you should
be able to:
1. infer which constellations may be observed in the night sky at different times
of the year.
2. explain why some constellations are not seen at certain months; and,
3. recognize the beauty of the stars, the constellations, and the universe in
general.
Materials
Scissors
Round-head fastener
Constellation template
Procedures
Be careful in using sharp objects.
1. Using the template, cut-out the Figures 1 and 2. For Figure 1, cut out the part
with broken lines (see page 10 for the template).
2. Place Figure 1 on the top of Figure 2. Pierce the dot at the center of Figures 1
and 2 using the round-head fastener.
98
3. Then, secure the Figures by bending the legs of the round-head fastener
separately for the easy facilitation of the constellation wheel.
4. Now, you have the constellation wheel. Turn the top of the constellation wheel
to the month of February. See to it that the vacant space will precisely fall in the
given month to see the appropriate constellation.
5. Repeat step 4 for the other months.
6. Complete the table with the needed information based on your observation.
References
Department of Education Integrated Science I. 2009. Science and Technology
Textbook for First Year. Quezon City: Vibal Publishing House, Inc.
Department of Education. 2013. Science Grade 9 Learner's Module. Pasig City.
n.d. timeanddate.com. Accessed April 27, 2022.
https://www.timeanddate.com/astronomy/night/@1685759.
99
HOME-BASED LABORATORY ACTIVITY
SCIENCE 9
QUARTER 3 WEEK 7
ACTIVITY 3 CONSTELLATIONS
Name: _______________________________________ Gr. & Sec.: _____________
Observation
Fill in the table to show your observations from the activity.
Months
What constellation may be observed?
January
Taurus
February
Gemini
March
Cancer
April
Leo
May
Virgo
June
Libra
Drawing the constellation
100
Months
What constellation may be observed?
July
Scorpio
August
Sagittarius
September
Capricorn
October
Aquarius
November
Pisces
December
Aries
Drawing the constellation
Questions
1. What did you notice as you turn the constellation wheel?
As I turn the constellation wheel, the pattern of stars changes. There are
different constellations in the sky every month.
2. Why do constellations vary in different months of the year?
Constellations vary in different months of the year because of the Earth’s
orbit around the sun.
Note: For more information about constellations, you may watch: Constellation
Location: Crash Course Kids #31.2 at https://tinyurl.com/c4bhpvay
101
Application
Investigate the series of photographs of the night sky in Legazpi City (while
facing north) at different months below.
Figure 3. April 27, 2022 (10:48 pm)
Figure 4. June 27, 2022 (10:48 pm)
102
Figure 4. December 27, 2022 (10:48 pm)
Note: You may visit https://www.timeanddate.com/astronomy/night/@1685759
to change the place, date and time as needed.
1. What is common in the three figures?
• There are different constellations seen in March, June, and
September.
• Constellations change as months change.
2. Compare the photographs, what did you notice?
Some stars are visible in March but not in September because the Earth
rotates on its axis causing night movement of stars in the sky. Also, the
light coming from the sun blocks the view of some stars due to Earth’s
revolution around it.
3. Why are some constellations visible in March but not in September?
• Different star patterns (constellations) can be observed in the night
sky at different months.
• Constellations can be observed in the night sky varies with the
seasons.
• Earth’s rotation causes the apparent movement of stars in the sky
4. Why is Ursa Minor visible in the different months of the year as shown in the three
figures?
The Earth’s axis point is almost directly at Polaris (which is the star at the
tip of the tail of Ursa Minor). The other stars appear to move because of
the spinning of the Earth on its own axis.
103
Generalization
Why are some constellations not seen at certain months?
As the earth revolves around the sun, the position of the Earth changes,
and this creates the different night views of the night sky thus, different
constellations are seen on different months.
Extension Activity
1. On a starry evening, get out of your house and look at the sky. Observe the
sky three times at 7:00 pm, 8:00 pm, and 9:00 pm.
2. Can you see some groups of stars that form a certain pattern? Sketch as
many patterns of stars that you see each time you go out.
3. Identify the constellation you have sketched.
4. Locate Ursa Major and Ursa Minor (the Big Dipper and Small Dipper). What
other constellations can you identify? Do you see them in the same location
during the whole night?
Figure 6: Ursa Major (Big Dipper) and Ursa Minor (Small Dipper)/
5. Observe the same part of the sky for a week. Do you see the same
constellations in approximately the same location as previous nights?
104
Constellation Template
Figure 1
Figure 2
105
HOME-BASED LABORATORY ACTIVITY TEACHER’S NOTES
SCIENCE 10
QUARTER 1 WEEK 4
ACTIVITY 1 TYPES OF PLATE BOUNDARIES
Rationale of the Home-Based Laboratory Activity
This home-based activity will be an effective supplementary material to further
enhance students’ mastery on the competency “Describe the different types of plate
boundaries” because they will be immersed in a more engaging way of lesson
discovery.
This activity will also cater and improve students’ data gathering skills, problem
solving and written communicating skills and resourcefulness as well.
Description of the Home-Based Laboratory Activity
Number of Hours : 45 minutes
Prerequisites, if any : Knowledge on different layers of earth
Home-Based Laboratory Learning Development Team
Regional Director
Assistant Regional Director
Chief of CLMD
Education Program Supervisor, Science
Education Program Supervior, LRMDS
Writers:
Jomar T. Francisco
–
Ronaldo B. Jao Jr.
–
Goyeto A. Nazareno –
Reviewed by:
Jo-Ann M. Cordovilla
Isagani F. Musa
Michelle D. Losañez
Jezrahel T. Omadto
:Gilbert T. Sadsad
:Ronelo Al K. Firmo
:Francisco B. Bulalacao Jr.
:Chozara P. Duroy
:Grace U. Rabelas
SDO Catanduanes
SDO Sorsogon Province
SDO Catanduanes
Magnolia Vida A. Cano
Saturnino L. Macasinag, Jr.
Jocelyn P. Navera
106
HOME-BASED LABORATORY ACTIVITY
SCIENCE 10
QUARTER 1 WEEK 4
ACTIVITY 1 TYPES OF PLATE BOUNDARIES
Introduction
Our country is blessed with several geographical features such as mountain
ranges and volcanoes, but have you ever questioned why our country has such
landforms? This is primarily caused by geological activities triggered by movements
along plate boundaries. Movement of plate boundaries result in a variety of landforms
and geological events. Understanding the types of plate boundaries and its
movements are significant because, along these boundaries, deformation of the
Earth's lithosphere happens, which has a substantial influence on people and the
environment.
In this home-based laboratory activity, you will have a deeper
understanding on the types and behavior of plate boundaries by creating a model of
their movements.
Objectives
Most Essential Learning Competency:
Describe the different types of plate boundaries. (S10ES –Ia-j-36.2)
Learning Objectives: At the end of this home-based laboratory activity, you should
be able to:
1. identify the different types of plate boundaries,
2. describe each type of plate boundaries, and
3. create and use models to correctly describe the movement of plate tectonic
boundaries.
Materials
Bond paper or wax paper
Tissue paper
Knife
Scissors
3-layer lumpia wrapper
Graham crackers or any crackers
Mayonnaise or any viscous food item such as peanut butter, all-purpose
cream, or ketchup
107
Procedures
In this activity you will simulate the different types of plate boundaries and their
movement. Please follow the instructions below...
EDIBLE PLATE TECTONICS
SET UP 1: Cracker vs. Cracker
1. Using a knife, spread thick layer mayonnaise in the center of a clean bond or
wax paper.
PRECAUTION: Be careful in handling the
knife. Adult supervision is required.
PRECAUTION: Do not consume the used
food item if not handled hygienically.
2. Using only 2 pieces of rectangular cracker, dip one of the short ends of each of
the two graham crackers into a cup of water for approximately 10 seconds to
soften the edges.
3. Lay the pieces end to end on the mayonnaise with the wet edges touching.
4. Slowly push the two crackers towards each other.
5. Once you’ve made observations of what happened, remove the crackers from
the mayonnaise and scrape off any mayonnaise and return it to the bond or
wax paper. Set these crackers aside.
Observation Set-up 1
Cracker
Direction of
force
Direction of
force
Cracker
Mayonnaise
Bond paper
Set-up 1: Observation
• Illustrate what you saw happening during this part of the lab in the space
provided below and add arrows to indicate movement.
Students illustration may vary
•
Describe what happened when you pushed the two graham crackers together.
There graham crackers squished together and pushed upward into the air
forming a little mountain.
108
1.
2.
3.
4.
SET UP 2: 3-Layer Lumpia wrapper vs. Cracker
Using a knife re-spread thick layer mayonnaise in the center of a clean bond or
wax paper. With a scissors cut the 3-layer lumpia wrapper into a rectangular
shape.
Using one of the cracker pieces and the lumpia wrapper, place them on the top
of the mayonnaise.
Gently push the graham cracker towards the 3-layer rectangular lumpia
wrapper.
Once you’ve made observations of what happened, remove the lumpia wrapper
and cracker from the mayonnaise and scrape off any mayonnaise and return it
to the bond or wax paper. Set the lumpia wrapper and cracker aside.
Observation Set-up 2
Cracker
Direction of
force
Direction of
force
Lumpia wrapper
Mayonnaise
Bond Paper
Set-up 2: Observation
• Illustrate what you saw happening during this part of the lab in the space
provided below and add arrows to indicate movement.
Students illustration may vary
•
Describe what happened when you slid the cracker into the lumpia wrapper.
The Cracker went over top of the lumpia wrapper.
1.
2.
3.
4.
5.
SET-UP 3: 3-Layer Lumpia wrapper vs. 3-Layer Lumpia wrapper
Using a knife re-spread thick layer mayonnaise in the center of a clean bond
or wax paper.
Use the lumpia wrapper from the previous activity and make another 3-layer
rectangular lumpia wrapper.
Lay the two pieces lumpia wrapper side by side on top of the mayonnaise so
they are touching.
PRESS DOWN on the two lumpia wrapper as you slowly push them towards
each other.
