Third Term (SY 2022-2023)

SCIENCE 5: MODULE 1

I. TOPIC: Motions and Measuring Distance

II. LEARNING OBJECTIVES: At the end of the lesson, the students are able to:
a. describe the motion of an object;
b. describe motion according to a frame of reference; and
c. define what distance is;
d. convert a metric unit; and
e. answer activities in the module with minimal supervision.

III. LESSON
A. Motivation:
Forces in nature produce many different types of motion. Sir Isaac Newton was the first person to describe the
physical laws that explain how objects around us move. Over the centuries, engineers have used their
understanding of motion and forces to build many tools and machines that are useful to us, some of which are
just used for plain fun.

B. Lesson Proper:
DESCRIBING MOTION
Motion can be classified into a linear or straight-line motion and non-linear or curvilinear motion.
 Curvilinear motion can be parabolic (projectile), wave, circular, or elliptical.
 In everyday life, motion is so common. It seems to appear very simple. However, understanding motion
requires some novel and advanced thinking. Aside from years of training, many athletes succeed because
they understand motion. Learning about the science of motion may not earn you an Olympic medal, but it
can be a leap into adventure and discovery.
o Imagine this scenario: a conductor makes a
signal, and a bus moves away from the station.
As the bus speeds up, the people outside the bus
use a stopwatch to time you inside the bus. But to
the person sitting next to you on the bus, you are
not moving at all. How can that be? The answer
to the question depends on the object with which
the observer is comparing you.

 Whenever you describe something that is moving, you are comparing it with something that is assumed to
be stationary or not moving. The background or object that is used for comparison is called a POINT or
FRAME OF REFERENCE. An object changes position if it moves relative to a reference point. All
movement, then, is described relative to a particular frame of reference. For the people on the bus stop, the
frame of reference is the earth. For the person sitting next to you, the frame of reference is the bus. The
frame of reference you use depends on the type of movement and the position from which you are
observing.
 The fact that movement is related to the frame of reference is often used in movies to achieve certain effects.
Sometimes, an actor stays in one place and only the background moves. On the screen, it looks as if the
actor is moving. This is because your frame of reference is the background. You have assumed that the
background is the stationary object.
 No frame of reference is any more correct than another. If you are riding on a bus, you may describe
movement as if the bus is your frame of reference. However, the bus is moving relative to Earth. So, if you

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 use the trees and the ground as your background, Earth could become your frame of reference. But Earth
moves around the sun; thus, the sun could be your frame of reference. Even the sun is moving as part of the
galaxy. This means that everything in the universe is moving. There is no frame of reference that is truly not
moving relative to all other frames of reference. What is not moving in one frame of reference is moving in
another. But all movement is described according to some frame of reference. The most common frame of
reference is Earth, but no single frame of reference is "correct" in any situation.

All movement is compared with a background that is assumed stationary. This

background is called a point or frame of reference.

 It is important to know how far a place is to have an idea on how we can get there. There are many
occasions when there is a need to measure lengths and distances.
o The tailor needs to measure the length of a cloth, or a carpenter needs to measure the height and the
width of a cupboard to determine how much wood he would need to make its door.
o If you are asked how tall you are, you will measure the length of a straight line from the top of your
head to the heel of your feet.
o Questions on how far Baguio City is from Manila; and how far away the moon from Earth is have one
thing in common—they all concern the distance between two places.

MEASURING DISTANCE (Measuring Distance Using Standard Units)

 To describe motion further, you need to know how to measure distance.
o Distance is the length of the path between two points. When an object moves in a straight line, the
distance is the length of the line connecting the object's starting point and its ending point.
 It is helpful to express distances in units that are best suited to the motion you are studying. Scientists all
over the world use the same system of units so they can communicate information clearly. This system of
measurement is called the International System of Units, or in French, Systéme International d' Unités
(SI).
 SI is a system based on the number ten. This makes calculations with the system relatively easy. The SI unit
for measuring distance is the meter (m).
 For very large distances, it is more common to make measurements in
kilometers (km). One-kilometer equals 1000 meters. Distances that are CONVERSATION OF
smaller than a meter are measured in centimeters (cm.) One centimeter is UNITS
one hundredth of a meter. You might describe how a marble rolls, for 1 cm 10 mm
example, as 6 centimeters rather than 0.06 meter. A car for example, might 1m 100 cm
travel 90 kilometers. An ant might travel 2 centimeters. Can you convert 2 1km 1000m
centimeters in meters? How many meters are there in 90 kilometers? 90,000
m is equal to 90 km.
 What do you use to measure length? We use a meter scale for measuring length. A tailor uses a tape
measure, whereas a cloth merchant uses a meter rod. For measuring the length of an object, you must
choose a suitable device. For small measurements, such as the length of your pencil, you can use a
centimeter (cm) scale.