Once you’ve made observations of what happened, remove the lumpia wrapper
from the mayonnaise and scrape off any mayonnaise and return it to the bond
or wax paper.
109
Direction of
force
Observation Set-up 3
Direction of
force
Lumpia wrapper
Lumpia wrapper
Bond Paper
Set-up 3: Observation
• Illustrate what you saw happening during this part of the lab in the space
provided below and add arrows to indicate movement.
Students illustration may vary
•
Compare and contrast results from part 3 and part 2.
The Cracker went over top of the lumpia wrapper on set-up 2, while in this set
one of the lumpia wrapper went over the top of the other lumpia wrapper.
1.
2.
3.
4.
SET-UP 4: Cracker vs Cracker
Using a knife re-spread thick layer mayonnaise in the center of a clean bond or
wax paper.
Lay the two rectangular pieces of graham cracker side by side on top of the
mayonnaise so they are touching.
PRESS DOWN on the crackers as you slowly push the graham crackers apart
in opposite directions.
Once you’ve made observations of what happened, remove the crackers from
the frosting and scrape off any frosting and return it to the wax/bond paper. Set
these crackers aside.
Observation Set-up 4
Cracker
Direction of
force
Direction of
force
Cracker
Mayonnaise
Bond paper
Set-up 4: Observation
• Illustrate what you saw happening during this part of the lab in the space
provided below and add arrows to indicate movement.
Students illustration may vary
110
•
What did you observe with the crackers and the mayonnaise when you pushed
the graham crackers away from each other?
There was mayonnaise left in the middle and some of it squished up between
the Crackers. The height of the graham cracker left a valley in between the two
graham crackers.
1.
2.
3.
4.
SET-UP 5. Cracker vs Cracker
Using a knife re-spread thick layer mayonnaise in the center of a clean bond or
wax paper.
Using the cracker from part 4, place the two pieces together side by side on top
of the mayonnaise on the bond or wax paper. The long edges of the crackers
should be touching.
Place one hand on each of the cracker pieces. At the same time, move one
graham cracker forward and one backward.
Once you’ve made observations of what happened, remove the crackers from
the frosting and scrape off any frosting and return it to the wax/bond paper.
Direction of
force
Top View of the Set-up
Cracker
Mayonnaise
Cracker
Direction of
force
Set-up 5: Observation
• Illustrate what you saw happening during this part of the lab in the space
provided below and add arrows to indicate movement.
Students illustration may vary
•
Describe what happened when you slid the 2 graham crackers past each
other.
The crackers got caught on one another while they are rubbing together and pieces
of the cracker broke.
111
References
Acosta, Herma D. et, al. (2015), Science Grade 10, Learner’s Material First Edition.
Pasig City: Department of Education
Ceguera, Maila B. (2020), SMILE Learner’s Packet, Science Grade 10, Types of Plate
Boundaries.
Miller, Kimberly (2015), Editable Plate Tectonics, Original Lesson Plan.
https://science4inquiry.com/LessonPlans/EarthScience/PlateTectonics/EdiblePlateT
ectonicsFinal.
112
HOME-BASED LABORATORY ACTIVITY WORKSHEET
SCIENCE 10
QUARTER 1 WEEK 4
ACTIVITY 1 TYPES OF PLATE BOUNDARIES
Name: _______________________________________ Gr. & Sec.: _____________
Observation Table
In your model, what did each of the parts of your model represent?
Materials
Representation
Crackers
CONTINENTAL CRUST
3-layer lumpia
wrapper
OCEANIC CRUST
Mayonnaise
MAGMA/ ASTHENOSPHERE
Identify what type of plate boundaries each Set-up of the activity (Part 1-5) represents.
Set-up
1. Cracker vs.
Cracker
2. 3-Layer Lumpia
wrapper vs. Cracker
3. 3-Layer Lumpia
wrapper vs. 3-Layer
Lumpia wrapper
4. Cracker vs
Cracker
5. Cracker vs
Cracker
Type of Plate Boundary represented
(if convergent further identify if which
subtype)
Reasons
The two continental crust
Convergent Boundary (Continental- represented
by
the
Continental)
crackers moved toward
each other
The Continental crust
represented by cracker and
Convergent Boundary (OceanicOceanic crust represented
Continental)
by wrapper moved toward
each other
The two oceanic crust
Convergent Boundary (Oceanicrepresented
by
the
Oceanic)
crackers moved toward
each other
Because the two plates
moved away from each
Divergent Boundaries
other
Transform Boundaries
The two plates moved or
slide passed by each other
113
Questions
1. What is responsible for creating the force that moves the different plate
boundaries?
Convection currents in the mantle
2. How does the movement of tectonic plates help build up Earth’s crust?
When plates collide, crust is pushed upward and mountains are built. When
plates move apart, magma flows up to the surface of the Earth creating new
crust. Volcanic eruptions from plate motion allows lava to flow creating new
crust.
3. How does plate tectonics moving tear down Earth’s crust?
When plates collide, sometimes crust is pushed downward (subducted) back
into the mantle where it melts.
Application
Complete the table below.
Set-up
1. Cracker
vs. Cracker
Draw the
movement of
plates using
arrows
Describe what you
observed in each part.
Land Forms
produced
There graham crackers Mountain
squished
together
and Ranges
pushed upward into the air
forming a little mountain.
Plate Boundary
(Convergent,
Divergent or
Tranform)
Convergent
Plate Boundary
(ContinentalContinental)
2. 3-Layer
Lumpia
wrapper vs.
Cracker
The graham cracker went Trench,
over top of the Lumpia Continental
Wrapper.
volcanic arc
Convergent
Plate Boundary
3. 3-Layer
Lumpia
wrapper vs.
3-Layer
Lumpia
wrapper
4. Cracker vs
Cracker
one of the lumpia wrapper Trench,
went over the top of the Volcanic
other lumpia wrapper
Island arc
Convergent
Plate Boundary
There was mayonaise left in
the middle and some of it
squished up between the
graham crackers. The height
of the graham cracker left a
valley in between the two
graham crackers.
Divergent Plate
Boundary
Rift valleys
and midoceanic
ridges
(OceanicContinental)
(OceanicOceanic)
114
5. Cracker vs
Cracker
The graham crackers kind of Earthquake
caught on one another and fault zone
little pieces of graham
cracker broke off where they
were rubbing together.
Transform Plate
Boundary
Generalization
Write your generalization in the box provided below.
Movements of plate boundaries are in three directions, plates moving away
from each other forming Divergent Boundaries, moving plates towards each other is
Convergent Boundaries and if the plates slide past each other is a Transform Plate
Boundaries.
Earthquakes, volcanic activity, mountain building, and oceanic trench
formation may occur in the Plate Boundaries. The impact of the two colliding plates
buckles the edge of one or both plates up into a rugged mountain range, sometimes
bend the other plates down into a deep seafloor trench. This movement of the crust
creates, destroys and make changes to Earth’s surfaces.
115
HOME-BASED LABORATORY ACTIVITY TEACHER’S NOTES
SCIENCE 10
QUARTER 1 WEEK 7
ACTIVITY 2 CONVECTION CURRENT
Rationale of the Home-Based Laboratory Activity
This activity will capacitate the learners for the possible causes of plate
movements by performing Heat me Up! Cool me Down! They would be able to realize
the connection of this simulation to natural phenomena.
The habits of mind will be developed by our learners in doing this activity are:
✓ Persisting
✓ Managing Impulsivity
✓ Striving for Accuracy
✓ Thinking Flexibility
Description of the Home-Based Laboratory Activity
Number of Hours : 1 hour
Prerequisites, if any : Plate Tectonic Theory and Types of Plates
Home-Based Laboratory Learning Development Team
Regional Director
Assistant Regional Director
Chief of CLMD
Education Program Supervisor, Science
Education Program Supervior, LRMDS
:Gilbert T. Sadsad
:Ronelo Al K. Firmo
:Francisco B. Bulalacao Jr.
:Chozara P. Duroy
:Grace U. Rabelas
Writers:
Sernim I. Lanurias
Janeth B. De Juan
Jhoana Belle Angela R. Gonzales
Reviewed by:
Jo-Ann M. Cordovilla
Isagani F. Musa
Michelle D. Losañez
Jezrahel T. Omadto
- SDO Masbate Province
- SDO Camarines Norte
- SDO Camarines Norte
Magnolia Vida A. Cano
Saturnino L. Macasinag, Jr.
Jocelyn P. Navera
116
HOME-BASED LABORATORY ACTIVITY
SCIENCE 10
QUARTER 1 WEEK 7
ACTIVITY 2 CONVECTION CURRENT
Introduction
Have you ever wondered why a campfire is so much hotter above it than below
it? Or why does the liquid in a pot of boiling water travel around so quickly? Both of
these things are due to Convection Current. The plates that make up the Earth's crust
move at a rate of 2 to 3 centimeters per year, similar to the plates that make up the
Earth's crust. The continents are no longer distributed in the same way they were
millions of years ago. What do you think are the reasons behind these movements of
plates on Earth’s crust?
Objectives
Most Essential Learning Competency:
Describe the possible causes of plate movement. (S10ES –Ia-j-36.5)
Learning Objectives: At the end of this home-based laboratory activity, you should
be able to:
1. describe convection current,
2. illustrate the movement of convection current, and
3. relate convection current to natural phenomena.
Materials
½ bottle of oil
1 transparent glass or jar
1 candle or stove
match or lighter
pot holder
2 boxes (enough to hold the weight of the jar with oil)
metal bars or grill mesh (ihawan)
117
Procedures
This activity requires adult supervision, please only proceed if there is one.
Ensure that necessary precautionary measures are followed especially when handling
hot objects.
PRECAUTION! Be careful in handling fire and any hot materials.
Adult supervision is required.
Preparing the Set-up:
1. Look for an area in your house that is free from any blowing wind and
distractions.