Reference: Balatbat, Delos Reyes, Apolinario (2017). The New Science Links Revised Edition. Rex Bookstore, Manila Philippines. pp. 203-212.

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 3rd TERM SCIENCE 5: MODULE 2
I. TOPIC: Measuring Time and Speed
II. LEARNING OBJECTIVES: At the end of the lesson, the students are able to:
a. describe the relationship of time to speed;
b. use appropriate measuring tools and express measurements using correct standard units;
c. measure speed, time, and distance of a moving object; and
d. answer activities in the module with minimal supervision.
III. LESSON
A. Motivation: We use time to compare and measure the speed at which things move. Time is measured in a
variety of ways, usually with a watch or a clock. Time can be calculated in seconds, minutes, hours, days,
weeks, etc. An hour for example can be converted to minutes by multiplying it by 60 and a minute can be
converted into seconds by multiplying it also by 60. We usually use a stopwatch to precisely measure time in
minutes, seconds, and fractions of seconds.
B. Lesson Proper:
MEASURING SPEED WITH TIME AND DISTANCE
If you know the distance the runners travelled and the time it took them to travel that distance, you can
determine how fast each runner moved. In other words, you can calculate the speed of each runner. You
probably use the words fast or slow to describe motion, but you are describing speed. To be more specific, the
speed of an object is the distance the object travels in one unit of time. Our everyday experience shows that
some objects move faster than others. Speed describes how fast an object moves.

galloping horse flying eagle

walking person (19 m/s) (51.01 m/s) speeding race car cruising jet
(1.4 m/s) (96 m/s) (257 m/s)
(68 km/h) (184 km/h)
(5 km/h) (346 km/h) (925 km/h)
 To find speed, you must measure two quantities: distance travelled by an object and the time it took to travel
that distance. Notice that all the speeds are expressed as a distance unit divided by a time unit.
 The SI unit for speed is meters per second (m/s). The slash symbol (/) is read as "per" and means 'divided
by."
Speed Equation:
 Speed is sometimes expressed in other units, such as kilometers per hour (km/h)
Speed = distance/time
or miles per hour (mi/h). You can find the speed of an object by dividing the
S = d/t
distance it travelled by the time it took to travel that distance.
Using this formula, you can see that if the two runners ran the same distance, the runner who took the
longer time must have run at a slower speed. The runner who took the shorter time must have run at a faster
speed. And as you know, only the runner who ran faster won the race. If, on the other hand, two runners
took the same amount of time, but one ran a longer
Distance – Time Values for a Car Race
distance, that runner must have run at a faster speed.
Time (s) Distance (m) Time (s) Distance (m)
Most objects do not move with constant speed. The
speed of an object can change from one instance to 0 0 3 288
another. A useful quantity called average speed can 1 96 4 384
be defined. Average speed is simply the distance 2 192
covered by an object divided by the time it takes to
travel that distance. From this definition, we can write a simple mathematical formula to calculate average
speed.
Suppose a wheelchair racer finishes a 132 m race in 18 s. By inserting the time and S = d/t
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distance measurements in the formula, you can calculate the racer's average speed. = 132 m/18 s = 7.3 m/s
The racer's average speed over the entire distance is 7.3 m/s. But the racer did not travel at this speed for the
whole race. The racer's pace might have been faster at the start of the race and slower near the end as he/she
got tired. Suppose we are interested in the average speed during just the first half of the race. To calculate the
average speed during the first half, we need to find the time it takes to travel the first 66 m.
When an object covers equal distances in equal amounts of time, it is moving at a constant speed. So, what
does it mean if a race car has a constant speed of 96 m/s? It means that the race car travels at 96 m every
second as shown in the table above.
 Since speed, distance, and time are all related, we can calculate distances and times by the simple
arrangement of the formula.
time = distance/speed distance = speed x time
Example 1: Cyrus drives at an average speed of 45 Example 2: Danilo runs at an average speed of 8 kph.
kph on a journey of 135 km. How long does the If he runs for 6 — hours, how far does he travel?
journey take? To find the time, we need to divide To find the distance, we need to multiply speed by
distance by speed. time.
135 km / 45 kph = 3 hours 8 kph x 6 hour = 48 km

VELOCITY
 Sometimes, describing the speed of an object is not enough; you may also need to know the direction in
which the object is moving. In 1997, a 200-kg lion escaped from a zoo in Florida. The lion was located by
searchers in a helicopter. The helicopter crew was able to guide searchers on the ground by reporting the
lion's velocity, or its speed and direction of motion. The escaped lion's velocity may have been reported at
4.5 m/s to the north or 2.0 km/h toward a highway.
 Without knowing the direction of the lion's motion, it would have been impossible to predict the lion's
position. This example shows the importance of knowing the direction of motion, as well as its speed.
Velocity is also important in knowing the speed and direction of a typhoon. By specifying both the speed
and direction of motion, you get an object's velocity.
 The direction of motion can be described in various ways. For instance, you can indicate the direction as
east, west, south, or north of some fixed point, or you can specify the angle from a fixed line. Also, the
direction can be described as positive or negative along the line of motion. Therefore, if a body is moving
in one direction, then it has a positive velocity, and if it is moving in the opposite direction, then it has a
negative velocity.

ACCELERATION
 When you pedal hard to gain speed on your bicycle, your velocity changes. It changes again when you slow
down to stop. Your velocity also changes as you round a curve in the road because your direction of motion
changes. Any change in velocity is called acceleration. The cyclist in is accelerating as he turns the corner.
 Pressing the gas pedal of the car will cause an increase in your speed, which will make the acceleration in
line with the car's motion. When you press on the brake pedal, you slow down and there is an opposite
direction of motion. When you turn the steering wheel, your velocity changes whether you speed up or slow
down as you make the turn.
 It is possible that things continuously change directions even if there is no change in speed. Examples of
these are the movement of a Ferris wheel moving in a circular motion and the movement of the moon
around Earth. It continuously changes direction without changing its speed. Acceleration, therefore, is a
common part of many types of motion.

Reference: Balatbat, Delos Reyes, Apolinario (2017). The New Science Links Revised Edition. Rex Bookstore, Manila Philippines. pp. 213-220.
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 3rd TERM SCIENCE 5: MODULE 3

I. TOPIC: Laws of Motion

II. LEARNING OBJECTIVES: At the end of the lesson, the students are able to:
a. state and explain the three (3) laws of motion and apply them to physical situations;
b. use appropriate measuring tools and express measurements using correct standard units; and
c. answer activities in the module with minimal supervision

III. LESSONS
A. Motivation: Motion is always influenced by force. The relation between motion and force was first
discovered by Sir Isaac Newton. His discoveries were summarized in the Three Laws of Motion, which are also
known as Newton's Laws of Motion. In this lesson, we will be describing the different laws of motion and
identify examples of these laws at work in the world around us.
B. Lesson Proper:
LAWS OF MOTION
First Law of Motion: Law of Inertia
 When you pull the book at the bottom of a pile, the rest of the books remained in the vertical stack. The only
book that really moved horizontally was the one you pulled out. You have observed the inertia of an object
at rest. The word inertia comes from the Latin word "iners," meaning "idle." Inertia is the tendency of an
object to resist any change in motion. An object at rest or an object in motion is under the influence of
inertia.
 The law of inertia states that "an object at rest stays at rest until an outside force causes it to move, or
an object in motion continues to move in the same direction until a force stops it or changes its
direction."

Objects at Rest
 Objects remain at rest until something makes them move. These
objects that are still or at rest possess inertia. Everything made of
matter has inertia, even you. The cart standing still in a grocery store
has inertia at rest. Inertia keeps it standing still. If you want to move
the cart, you must apply force to overcome inertia. The cart needs a
push or a pull for it to start moving down the grocery aisle. The cart
has inertia at rest.