2. Gather the needed materials for the activity.
3. Place the two boxes parallel with each other.
4. Put the metal bars or grill mesh onto the boxes.
Set-up:
1. Fill the glass or jar with oil. (3/4 filled).
2. Heat the oil in a low amount of fire. Observe for about 10 minutes.
3. Observe and record the movement of oil and its direction.
Figure 1. Heat Me Up! Cool Me Down! Set-up
118
References
Acosta, H. D., Alvarez, L. A., Angeles, D. G., Arre, R. D., Carmona, M. P., Garcia, A.
S., . . . Salazar, N. G. (First Edition 2015). Science 10 Learner’s Material.
Department of Education.
lumen. (2022, April 27). Earth’s Interior: Understanding Earth’s Interior. Retrieved
from https://courses.lumenlearning.com/earthscience/chapter/earths-interior/
119
HOME-BASED LABORATORY WORKSHEET
SCIENCE 10
QUARTER 1 WEEK 7
ACTIVITY 2 CONVECTION CURRENT
Name: _______________________________________ Gr. & Sec.: _____________
Observation
Draw your observations from the setup. Use arrows to show the movement of
oil (bubbles).
Set-up
Questions
1. From the activity, what do the fire and bubbles represent?
a. Fire
The Fire represents the hot molten materials underneath the Earth.
b. Bubbles
The Bubbles represents the less dense materials.
2. What caused the formation of bubbles?
120
Heat caused the formation of the bubbles.
3. What caused the oil to move upward? What pushed some of the oil to move
downward?
The oil moved in an upward direction due to the high temperature (less
dense). The oil that moved in a downward direction is denser.
Application
Based on what you have observed and by looking at the diagram below, answer
the following questions.
Figure 2. Cross-section of Earth Depicting Mantle Convection. (Researchgate.com)
1. Relate the movement of the oil to the movement and direction of the plates in
the mantle. Explain briefly.
Oil with high temperatures tends to move upward, same with
magma underneath tends to move upward due to very high temperatures.
The hot particles from the surface when cooled tend to move downward
or sink.
2. What causes plate movement? What is the characteristic of the mantle that
convection is possible?
The movement of plates is caused by the pressure which is a
result of a very high temperature.
The Earth’s mantle flows slowly. While it is solid the heat and
pressure allow convection current to move the mantle material.
3. What do you think will happen to the part of the mantle near the core after
several years?
This part of the mantle will melt due to the increasing temperature
and that may possibly result to the occurrence of earthquakes, mountain
ranges, and volcanoes on Earth.
121
Generalization
Based on the concepts that you have gained from the activity, fill out the missing
words to complete the thought of the paragraph below.
As a substance like oil is heated, the less dense particles will rise while denser
particles sink. Once the hot less dense particles cool down, they sink, and other less
dense particles rise. This continuous process is called convection current.
Convection current occurs when the materials from the Earth’s mantle, like
rocks near the Earth’s core become extremely hot, making them less dense than the
cooler mantle rocks in the upper layers. In effect, the less dense, hot rocks rise and
the relatively denser cool rocks sink. These convection currents circling within the
mantle push the magma up forming new crusts and exerting a lateral force on the
plate, pushing it apart.
122
HOME-BASED LABORATORY ACTIVITY TEACHER’S NOTES
SCIENCE 10
QUARTER 1 WEEK 8
ACTIVITY 3 SEAFLOOR SPREADING
Rationale of the Home-Based Laboratory Activity
This activity will help the learners visualize and understand the concept of
seafloor spreading.
HABITS OF THE MIND
Applying past knowledge to new situations
Striving for accuracy
Creating, Imagining and Innovating
Persisting
Description of the Home-Based Laboratory Activity
Number of Hours : 2 hours
Prerequisites, if any : Knowledge on plate boundaries, continental drift theory,
and convection current.
Home-Based Laboratory Learning Development Team
Regional Director
Assistant Regional Director
Chief of CLMD
Education Program Supervisor, Science
Education Program Supervior, LRMDS
:Gilbert T. Sadsad
:Ronelo Al K. Firmo
:Francisco B. Bulalacao Jr.
:Chozara P. Duroy
:Grace U. Rabelas
Writers:
Maria Salve D. Beason – SDO-Camarines Sur
Rhea Tessa T. Bernal – SDO-Camarines Sur
Elsie B. Narvaez – SDO-Camarines Sue
Reviewed by:
Jo-Ann M. Cordovilla
Isagani F. Musa
Michelle D. Losañez
Jezrahel T. Omadto
Magnolia Vida A. Cano
Saturnino L. Macasinag, Jr.
Jocelyn P. Navera
123
HOME-BASED LABORATORY ACTIVITY
SCIENCE 10
QUARTER 1 WEEK 8
ACTIVITY 3 SEAFLOOR SPREADING
Introduction
In our previous lesson, you have learned about Continental Drift Theory which
states that the continents are slowly drifting around the Earth and was once a large
landmass called Pangaea. This supercontinent Pangaea was divided into two
supercontinents named Laurasia and Gondwanaland which eventually drifted into
today’s seven (7) continents.
But what causes these continents to drift? What evidence can be used to
support this idea?
Alfred Lothar Wegener, identified several pieces of evidence to support his
claim about this theory. These include the shape or matching edges of continents or
rocks, fossil evidence, coal deposits in Antarctica, ancient climates, and glacier
carvings. However, these were not enough to explain the drifting of landmasses.
In 1962, a geologist and US Navy Reserve Rear Admiral named Harry Hess
has proposed that it was the seafloor itself that was pushing the continents apart. He
believed that the mid-Atlantic ridge is where new seafloor is being added to the Earth’s
lithosphere which in turn pushes the continents apart. Hess called it seafloor
spreading.
In this home-based laboratory activity, you will find out how seafloor spreading
occurs and how it supports Continental Drift Theory.
Objectives
Most Essential Learning Competency:
Enumerate the lines of evidence that support plate movement. (S10ES-Ia-j-36.6)
Learning Objectives:
At the end of this home-based laboratory activity, you should be able to:
1. describe the process of seafloor spreading;
2. illustrate how convection current relates to seafloor spreading; and
3. create a model of seafloor spreading.
124
Materials
shoebox (if not available, use other alternative materials)
coloring material
pair of scissors
cutter
ruler
pencil
glue/tape
striped strip template (Appendix A)
illustration of seafloor spreading (Appendix B)
Procedures
PRECAUTION! Be careful in using sharp objects. Adult assistance
may be required.
A. PREPARING THE TEMPLATES
1. Prepare all the materials needed such as scissors, striped strip template, and
coloring materials.
2. Look for the striped strip template (Appendix A). You may print another copy
of the template if you want to make your strip longer depending on the size of
your model.
3. Color each stripe using red and yellow. Start with the red color from the top,
followed by yellow. Use it alternately. Color the Strip A first then do the same
with Strip B. (The stripes on the strips represent magnetic reversal which will
be further discussed in the next topic.)
4. After coloring, cut the strip along its borders. You may paste the strip on a
cartolina or another bond paper to make it thicker.
5. Look for the illustration of seafloor spreading (Appendix B).
6. Color the template.
7. Cut it based on the size of the front surface of the shoebox.
B. PRE PARING THE BASE
1. Prepare the materials needed such as a shoebox,
ruler, scissors, and cutter.
2. Make three (3) slits measuring 9 cm each on the
shoebox cover as shown in Figure 1. The width of
the slit should be at least 0.3 cm so that the strip can
slide freely.
3. The two side slits (Slit 1 and Slit 3) should be both
13-cm apart from the middle slit (Slit 2). Refer to
Figure 1 as your guide.
4. Paste the illustration of seafloor spreading on the front
surface of the shoebox.
Figure 1
125
C. ATTACHING THE STRIPED STRIP TEMPLATE TO THE BASE
1. Prepare the necessary materials namely two (2) striped strips, a base, and
glue/tape.
2. Put the two striped strips of paper together so that the “START” labels touch
one another.
3. Insert the strips up through the center slit, then slowly pull the tip of each strip
toward the side slits at the same time.
4. Insert the ends of the strips into the side slits. Pull the ends of the strips and
attach each end to the other end of the strip.
5. Pull the strips sideward simultaneously. Observe what happens at the center
slit.
*** Use the pictures below as your guide:
Top View
Front View
Final Product
References
Bernales, Myla Ann A. 2018. Science 10 Quarter 1 Module 2 Seafloor Spreading and
Magnetic Reversion. Department of Education Region V.
Earth Eclipse. eartheclipse.com. n.d. https://eartheclipse.com/geology/theory-andevidence-of-seafloor-spreading.html (accessed April 27, 2022).
Soriano, Marianne D. YouTube. September 6, 2020. https://youtu.be/ksv6Dn7uVx4
(accessed April 27, 2022).
Spencer, Charles. study.com. September 9, 2021.
https://study.com/academy/lesson/seafloor-spreading-theory-definitionquiz.html (accessed April 27, 2022).
126
HOME-BASED LABORATORY WORKSHEET
SCIENCE 10
QUARTER 1 WEEK 8
ACTIVITY 3 SEAFLOOR SPREADING
Name: _______________________________________ Gr. & Sec.: _____________
Observation
Describe what happens to the strips as you pull them sideward.
The strips move away from the center and slides down through the side slits.
Questions
1. What do the strips represent?
The strips represent the seafloor/oceanic crust.
2. What does the base represent?
The base represents the upper mantle.
3. What does the middle slit represent? What occurs in this region?
The middle slit represents the mid-ocean ridge where new seafloor is formed.
4. Based on the illustration on the front side of the base, how does convection current
relate to seafloor spreading?
Because of the convection current that happens in the upper mantle, magma flows
out through the ridge and the new seafloor pushes the old seafloor to the sides.
5. What is the role of the mid-ocean ridge in the movement of lithospheric plates?
The mid-ocean ridge serves as the origin of lithospheric movement. It is the place
where the force that pushes the lithosphere originates.
6. How does the new seafloor form at the mid-ocean ridge?
Hot, less dense material below the Earth’s crust rises towards the mid-ocean ridge.
As this material flows sideways, it creates a crack in the crust where magma will
flow out. This magma cools down and becomes the new seafloor.
7. How will you relate the distance of the seafloor from the mid-ocean ridge to its age?
As the distance of the seafloor increases, its age also increases.
8. What process happens at the side slits?
The side slits serve as subduction zones where the old seafloor plunges beneath
another tectonic plate.
127
9. Is the earth getting larger and wider when plates drift away from each other? Explain
briefly.
The Earth is neither getting larger nor smaller. If there is the production of a new
seafloor in the mid-ocean ridge, there is a destruction of an old seafloor at subduction
zones.
Application
After performing the activity, how does seafloor spreading support continental drift theory?
Explain briefly.
Continental Drift theory claims that continents are slowly drifting around the Earth and
was once a large landmass called Pangaea. This movement of continents is supported
by the seafloor spreading because as new ocean floor is created, the old ocean floor
is pushed away from the mid-ocean ridge causing movement of plates.
Generalization
Write your generalization in the box provided below.
Seafloor spreading theory states that oceanic crust forms along the mid-ocean
ridge and spreads out laterally away from them. This spreading creates a
successively younger ocean floor and the flow of material causes the drifting of the
continents. As the hot molten material moves up, it pushes the crust creating an
opening through the ocean floor which is the mid-ocean ridge. The new seafloor
pushes the old seafloor away from the ridge.
128
PHYSICS
129
HOME-BASED LABORATORY ACTIVITY TEACHER’S NOTES
SCIENCE 9
QUARTER 4 WEEK 1
ACTIVITY 1 SHOT ME DOWN!
Rationale of the Home-Based Laboratory Activity
The students are having difficulties in understanding the concept of projectile
motion due to the unavailability of materials thus, this home-based activity
provides students with the necessary knowledge and ideas in projectile motion
with the use of readily available resources. Also, this activity will help the
students apply and comprehend the concept of projectile motion independently.
Habits of Mind: The students will develop their creativity, imagination, and
innovation in doing this activity.
Description of the Home-Based Laboratory Activity
Number of Hours : 1 Hour
Prerequisites, if any : The students should have prior knowledge and
understanding on the components of the uniformly accelerated motion (UAM)
both horizontal and vertical motions in two dimensions.
Home-Based Laboratory Learning Development Team
Regional Director
Assistant Regional Director
Chief of CLMD
Education Program Supervisor, Science
Education Program Supervior, LRMDS
:Gilbert T. Sadsad
:Ronelo Al K. Firmo
:Francisco B. Bulalacao Jr.
:Chozara P. Duroy
:Grace U. Rabelas
Writers:
Ruth S. Arias
Rowel F. Funelas
- SDO Sorsogon Province
- SDO Sorsogon Province
Reviewed by:
Jo-Ann M. Cordovilla
Isagani F. Musa
Michelle D. Losañez
Jezrahel T. Omadto
Magnolia Vida A. Cano
Saturnino L. Macasinag, Jr.
Jocelyn P. Navera
130
HOME-BASED LABORATORY ACTIVITY
SCIENCE 9
QUARTER 4 WEEK 1
ACTIVITY 1 SHOT ME DOWN!
Introduction
When any object is thrown obliquely, it travels along a curved path at constant
acceleration that is directed towards the earth’s surface under the action of gravity,
which is equal to 9.8 m/s2. The path of such objects that are known to be the projectile
and the projected arc is called projectile motion. The object (eg. balls, shuttle cock,
bullet, etc.) is called a projectile, and its path covered is called its trajectory. As the
projectile travels along with its path, the frictional force is encountered which tends to
slow down its motion is called the air resistance which is mostly neglected.
In a projectile motion, two simultaneous independent rectilinear are considered
along the x-axis (horizontal components) and y-axis (vertical components). As
discussed in your previous lesson, the vertical and horizontal motions/ components
are independent and we can analyze them separately, along perpendicular axes.
Objectives
Most Essential Learning Competency:
•
Investigate the relationship between the angle of release and the height and
range of the projectile (S9FE-IVa-35)
Learning Objectives: At the end of this home-based laboratory activity, you should
be able to:
1. describe the relationship of the projectile to its motion.
2. determine the effects of varying the angle of release on the range and height of
the projectile.
3. apply the concept of projectile motion in sports-related activities.
Materials
o
o
o
o
o
Slingshot (to improvise use Y-shaped wood and rubber bands)
Protractor
Small rubber ball (jackstone ball, deodorant ball, etc.)
Stopwatch/ timer
Measuring tool (meter stick, tape measure, ruler, etc.)
131
Procedures
Precautions:
✓ Please ask for adult supervision if you are making your improvised slingshot
as sharp materials such as scissors, cutters, etc. may be used.
✓ Check the area before doing the activity. Make sure that the floor or ground is
not slippery and no harmful objects such as broken glass, stones, sticks, etc.
are present for your safety. Also, ensure that no person is existing that can be
hit while doing the activity.
1. Go to an open or wide area, where you have enough space to perform the
activity.
2. Set up the slingshot on the ground (as shown in figure 1 below).
(Note: Ensure that the body of the slingshot is fixed on the ground to avoid it
from flying together with the marble when released.)
3. Put the marble or small object on the sling.
4. Pull and position the sling with the marble at the given angle using the protractor
(as shown in figure 2).
(Note: the angles of release are indicated on the table on your worksheet)
5. Let a friend or family member help you record the time of release until it landed
on the ground.
6. Release the sling.
(Note: make sure that you are not aiming at a person to avoid accidents)
7. Measure the object’s initial position to its final position. (this is the range of the
projectile)
8. Record the data gathered on the table provided in your worksheet.
9. Repeat procedures 6 to 8 at different angles of release.
Figure 1: Procedure 2
Figure 2: Set-up
References
Education.com.
n.d.
Science
Project.
Accessed
April
27,
2022.
https://www.education.com/science-fair/article/target-practice-horizontal-projectilerollingtable/.
2014. Learning Materials for Grade 9. Philippines, April 29.
Lohner, Svenja. 2018. https://www.sciencebuddies.org/stem-activities/beach-wind.
Oco, Regina G. 2022. Projectile Motion.
Toklas Matematica. 2011. PEM (Program Excellence in Mathematics)-Toklas. November 25.
Accessed April 27, 2022. http://pem-tuklas.blogspot.com/2011/11/basicmathematics-of-angry-birds.html.
132
HOME-BASED LABORATORY WORKSHEET
SCIENCE 9
QUARTER 4 WEEK 1
ACTIVITY 1 SHOT ME DOWN!
Name: ___________________________________ Grade & Section: ____________
Observation
ACTIVITY 1: COMPLETING THE TABLE OF RANGE & TIME
Direction: Complete the table below using the data recorded from the activity.
Angle of release
150
300
450
600
750
Range
(distance from the position of release to
the landed position)
(meter)
Time
(seconds)
Data may vary
ACTIVITY 2: DISCOVERING THE ANGLE AND RANGE OF THE PROJECTILE
Direction: Draw a diagram showing the path of motion of the marble from different
angles of release. Use the following color codes in illustrating the trajectory or path of
motion of the trajectories in different angles of release.
Angle of Release
150
300
450
600
750
Color
Blue
Orange
Green
Red
Violet
Possible Diagram
133
At which angle of release created the:
a. longest range? _____450_______________________________________
b. shortest range? ____150________________________________________
c. highest trajectory? __750________________________________________
d. lowest trajectory? ___450_______________________________________
Questions
1. In your activity, what represents the projectile?
Rubber ball, jackstone ball, deodorant ball, etc.
2. When you release the sling, what does the trajectory or path of motion of
the projectile looks like? What affects its motion?
Parabolic/ arc/ etc. due to the influence of gravity.
3. Describe the relationship between the projectile and its motion.
A projectile is any object that once projected or dropped continues in
motion and is influenced only by the downward force of gravity.
4. Based on your observation, what happens to the height of the projectile as
the angle increases?
The height of the projectile increases as the angle of release increases.
5. Describe the range of the projectile in the following situations.
a.
When the angle is decreasing from 45 degrees?
If the angle is decreasing from 45 degrees, the range is increasing.
b.
When the angle is increasing from 45 degrees?
If the angle is increasing from 45 degrees, the range is decreasing.
6. How is the angle of release and time related to each other?
The time of flight of the projectile increases as the angle of release
also increases.
Application
Activity 1: Application of Projectile Motion in Basketball
Direction: Based on what you have learned explain why a taller basketball player
can throw farther than a shorter one even if the ball is thrown with the same speed.
Write your brief explanation on the space provided below.
A taller basketball player can throw farther than a short one, longer arms will
mean that he/she can release at a better angle than a short-armed opponent.
The projected distance of the throw is determined by the release height, the
angle of the release, and the velocity of the shot at the point of release.
134
Activity 2: Application of Projectile Motion in Dodge Ball
Direction: Study and analyze the figure below.
In the image below, two different possible trajectories are shown for a ball thrown by
a standing kid and a sitting kid in a dodge ball game. Which of the two trajectories, the
higher or the lower one will result in a long time for the ball to reach back to the other
kid upon throwing?
The higher trajectory will result in a longer time because the angle of release
is larger.
Generalization
Direction: Complete the sentence inside the box.
In real-life situations, the concept of projectile motion helps me …
Answers may vary
135
HOME-BASED LABORATORY ACTIVITY TEACHER’S NOTE
SCIENCE 9
QUARTER 4 WEEK 4
ACTIVITY 2 CONSERVATION OF MECHANICAL ENERGY
Rationale of the Home-Based Laboratory Activity
This activity will help the students understand the concept of
conservation of mechanical energy. This will also put to use the concepts they
learned in Grade 8 about the factors that affect Potential and Kinetic Energy.
The following habits of mind are developed in this activity:
• Persisting – students are made to persevere to complete the
activity with the materials available in their area and the given
procedure.
• Thinking and communicating with clarity and precision – based
from the results of their activity, they can explain the expected
concepts clearly and accurately.