Objects in Motion
 The law of inertia also applies to moving objects. Objects in motion
will remain in motion unless a force stops them. The moving roller
coaster will remain in motion unless the operator applies a brake on the
machine that will cause it to stop.
 A moving car has inertia in motion. A person inside the car is also in
motion. When the car suddenly stops, our bodies move forward. If the
person does not wear a seatbelt, he/she could be thrown forward. That
is why wearing of seatbelt in a moving car is advised.

 When you pedal a bike, you accelerate to make the bike move forward.
When the rider stops from pedaling, however, because of inertia, the
bike continues to move in the same direction. The bike will slow down
when frictional force acts on it.

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Second Law of Motion: Law of Acceleration
 Moving objects like the car in the picture tend to change speed. They move faster if they are in the
expressway and then slow down as they approach a tollgate or a traffic light. When a moving object like a
car speed up, it accelerates. When it slows down, it decelerates. However, acceleration is affected by the
force applied and the mass of the object.
 The two automobiles wait for a signal to start the race. If
the two drivers applied the same force to accelerate, the car
that is lighter accelerates faster than the other one.
 Newton observed that the force, mass, and acceleration of
an object are related.
 Since the other car has greater mass than the other one, it
accelerates slower than the smaller car. He showed that the
motion of an object changes or accelerates when a force
acts on it. If you know the mass and acceleration of an
object, you can determine its force.
 The law of acceleration states that "the acceleration of an object is directly proportional to the force
applied and inversely proportional to the mass of the object."
 The law of acceleration has something to do with the force acting on an object. When there is force, an
object changes its motion. An object can change its motion in many ways. It can speed up, slow down, stop,
or it can change the direction in which it is moving.
 How fast an object moves depends on two factors: net force or the force applied and the amount of matter or
the mass of an object.
 "The greater the force applied, the greater the change in motion of an object. This shows that acceleration is
directly proportional to the force applied." But if the object's mass is great, the acceleration of an object is
less. 'Thus, a heavy object moves slowly. This shows that acceleration is inversely proportional to the mass
of an object. To enable greater acceleration, a greater force must be applied on the heavy object.
 Since we already know the relationship of force, mass, and acceleration, we now come up with a formula:
Force is equal to mass times acceleration.
f=mxa
o Mass is expressed in grams or o Force is expressed in Newtons.
kilogram. o One Newton = 1 kg.m/s²
Suppose you are trying to push a cabinet from one side of the room to the other side. The cabinet has a mass
of 80 kg. What is the acceleration of the cabinet if the force you applied is 20 Newtons?
To solve this problem, you will use the formula: Acceleration is equal to the force applied divided by the
mass of an object.

Formula: Acceleration = or a
Given: Force = 20 N or 20 kg.m/s²
Mass 80 kg

Solution: a a = a = .25 m/s²

The acceleration of the cabinet is 0.25 m/s² or the cabinet can be moved 0.25 meters in every second.

 What if your friend helps you push the cabinet, and your total force increases to 40 N? What would be the
cabinet's acceleration?
 When you increase the force applied to accelerate an object, the acceleration also increases. This shows that
"acceleration is directly proportional to the force applied on an object. The greater the force applied, the
greater the acceleration." But if you increase the mass of the cabinet by putting things on it without

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 increasing the amount of force, the cabinet will move slowly. This shows that the "acceleration is inversely
proportional to the mass of an object. The greater the mass, the lesser the acceleration."

Man diving in a diving board

Illustrates law of interaction
Third Law of Motion: Law of Interaction
 Diving in swimming pool using a diving board requires force. The force of the diving board can affect the
diver's performance. There are two interacting forces that cause the divers to dive.
 The action force exerted on the board by the diver causes a reaction force by the board on the diver. The
motion of the diver demonstrates Newton's third law of motion. Let's find out the relationship between the
action and reaction force.
 When you release the inflated balloon, you can observe
equal forces interacting in the balloon. The air shoots out of
the neck of the balloon as it moves in the opposite direction.
The force propelling the balloon is equal and opposite to the
force of the air leaving the balloon.
 The Law of Interaction states that "for every force of
action, there is an equal and opposite reaction."
The air shoots out of the neck of the
balloon as it moves in the opposite
directions.