• Applying past knowledge to new situations – the concepts learned
in the previous grade levels will be applied in the activity sheet.
Description of the Home-Based Laboratory Activity
Number of Hours : 1 hour
Prerequisites, if any : Identify and explain the factors that affect Potential and
Kinetic Energy
Home-Based Laboratory Learning Development Team
Regional Director
Assistant Regional Director
Chief of CLMD
Education Program Supervisor, Science
Education Program Supervior, LRMDS
Writers:
Levy R. Reynancia
Ian Leo Paulo Yanson
Reviewed by:
Jo-Ann M. Cordovilla
Isagani F. Musa
Michelle D. Losañez
Jezrahel T. Omadto
:Gilbert T. Sadsad
:Ronelo Al K. Firmo
:Francisco B. Bulalacao Jr.
:Chozara P. Duroy
:Grace U. Rabelas
- SDO Albay
- SDO Masbate Province
Magnolia Vida A. Cano
Saturnino L. Macasinag, Jr.
Jocelyn P. Navera
136
HOME-BASED LABORATORY ACTIVITY
SCIENCE 9
QUARTER 4 WEEK 4
ACTIVITY 2 CONSERVATION OF MECHANICAL ENERGY
Introduction
A roller coaster ride is one of the most thrilling rides in a theme or amusement
park. As it moves down from the highest position, the train of passengers experiences
a fast movement. Even if you are not on the ride and are just watching below, you can
observe how fast the movement is as it comes down.
How is it that from a slow start at the topmost position, the ride can move so
fast as it comes down? In this home-based laboratory activity, you will perform
activities that will illustrate how mechanical energy is conserved. Make sure to ask for
assistance from an adult while doing this activity.
Objectives
Most Essential Learning Competency:
Perform activities to demonstrate conservation of mechanical energy.
(S9FE-IVd-40)
Learning Objectives: At the end of this home-based laboratory activity, you should
be able to:
1. identify kinetic energy and potential energy in the given activities; and
2. trace and explain energy transformation in various activities or events.
Materials
Set-up A
1 1.5 Liter soda bottle filled with water
string or cord
curtain or any stiff board
Set-up B
rubber ball (any available ball)
smooth surface or floor
marker or chalk
137
Procedures
This activity requires adult supervision, please only proceed if there is one.
Ensure that necessary precautionary measures are followed especially in using the
string or cord.
PRECAUTION! Be careful in handling and securing the string with the bottle.
Adult supervision is required.
Set-up A
1. Tie the string or cord to the mouth of the soda bottle filled
with water securely.
2. Look for a place in your house where you can hang the string
with the bottle filled with water. Make sure that you can swing
it freely.
3. Spread a curtain on one side of the hanging bottle. Make
sure it is spread out stiffly. Please refer to Figure 1.
Note: Make sure there is no wind that will move the curtain.
If the curtain is not available, use a stiff board like plywood
or illustration board.
4. Hold the soda bottle filled with water an inch away from the
curtain. Let go of the bottle and make sure not to push it or
drag it further before letting go. Please refer to Figure 2.
5. Observe from the side if the bottle touches the curtain or
the board when it swings back.
6. Note your observations. Repeat procedures 4 and 5 three
more times.
Set-up B
1. Measure a specific height on the wall and mark it with a
chalk or marker.
2. Hold the ball below the mark. Let it go, make sure not to
dribble it or drop it forcefully. Please refer to Figure 3.
3. Observe if the ball goes over the mark as it bounces back.
4. Note your observations. Repeat procedures 2 and 3 three
more times.
String
or cord
Waterfilled
bottle
Curtain or board
(Fig. 1) Set-up A Sample
String
or cord
Marker
Waterfilled
bottle
Curtain or board
(Fig. 2) Set-up A Sample Pulled
Back
(Fig. 3) Set-up B Sample Height of
Ball
(Fig. 4) Set-up B Sample for
Dropped Ball
3
138
Reference
Clipart Library. 2016. Collection of Boulder Cliparts. Accessed April 27, 2022.
http://clipart-library.com/boulder-cliparts.html.
Paul Peter Urone, Roger Hinrichs. 2020. Physics, Mechanical Energy and
Conservation of Energy. Sacramento, March 26.
https://openstax.org/books/physics/pages/9-2-mechanical-energy-andconservation-of-energy.
139
HOME-BASED LABORATORY WORKSHEET
SCIENCE 9
QUARTER 4 WEEK 4
ACTIVITY 2 CONSERVATION OF MECHANICAL ENERGY
Observation
Draw your observations in Set-ups A and B. Describe briefly what happens in
each set-up. Write your observations opposite each drawing.
1. Label the positions where Potential and Kinetic Energy is present.
2. Identify the position where there is maximum and minimum Potential Energy
and Kinetic Energy.
If possible, you can use pictures instead of drawings.
Set-up A
Set-up B
140
Questions
1. In what position of the bottle has its Potential Energy? How about the Kinetic
Energy?
The bottle has Potential Energy when it is near its highest point. It has Kinetic
Energy when it moves down.
2. Based on your Set-up A illustration above, at which position of the bottle has
the maximum potential energy? Maximum kinetic energy? Explain.
The bottle has maximum Potential Energy at the highest point this is because it
has the highest distance from the ground. It has maximum Kinetic Energy at the
lowest point as it is moving because it has the highest velocity and lowest distance
from the ground.
3. At what height does the ball have Potential Energy? How about kinetic energy?
The ball has Potential Energy at the highest position. It has Kinetic Energy as it
moves down to the ground.
4. Based on your Set-up B illustration above, at which position of the ball has the
maximum potential energy? Maximum kinetic energy? Explain.
The ball has maximum Potential Energy at the highest point before it is dropped,
this is because it has the highest distance from the floor. It has the maximum
Kinetic Energy as it is moving to the floor just before it hits the floor, this is because
it still has velocity and has the lowest distance from the floor.
Application
Keeping in mind the concept of conservation of mechanical energy, show how
the mechanical energy of a falling boulder on a hill is conserved. Trace the potential
and kinetic energy at different points.
A
B
C
D
6
141
1. At which position does the boulder have Potential Energy? How about Kinetic
Energy?
It has Potential Energy at positions A, B, and C. It has Kinetic Energy at
positions B, C, and D.
2. At which point does the boulder have the most Potential Energy? Why do you
say so?
It has the most Potential Energy at position A, this is because it has the highest
distance from the ground.
3. At which point does the boulder have the most Kinetic Energy? Why do you say
so?
It has the most Kinetic Energy at position D, this is because it has the velocity
and has the lowest distance from the ground.
4. What happens to the Potential Energy as the boulder rolls down the hill?
The Potential Energy is converted to Kinetic Energy as it rolls down the hill and
it gradually decreases.
5. What happens to the Kinetic Energy of the boulder as it is rolling down the hill?
The Kinetic Energy gradually increases from the converted Potential Energy.
Generalization
Write your generalization in the box provided below.
1. At which position of the ball and the bottle are Potential and Kinetic Energy
present?
At the highest positions of the ball and the bottle, Potential Energy is present. While
the ball and bottle are moving and had the smallest distance from the ground, Kinetic
Energy is present.
2. How did the conservation of mechanical energy occur in the activity?
As the ball and bottle were losing height, and gaining velocity or movement, the
Potential Energy is being converted to Kinetic Energy. As the ball and bottle move
back up or bounce back, it loses velocity (KE) and gains height (PE).
142
HOME-BASED LABORATORY ACTIVITY TEACHER’S NOTE
SCIENCE 9
QUARTER 4 WEEK 5
ACTIVITY 3 SIMPLE HEAT ENGINE
Rationale of the Home-Based Laboratory Activity
Heat engines are at the heart of our growing industrialization and technology
advancement. From the buses and jeepneys that we rode everyday, up to the
electrical gadgets that uses electrical energy generated by power plants - all these
involves the use of heat engines. Learners need to understand the basic principle of
how a simple heat engine works to be able to understand the more complex forms of
it. Who knows, someday in the future they might be dealing with one.
• In doing this activity, learners will develop the following habits of mind:
✓ Persisting
✓ Responding with wonderment and awe
Description of the Home-Based Laboratory Activity
Number of Hours : 1- 1.5 hours
Prerequisites, if any : Understanding of Heat, Temperature, Methods of Heat
Transfer and Thermal Expansion
Home-Based Laboratory Learning Development Team
Regional Director
Assistant Regional Director
Chief of CLMD
Education Program Supervisor, Science
Education Program Supervior, LRMDS
:Gilbert T. Sadsad
:Ronelo Al K. Firmo
:Francisco B. Bulalacao Jr.
:Chozara P. Duroy
:Grace U. Rabelas
Writers:
Erra Joy Barcelon
Charisse L. Bonos
Reviewed by:
Jo-Ann M. Cordovilla
Isagani F. Musa
Michelle D Losañez
Jezrahel T. Omadto
SDO- Sorsogon City
SDO- Sorsogon City
Magnolia Vida A. Cano
Saturnino L. Macasinag, Jr.
Jocelyn P. Navera
143
HOME-BASED LABORATORY ACTIVITY
SCIENCE 9
QUARTER 4 WEEK 5
ACTIVITY 5 SIMPLE HEAT ENGINE
Introduction
Do you experience touching a cover of a hot kettle by accident? You suddenly
remove your hand because it feels hot right? Heat flows from the kettle to your hand
because the kettle is warmer. But when you hold a glass of iced water, heat passes
out of your hand into the colder glass. The direction of heat transfer is always from a
warmer body to a colder body, not the other way around. With the transfer of heat,
energy is also transferred thus energy is transferred to or from your hand.
Upon the transfer of heat to an object, it gets hotter, and the molecules within
that object move faster. Its temperature rises thus the average kinetic energy of the
molecules in that substance also increases. The molecules move faster and will use
more space. This explains why materials contract when cooled and expand when
heated.
Read the following concepts to recall your previous knowledge related to our
activity today:
• Heat is energy that transfers from a body with a higher temperature to a body
with a lower temperature.
• Temperature describes the hotness and coldness of an object. It is also
defined as the measure of the average kinetic energy of the molecules.
Methods of Heat Transfer
• Radiation is the transfer of heat and energy by electromagnetic radiation. It
can travel through space.
• Conduction is the transfer of heat and energy through direct contact.
• Convection is the transfer of heat and energy by the rising and falling of fluid
such as water or air.
What do you think is the significance of heat transfer? Why is there a need to
study this? Do you know that heat can do work? Let’s find out in the next activity.
144
Objectives
Most Essential Learning Competency:
Construct a model to demonstrate that heat can do work. (S9FE-IVe-42)
Explain how heat transfer and energy transformation makes heat engines work.
(S9FE-IVg-45)
Learning Objectives: At the end of this home-based laboratory activity, you should
be able to:
1. Define heat engine
2. Infer that heat transfer can be used to do work
Materials
Paper plate (foil-plated)
2 barbecue sticks
2 candles
Can or the box (the size should be enough
matches
tape
scissors
for two candles to fit in)
Procedure
This activity requires adult supervision, please only proceed if there is
one. Ensure that necessary precautionary measures are followed
especially in using the candle and sharp objects.
1. Tape the two barbecue sticks together to make one long stick.
2. Tape one end of the stick to the side of the can or box.
Long stick
Box
3. Placed the two candles inside the box near the side where the stick is
attached.
4. Cut the paper plate into a spiral.
145
5. Put one end of the spiral paper plate at the tip of the stick. Do not tape it on
the stick. Make sure to balance it well on the top of the stick so that it won’t
fall.
Spiral paper plate
candles
6. Before lighting the candles make sure that no wind source is near your setup.
7. Light up the candle. Wait for a few minutes and observe what will happen
to the spiral plate.
8. Feel the temperature of the air at the top and the sides of the set-up.
References:
Connecticut Science Center. “Science at Play: Heat Engine.” September 9,
2021. Video. https://www.youtube.com/watch?v=BFuVGWXlZxk
“Energy Transfer - Unit 1: Matter & Energy”. Digital Image.
https://www.blendspace.com/lessons/Db4fYV4vjk7xgQ/heat-transfer
Joleechem. “Heat flow”. Digital Image. ProProfs Quizzes. March 21, 2022.
https://media.proprofs.com/images/QM/user_images/2503852/New%20Projec
t%20(75) (232).jpg
Hewitt, Paul G. Conceptual Physics, Ninth Edition. Singapore,2002
146
WORKSHEET
SCIENCE 9
QUARTER 4 WEEK 5
ACTIVITY 5 SIMPLE HEAT ENGINE
Name: ________________________________Grade and Section: _____________
Observation
Draw a picture of the set-up in the space below. You can also use pictures
instead of a drawing.
Describe briefly what happens in the setup. Write your observation below.
Possible answer:
Upon lighting the candle, air temperature near it starts to rise. Then after sometime
we observed that the spiral paper starts to spin.
147
Questions
1. What is the purpose of the candle in the activity? How does it affect the air
temperature near the set-up?
Possible Answers:
• It is the source of heat
• It makes the air hot
• It heats air at the bottom causing the air to expand and go up
2. Is heat present in the set-up? If yes, describe the flow of heat in the set-up?
Heat is given off by________. Heat is absorbed by __________.
Possible Answer:
Heat is given off by the candle. Heat is absorbed by air near the set-up.
3. What happens to the paper plate upon lighting the candle?
Possible Answer: The paper plate rotates or spins.
4. What do you think makes the paper plate behave that way?
Possible Answer:
• As the air becomes warm, it expands and rises. As the warm air
rises it pushes against the paper plate spiral making it a spin.
5. Is energy present in the setup? If yes, identify the energy/energies that is/are
present in the set-up.
Possible Answer:
• Thermal energy and mechanical energy
6. What is the energy conversion shown in the setup?
Possible Answer:
• Thermal energy is converted into mechanical energy.
Application
Below is an illustration of a Heat Engine.
148
1. How is the heat engine illustrated above similar to the spinning paper plate you
made in the activity today?
Possible Answer: Both use thermal energy to produce mechanical work.
2. Based on the diagram, what happens to water when heated?
Possible Answer: Becomes a gas or a steam
3. What pushes the piston to be able to move the wheel?
Possible Answer: Expanding steam
4. Do all heat Energy in the illustration above be converted to mechanical work? Why
or Why not?
Possible Answer:
- No. Some heat energy is dissipated into the surroundings.
Generalization
The set-up that you just made is an example of a heat engine. Based on the
experiment what is a heat engine? Explain the working principle of a heat engine.
Possible answer:
Heat Engine is a device that converts heat into mechanical work. In heat
engines, a substance is heated to expand. That expansion will be used to mobilize
the moving part of the engine and result to do mechanical work
7
149
HOME-BASED LABORATORY ACTIVITY TEACHER’S NOTES
SCIENCE 10
QUARTER 2 - WEEK 1
ACTIVITY 1 BUILDING A PLASTIC PRISM
Rationale of the Home-Based Laboratory Activity
In doing this home lab experiment, you will be able to recall and revisit some of
the concepts you previously learned during your 7th and 8th Grade Physics lessons.
In Science 9, topics about light were not covered as part of your curriculum. Therefore,
the activity entitled “Building A Plastic Prism” will enhance your mastery of the
properties and characteristics of light waves particularly the energy of colors in visible
light. It will let you appreciate Physics even more by doing hands-on which explores
the dispersion of light into seven colors of the spectrum.
Moreover, this home-based laboratory activity can develop your scientific
reasoning skills, and increase your understanding of scientific occurrences. Here, you
will be gathering some relevant data that can improve your empirical knowledge. Since
you will improvise your prism, you will also become more creative, imaginative, and
innovative. Additionally, this will develop the way you cognitively think about something
in a different way and think flexibly. Finally, you shall apply your past and gained
knowledge about light in real-world applications.
Description of the Home-Based Laboratory Activity
Number of Hours : 1.5 hours
Prerequisites :
✓ Knowledge about color the and intensity of light in terms of its wave
characteristics, light wave properties, and the relationship among
wavelength, frequency, and energy
Home-Based Laboratory Learning Development Team
Regional Director
Assistant Regional Director
Chief of CLMD
Education Program Supervisor, Science
Education Program Supervior, LRMDS
Writers:
Ariel B. Blancaflor
Jesus S. Guray
Erlene D. Racelis
Reviewed by:
Jo-Ann M. Cordovilla
Isagani F. Musa
Michelle D. Losañez
Jezrahel T. Omadto
:Gilbert T. Sadsad
:Ronelo Al K. Firmo
:Francisco B. Bulalacao Jr.
:Chozara P. Duroy
:Grace U. Rabelas
-
SDO Tabaco City
SDO Naga City
SDO Naga City
Magnolia Vida A. Cano
Saturnino L. Macasinag, Jr.
Jocelyn P. Navera
150
HOME-BASED LABORATORY ACTIVITY
SCIENCE 10
QUARTER 2 - WEEK 1
ACTIVITY 1 BUILDING A PLASTIC PRISM
Introduction
One of the most spectacular of God’s
creations is the rainbow. However, have you
ever questioned how it occurs? A rainbow is
a very good application and demonstration
of the properties of light, like refraction and
dispersion, that you have learned in your
previous grade level. Refraction is when a
wave bends when it enters a medium where
its speed is different. When light travels from
a fast medium to a slow medium, it bends
the ray of light toward the line between them.
Majestic Mt. Mayon at Albay, Philippines
On the other hand, dispersion is the
separation of white light into its seven-color components (namely red, orange, yellow,
green, blue, indigo, and violet) when there is refraction or bending of light. Therefore,
the rainbows that appear in the sky after the rain is a result of the refraction of sunlight
in the water droplets in the atmosphere.
In this home-based laboratory activity, you will demonstrate the dispersion of
white light into several colors and describe their differences in terms of energy; and be
able to associate energy with frequency and wavelength. As discussed, these three
(3) characteristics are related to each other. The frequency of the wave is inversely
proportional to the wavelength. Moreover, the frequency of the wave is directly
proportional to the wave energy. Make sure to ask for aid from an adult, especially
when handling materials that are sharp or pointed.
Objectives
Most Essential Learning Competency:
Compare the relative wavelengths of different forms of electromagnetic waves
(S10FE-IIa-b47)
151
Learning Objectives: At the end of this home-based laboratory activity, you should
be able to:
1. describe the occurrence of the dispersion of light into different colors.
2. compare the relative energy and wavelength of the different colors in the
visible light, and;
3. apply the principle of energy of colors in a real-life situation.
Materials
❖
❖
❖
❖
❖
❖
❖
❖
❖
❖
❖
❖
Acetate or thick clear plastic folder (with a dimension of 5 cm x 15 cm)
Acetate (with a dimension of 7 cm x7 cm)
Transparent or clear tape
Ruler
Glue
Scissors
Cutter
Water
Shoebox
Cell Phone Torch/Flashlight
Crayons
Pencil
PRECAUTION! Be careful in handling sharp and pointed objects
like pair of scissors and a cutter.
YOUR SAFETY MATTERS! Make sure to be careful in handling
glue when using it.
Procedures
A. Constructing the triangular plastic prism
1. In the acetate with dimensions of 5cm by 15
cm, draw three (3) squares having 5 cm sides.
2. Fold the acetate to form a triangle and join the
open ends with clear tape.
152
3. Cover one side of the triangle with the 7cm x 7 cm acetate as shown in the
picture below. Make sure to glue all the sides to prevent water from leaking
(when added later). This added acetate will serve as the base of the prism.
Plastic Prism
Base
4. Make sure to secure the triangular prism to the said base using strong glue.
B. Assembling a shoebox as a light source
1. Tape the shoebox tightly and ensure that no light may enter.
2. Create a vertical one-inch slit on one end side of the shoebox
with a cutter. This will be used to focus the light rays.