Launching of a rocket
 The movement of the balloon is like the movement of a rocket when it is launched into space. Action and
reaction forces cause the rocket to lift off. The burning gases shooting from the exhaust vents of the rockets
cause the rocket to move upward. The force of the lift off comes from the burning gases pushing against the
shuttle rockets.
 The Law of Interaction is also demonstrated in a rowing boat. To move the boat, the oar is put in
water. When it is put in water, the water exerts an equal force on both sides of the oar. However,
when the rowers pull on their oars, the surface of the flat side of the oars pushes against the water.
The water pushes back on the oars with an equal and opposite force. The boat moves in the opposite
direction of the oars with a force that is equal to that of the oars pushing against the water.

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 Rowing a Motorcycle turns in a
boat curved path.

Objects moving in a circular motion likewise demonstrate the third law of motion. When a motorcycle racer
turns at a sharp-curved road, two forces are acting on it. There is an outward force pulling the motorcycle. This
force is a centrifugal force. To balance this outward force, the racer leans his/her motorcycle and his/her body
toward the center. This inward force is called the centripetal force that pulls the object towards the center.
When the centrifugal force and centripetal force are balanced, they keep the objects moving in circular motion.

Reference: Balatbat, Delos Reyes, Apolinario (2017). The New Science Links Revised Edition. Rex Bookstore, Manila Philippines. pp. 221-230.

3rd TERM SCIENCE 5: MODULE 4

I. TOPIC: Conductors of Heat and Electricity

II. LEARNING OBJECTIVES: At the end of the lesson, the students are able to:
a. discuss why some materials are good conductors of heat and electricity;
b. infer how black and colored objects affect the ability to absorb heat;
c. relate the ability of the material to block, absorb, or transmit light for its use

III. LESSON stainless pan wood

A. Motivation: In your lesson in Grade 4, you learned
that conduction is one of the ways on how heat can be
transferred to another material. You have learned that
conduction is the transfer of heat in solids or from
particles to particles. The particles near the source of
heat energy begin to vibrate more rapidly as their Example of a conductor and insulator
energy increases. And as they collide with neighboring
particles, some of their energy is transmitted. This
results in the increase in heat energy that will be
passed from molecule to molecule until the whole
object becomes hot. Heat only moves from hotter
things to colder things. Different materials differ in the
Feathers in birds and a fat layer called blubber
way they conduct heat. Heat is related to electricity in
in walrus are used as natural insulators.
a way they conduct heat and electricity.

B. Lesson Proper:
EFFECTS OF HEAT AND ELECTRICITY ON OBJECTS
Thermal and Electrical Conductors and Insulators
Thermal conductors are materials that can transfer heat easily while thermal insulators do not allow heat to
pass or flow through them.
o When you are cooking, the energy transfer of heat from the stove to the food must occur effectively.
However, it is important that the handle does not get uncomfortably hot.

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o Through conduction, materials will increase their temperature because the heat can easily flow in them.
Cooking pans are made of metal because energy is passed easily and quickly between the particles in most
metals.
o The way a material conducts heat depends on whether it is a solid, liquid, or gas. Gases are poor conductors
of heat because their molecules are far apart, making it harder for them to collide with each other. This is
needed in the transfer of heat.
o Solids conduct heat better than liquids and gases. However, some solids are better conductors of heat than
other solids. Metals, especially copper and silver, are very good conductors than non-metals.

Because energy costs money, we try to avoid wasting it. This waste is most often due to unwanted energy
transfer. To reduce or stop unwanted energy transfer, we use materials that are poor conductors. A material
of this type is called an insulator.
o Imagine a cook using a skillet in cooking and using a wooden spoon in getting the food from the pan.
o Examples of conductors and insulators are shown above. The skillet is made of iron, a good conductor, so
that energy is transferred effectively as heat to the food. Wood is an insulator, so the energy from the hot
skillet won't reach your hand through the wooden spoon or the wooden handle.
o People and some animals use insulators to slow down the transfer of heat in their body. Clothes and blankets
are used by people, while warm blooded animals like birds and mammals use insulators like feathers for
birds and blubber for walrus to trap the air under them.
o Buildings that are well insulated only need less energy for heating. Some buildings are using insulators such
as fiberglass in their walls or roofs. It traps the air, thus slowing the transfer of heat. Polystyrene is another
example of a good insulator because cool things can be kept cool and more so with hot things.
o Materials are not only conductors or insulators of heat. They too are conductors and insulators of electricity.
Examples of good conductors are metals such as: copper, iron, steel, and aluminum. Plastics, rubber, glass,
and wood are both thermal and electrical insulators.
o This makes us understand why copper wires must be insulated or covered with plastic tubing, so we don't
get an electrical shock. As the insulated flex goes into the plug-which is again made of plastic—the copper
wires go into the metal pins, which will conduct electricity to your appliance. Not only metals are good
conductors of electricity. Many liquids that contain ions are good conductors. The acid in a battery is one
example, including the ionized gases such as gases inside a fluorescent light or a neon light.
o Always remember that electricity can be dangerous, so never touch anything electrical with wet hands, for
even your sweat can conduct electricity.