3. Make a rectangular slot on the upper middle part of
the shoebox this is to secure the cellphone in place
later.
C. Projecting white light to the plastic prism
1. Fill the triangular plastic prism with water.
2. Open the cellphone torch and put it in the rectangular slot created.
3. Let the light pass through the triangular plastic prism created and observe
what happens to it.
4. You may adjust the cellphone box (which acts as the source) to get a better
view of how light disperses.
References
▪
▪
▪
▪
Acosta, Herma D. et al. (2015). Science Grade 10, Learner’s Material First
Edition. Pasig City: Department of Education.
https://www.youtube.com/watch?v=XBvSUh40jxE
https://kodakerdabawenya.com/2011/06/12/rainbow-connection/
https://www.export.kaiserkraft.com/labelling/hazard-signs/hazardsigns/hazard-sharp-objects-pack-of-10/p/M2833913/
153
HOME-BASED LABORATORY WORKSHEET
SCIENCE 10
QUARTER 2 WEEK 1
ACTIVITY1 - BUILDING A PLASTIC PRISM
Name: ____________________________________ Grade and Section: _________________
Observation
Complete the picture below by drawing the color order using the crayons in conformity
with your observations from the activity.
Top view of the actual setup made in projecting white light in the plastic prism
Questions
1. What happens when the white light passes through the prism?
The white light disperses.
2. Which color of light bent most? bent least?
Violet color bent most while the red color bent least.
154
3. How does the bending of light relate to wavelength?
The greater the bending of the light, the shorter the wavelength. While the
shorter the bending of light, the longer the wavelength.
4. Which color in the visible light has the longest wavelength? shortest
wavelength?
Red has the longest wavelength and violet has the shortest wavelength
5. How does the wavelength of each visible light relate to its frequency?
The shorter the wavelength, the higher the frequency. While the longer
the wavelength, the lower the frequency.
6. How does the frequency of each visible light relate to its energy?
The higher the frequency, the greater the energy. While the lower the
frequency, the lesser the energy.
7. Which among the colors in the visible light has the greatest energy? least
energy?
Violet has the greatest energy while red has the least energy
Application
Below are the two illustrations of a boy wearing two different colors of a shirt on
a hot summer day. Based on your understanding of the energy of colors, which
illustration is the more appropriate color of shirt to wear? Why do you think so?
A
B
Illustration B is the more appropriate color of shirt to wear on a hot summer
day. Since yellow color has a longer wavelength than blue thus it absorbs less
energy than blue color.
155
Generalization
Discuss what you have learned about energies of color in the visible light by
completing the sentence stems.
I used to think that…
all colors of light have the same energies.
Now, I know that…
they are different in terms of energy due to differences in wavelength.
For instance, red has the longest wavelength which accounts for having the
lowest energy; while violet which has the shortest wavelength possesses the
highest energy.
Enrichment
▪
Instead of using water make use of oil in your setup. Observe what will happen
to the behavior of light.
List down your observations below…
Light behaves differently in different media (like oil). Light also
disperses (separating into seven colors) in oil but it disperses in
random directions.
156
HOME-BASED LABORATORY ACTIVITY TEACHER’S NOTES
SCIENCE 10
QUARTER 2 WEEK 6
ACTIVITY 2 REFLECTION IN PLANE MIRROR
Rationale of the Home-Based Laboratory Activity
This home-based laboratory activity will help the students to prove the law of
reflection as they learned the concept from the previous lesson. This will also develop
some practical skills (following instructions, tracing lines, and measuring angles) and
promotes higher-order thinking skills through discovery learning.
Through this activity, the students will develop habits of mind such as striving
for accuracy, thinking flexibly, applying past knowledge to new situations, gathering
data through senses, and thinking interdependently.
Description of the Home-Based Laboratory Activity
Number of Hours:
Prerequisites:
1- 2 hours
Concept on law reflection
Home-Based Laboratory Learning Development Team
Regional Director
Assistant Regional Director
Chief of CLMD
Education Program Supervisor, Science
Education Program Supervior, LRMDS
:Gilbert T. Sadsad
:Ronelo Al K. Firmo
:Francisco B. Bulalacao Jr.
:Chozara P. Duroy
:Grace U. Rabelas
Writers:
Janine D. Baňaria – SDO Camarines Sur
Ellyn B. Magistrado – SDO Iriga City
Romila M. Corporal – SDO Legazpi City
Reviewed by:
Jo-Ann M. Cordovilla
Isagani F. Musa
Michelle D. Losañez
Jezrahel T. Omadto
Magnolia Vida A. Cano
Saturnino L. Macasinag, Jr.
Jocelyn P. Navera
157
HOME-BASED LABORATORY ACTIVITY
SCIENCE 10
QUARTER 2 WEEK 6
ACTIVITY 2 REFLECTION IN PLANE MIRROR
Introduction
Before going to attend to daily chores, we would usually look in front of the
mirror to check how we look in our outfits. Most of the time, we use mirrors as we put
on make-up or other cosmetics products.
Plane mirrors have flat reflecting surfaces where the image can be the same
as the object in an upright orientation and virtual image.
In this activity, you will investigate the different properties including the size,
type, and orientation of the image as well as the laws of reflection.
Objectives
Most Essential Learning Competency:
Predict the qualitative characteristics (orientation, type, and magnification) of
images formed by plane and curved mirrors. (S10FE-IIg-50)
Learning Objectives: At the end of this home-based laboratory activity, you should
be able to;
1. Draw the incident ray and reflected ray in a plane mirror.
2. Describe the size, orientation, and type of the image formed by plane mirrors.
3. Measure the angle of incidence and the angle of reflection.
Materials
▪
▪
▪
▪
▪
▪
Mirror with a flat surface
1 pc dressmaker’s pin with colored heads or matchstick
A clean sheet of paper
Ruler
Protractor
Clay or metal clips used as a stand for the mirror
Safety Precaution!
Mirror are breakable and pons may prick you, please handle them with care
158
Procedures
In this activity, you will observe safety pins placed in front of a plane mirror.
Please follow the instructions below.
1. Get a mirror with a flat reflecting surface. Use the clay or the metal clips or any
available materials that will support the mirror to stand.
2. Place a clean sheet of paper in front of the mirror with its tip touching the mirror.
3. Locate the center of the mirror, mark this as point A and draw a straight line
perpendicular to the mirror this will serve as the normal line.
4. On the left side of the line, place a pin 5-10 cm from the mirror as shown in the
figure. Observe the image of the pin formed in the mirror. Take note of its size,
orientation, and type of image.
Figure 1. Set-up of the activity.
5. Draw a line from the pin to point A. Label this line as the incident ray.
6. Now, look for the image found on the left side of the mirror.
7. Trace the path from the image of the pin to point A. Then, draw an extended
line from Point A. Label this line as a reflected ray.
8. Measure the angle formed between the incident ray and the normal line by
placing the center of the protractor at point A on top of the paper. This will be
the angle of incidence.
9. This time, measure the angle formed between the normal line and reflected ray
by placing the center of the protractor at point A on top of the paper. This will
be the angle of reflection.
10. Record your measurement in the table below as trial 1.
11. Move the pin to the other side of the normal line and perform procedures 7-10.
This will be your trial 2.
12. Lastly, move the pin to any point on the paper but not on the normal line and
repeat procedures 7-10. This will be your trial 3.
Table 1. Measurement of angle of incidence and angle of reflection.
Trials
Angle of Incidence
Angle of Reflection
1
2
3
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References
▪
▪
Acosta, Herma D. et al (2015). Science Grade 10, Learner’s Material First
Edition, Pasig City, Department of Education.
Sadang, Cecilia V. (2021). SMILE Learner’s Packet, Science Grade 10,
Reflection of Light in a Plane Mirror.
160
HOME-BASED LABORATORY WORKSHEET
SCIENCE 10
QUARTER 2 WEEK 6
ACTIVITY 2 REFLECTION IN PLANE MIRRORS
Observation
Attach in the box below the paper you used in performing the activity.
Questions
1. Describe the image of the pin in a plane mirror?
The image of the pin in the plane mirror is the same as the object.
2. What happens to the size, orientation, and type of the image of the pin as seen
in the mirror?
The size of the image is the same as the actual pin; the orientation is upright
and the type of image is virtual.
3. How will you compare the angle of incidence and the angle of reflection?
The angle of incidence has the same measurement as the angle of reflection.
161
4. How will you relate your observation to the law of reflection?
The angle of incidence is equal to the angle of reflection.
Application
1. How is the word “AMBULANCE’ written in the ambulance car? Why is it
written in this manner?
The word AMBULANCE is written in a reverse manner so that when the
word is viewed through the mirror of the vehicle then the driver could
easily get to know about the ambulance and give way to the ambulance
car.
2. When is plane mirrors suitable for use over curved mirrors?
Plane mirrors are used to have a normal view of the image while curved
mirrors are mostly used for a wider view of the image.
Generalization
Based on the activity, what can you say about the reflection that takes place
in a plane mirror?
A plane mirror exhibits reflection. Any object in front of a plane mirror will produce an
image having the same property (size and orientation) that is a virtual image.
Also, it follows the law of reflection where the angle of incidence is equal to the angle
of reflection.
162
HOME-BASED LABORATORY ACTIVITY TEACHER’S NOTES
SCIENCE 10
QUARTER 2 WEEK 8
ACTIVITY 3 A SIMPLE ELECTRIC MOTOR
Rationale of the Home-Based Laboratory Activity
This activity was chosen based on the constructivist point of view where
students learn best by doing. Assembling an electric motor and making it work is the
best way to attain the MELC which is “Explain the operation of a simple electric motor
and generators (S10FE-IIj-54).” Aside from this, the activity will develop the
manipulative skills of the learners as they assemble the motor, and the cognitive skills
as they answer the guide questions. The difficulties that they encounter in preparing
for the laboratory activity will help them appreciate the contributions of the scientists
behind electromagnetism. The learners will also be able to connect the concepts to
real-life situations.
Description of the Home-Based Laboratory Activity
Number of Hours : 1
Prerequisites, if any : Knowledge on electricity and magnetism
Home-Based Laboratory Learning Development Team
Regional Director
Assistant Regional Director
Chief of CLMD
Education Program Supervisor, Science
Education Program Supervior, LRMDS
Writers:
Joan B. Ostulano
Genemel G. Bo
Clariza C. Buama
Reviewed by:
Jo-Ann M. Cordovilla
Isagani F. Musa
Michelle D. Losañez
Jezrahel T. Omadto
:Gilbert T. Sadsad
:Ronelo Al K. Firmo
:Francisco B. Bulalacao Jr.
:Chozara P. Duroy
:Grace U. Rabelas
- Tabaco City Division
- Tabaco City Division
- Tabaco City Division
Magnolia Vida A. Cano
Saturnino L. Macasinag, Jr.
Jocelyn P. Navera
163
HOME-BASED LABORATORY ACTIVITY
SCIENCE 10
QUARTER 2 WEEK 8
ACTIVITY 3 A SIMPLE ELECTRIC MOTOR
Introduction
Have you ever wondered how your electric fan works? What makes it rotate in
a certain direction? Do you know that we owe this to the discoveries of Hans Christian
Oersted (1820) and Michael Faraday (1831)?
It was in preparation for a class demonstration when Oersted accidentally
discovered that an electrical current through any conductor creates a magnetic field.
This is called electromagnetism. Several years later, Faraday discovered how
changing magnetic fields induced current. This is known as electromagnetic induction.
These developments in Physics paved the way for the invention and
improvement of useful tools and technology that utilized the interaction between
electricity and magnetism. Electric motors have been the key player in making
machines more efficient and convenient for human use. Transportation has greatly
improved with electric motors working on them. In this home-based activity, you will
assemble and explain the operation of a simple electric motor.
Objectives
Most Essential Learning Competency:
Explain the operation of a simple electric motor and generators (S10FE-IIj54)
Learning Objectives: At the end of this home-based laboratory activity, you should
be able to:
1. Assemble a simple electric motor at home;
2. Explain the operation of a simple electric motor; and
3. Cite the importance of electric motors in daily life.
Materials
2 pcs of 12 cm magnetic copper wire
electrical tape
magnet from old/damaged radios/speakers
battery
used illustration board
sand paper
scissors
pen/pencil
speaker wires
paper clips
Note: You are free to improvise and modify some materials if you deem it necessary.
164
Procedures
This activity requires adult supervision, please only proceed if there is one.
Ensure that necessary precautionary measures are followed.
PRECAUTION!
1. Be careful not to get your fingers pinched between
these magnets and other magnetic materials.
2. Do not drop the magnet for it will weaken the magnet.
3. Wires can get hot when connected to the battery for a
long time.
4. Open the circuit once you are done with your
observations.
5. NEVER connect your setup to an electrical outlet.
A. Preparing the Observation Set-up:
1. Look for a working area in your house (proper lighting, good ventilation, far
from electric sockets).
B. Assembly of the Electric Motor
1. Make the base using an illustration board.
2. Wrap the wire 5-10 times around a circular object (like the battery, or better
yet, a pen or pencil) and then slide it off to create a small coil (diameter
~1cm).
https://www.spsnational.org/the-spsobserver/summer/2017/simple-motor
https://www.spsnational.org/the-spsobserver/summer/2017/simple-motor
3. Place the battery at one end of the board.
4. Cut two 12-cm lengths of copper wires and connect the battery to the coil.
https://www.youtube.com/watch?v=bH7DFPIayNg
https://www.youtube.com/watch?v=bH7DFPIayNg
165
5. Make this set-up together with the battery and magnet.
Image source: https://tinyurl.com/3c3adj5p
Note: speaker wires can be used for connecting the loop with the battery;
paper clips can be used as brushes.
C. Testing the Model
Give the current-carrying wire/coil a gentle spin.
If the coil of wire within a magnetic field continuously rotates,
CONGRATULATIONS! You have a working motor.
If your DC motor does not work, this checklist may help you.
1.
2.
3.
4.
5.
6.
7.
8.
Ensuring the functionality of the motor
Is the coil of wire balanced?
Did you scrape off the ends of the coil of wire?
Are the brushes always in contact with the coil of
wire even during rotation?
Are the brushes sturdy?
Are the brushes good conductor of electricity?
Are the wires properly connected and do not come
loose during rotation?
Are the batteries new or have enough energy to
power the motor?
Does the external magnet have a strong magnetic
field?
Yes
No
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D. Rubric for the Simple Electric Motor
CATEGORY
4
3
2
1
Function
The motor functions
extraordinarily well;
can work
continuously for at
least 90 seconds
The motor functions
well; can work
continuously for 60
seconds
The motor functions
pretty well; can
work continuously
for 30 seconds
Fatal flaws in
function and can
only work for less
than 30 seconds
Construction Materials
Appropriate
materials were
selected and
creatively modified
in ways that made
them even better.
Appropriate
materials were
selected and there
was an attempt at
creative
modification to
make them even
better.
Appropriate
materials were
selected.
Inappropriate
materials were
selected and
contributed to a
product that
performed poorly.
Construction - Care Great care is taken Construction was
in the construction careful and
Taken
Construction
accurately followed
process so that the accurate for the
the plans, but 3 to 4
structure is neat,
most part, but 1 to 2 details could have
attractive, and
details could have been refined for a
follows plans
been refined for a
more attractive
accurately.
more attractive
product.
product.
Modification/Testing Clear evidence of
troubleshooting,
testing, and
refinements based
on data or scientific
principles based on
the answers,
narrations, and
pictures on the
worksheet.
Scientific
Knowledge
Explanations by the
student indicate a
clear and accurate
understanding of
scientific principles
underlying the
construction and
modifications of the
simple electric
motor.
Construction
appears careless or
haphazard. Many
details need
refinement for a
strong or attractive
product.
Clear evidence of
troubleshooting,
testing, and
refinements based
on the answers,
narrations, or
pictures on the
worksheet.
Some evidence of
troubleshooting,
testing, and
refinements based
on the answers,
narrations, or
pictures on the
worksheet.
Little evidence of
troubleshooting,
testing, or
refinement based
on the answers on
the worksheet.
Explanations by the
student indicate a
relatively accurate
understanding of
scientific principles
underlying the
construction and
modifications of the
simple electric
motor.
Explanations by the
student indicate an
understanding of
scientific principles
underlying the
construction and
modifications of the
simple electric
motor.
Explanations by the
student do not
illustrate much
understanding of
scientific principles
underlying the
construction and
modifications of the
simple electric
motor.
Made by the authors through rubistar.4teachers.org
Reference/s
Acosta, Herma D. et. al., 2015. Science 10 Learner's Material. First Edition ed. Pasig City,
Metro Manila: Department Education.
Society of Physics Students. 2017. “Simple Motor.” Society of Physics Students.
https://www.spsnational.org/the-sps-observer/summer/2017/simple-motor.
167
HOME-BASED LABORATORY WORKSHEET
SCIENCE 10
QUARTER 2 WEEK 8
ACTIVITY 3 A SIMPLE ELECTRIC MOTOR
Name: _______________________________________ Gr. & Sec.: _____________
Observation
box.
Draw or paste a picture of your simple electric motor and label its parts in the
https://tinyurl.com/3c3adj5p
Describe briefly what happens in the setup after connecting the coil of wire with the
battery. Explain why it happens.
The loop of wire rotates when the circuit is closed. It happens because the magnetic
field of the magnet interacted with the magnetic field of the current-carrying coil of wire.
Questions
1. What is an electric motor? It is a device that converts electrical energy to
mechanical energy.
2. What are the basic parts of a DC motor? The basic parts are a battery or energy
source, connecting wires, a magnet, and a coil of wire (armature).
3. How does an electric motor work? A simple DC motor can be assembled using
a single coil that rotates within the magnetic field. The battery supplies the
current via two brushes. The forces exerted on the current-carrying wire creates
a rotation-causing force in the coil. The motor-effect is shown when a currentcarrying conductor within a magnetic field moves in the direction of the force.
168
The figure below is the circuit diagram for your motor. Draw arrows to show the
direction of current (I), force (F), and magnetic field (B). Use a red pen for
current, blue pen for force, and green pen for magnetic field.
Be guided by the left-hand rule shown below.
Image source: https://tinyurl.com/y49u7sez
4. What will happen if you increase the number of loops of the coil of wire?
The coil of wire will rotate faster. (Increasing the number of loops of the currentcarrying coil means stronger induced magnetic field. The strength of the
magnetic field is directly proportional to the force/torque.)
5. What will happen if you increase the number of batteries? The coil of wire will
rotate faster. (Increasing the number of batteries will increase the current in the
loop. The current is also directly proportional to the force/torque)
6. How can we change the direction of the rotation of the loop To change the
direction of the rotation of the motor, we can change the polarity of the battery
or the magnet.
169
Application
Using your observations, answer the following questions.
1. What devices/appliances in your home work on an electric motor? Some
examples are electric fans, washing machines, microwave ovens, blenders,
mixers, refrigerators, and others.
2. How can you tell if an appliance has an electric motor? An appliance has an
electric motor if it has a rotating coil of wire.
3. How does the development of electric motor affect your daily lives? It makes
our lives convenient by getting things done faster and easier.
4. How is electric motor related to generators? The electric motor is just the
reverse of a generator. Electric motor converts electrical energy to mechanical
energy while the generator converts mechanical energy to electrical energy.
Generalization
How does an electric motor work?
An electric motor works when the electric field of a current carrying-coil of wire
interacts with the magnetic field of a magnet. It converts electrical energy to
mechanical energy. A simple DC motor can be assembled using a single coil
that rotates within the magnetic field. The battery supplies the current via two
brushes. The forces exerted on the current-carrying wire creates a rotationcausing force in the coil. The motor-effect is shown when a current-carrying
conductor within a magnetic field moves in the direction of the force.
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