Semiconductors
o Semiconductors belong to a third class of materials with electrical
properties between those of insulators and conductors. In their pure
state, semiconductors are insulators. The controlled addition of
specific atoms of other materials as impurities dramatically increases
a semiconductors ability to conduct an electric charge. Silicon and
germanium are two semiconductors. Complex electrical devices like
the computer board shown in the picture are made of conductors,
insulators, and semiconductors.
Computer board
Other Effects of Heat
The following are other ways by which heat affects materials:

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 A
When an object change in state from solid to liquid to
absorbs heat, the gas can occur when the solid is heated A change in the heat
liquid or temperature just like the melting of ice or an alcohol content of a
rises just like water rubbed on the arm changes to vapor as Objects expand substance can cause
being heated in a it absorbs heat from the skin. when heated. chemical changes just
kettle.
like in cooking.
 If you are in contact with the ground, you can receive an electric shock by touching an uninsulated
conducting, or "live" wire. An electric shock from such a wire can result in serious burns or even death. To
avoid this electrical hazard, we should observe caution when using electrical materials.
 Always remember that electricity can be dangerous, so never touch anything electrical with wet hands.

Reference: Balatbat, Delos Reyes, Apolinario (2017). The New Science Links Revised Edition. Rex Bookstore, Manila Philippines. pp. 237-243.
Third Term SY 2022-2023
SCIENCE 5 MODULE 1
ACTIVITY SHEET
Name:_____________________________ Total Score:_______

ACTIVITY 1 Score:____
A. Choose the letter of the answer that best completes each statement.

_____ 1. All movement is compared with a ____________.

a. car. c. tree
b. frame of reference d. train

_____ 2. The most used frame of reference is ____________.

a. the sun c. the moon
b. the Earth. d. the ocean

_____ 3. A change in position relative to a frame of reference is ____________.

a. acceleration c. speed
b. motion d. velocity

B. Enumerate 7 motion you do every single day.

4.
5.
6.
7.
8.

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9.
10.

ACTIVITY 2 Score: ____

A. Fill out the blanks below by converting the distances below.
1. 89 cm = __________ mm

2. 5 000 m = __________ km

3. 8 600 mm = __________ cm

4. 800 km = __________ m

5. 20 000 cm = __________ m

B. How many 50-m Olympic swimming pools placed end to end would make 5 km?
Solution:

Answer:

C. Interview someone at home about the longest trip he/she has taken. Write a report about the person's
trip. Use the sample questions below. Attach a photo/proof of the interview.
1. When did you take the trip?
2. Where did you go?
3. How long did the trip take?
4. What interesting or unusual things did you see or do?
5. How far did you travel?

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ACTIVITY 3 Score:____
Work on your Science Project
3rd TERM SCIENCE 5 MODULE 2
ACTIVITY SHEET
Name:_____________________________ Total Score:_______

ACTIVITY 1 Score:____
A. Write True if the statement is true. If the statement is False, change the underlined word to make the
statement correct.

________ 1. The measurement of how fast or slow something is traveling is speed.

________ 2. The distance an object travels in one unit of time is called acceleration.

________ 3. Average speed is the total distance divided by the average velocity.
________ 4. Time is the total of distance divided by displacement.
________ 5. Acceleration is the change of velocity.

B. WORD PROBLEMS
1. If sound travels at a speed of 400 m/s and you hear a thunder 5 seconds after you see a lightning, what is the
distance of the lightning?
SOLUTION ANSWER

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2. Danny runs 15 kilometers in 1.50 hours. What is Danny's average speed?
SOLUTION ANSWER

3. A boy walks at a speed of 3.5 kph. How much time does he take to walk 20 km?
SOLUTION ANSWER

ACTIVITY 2 Score:____
A. Enumerate 2 things/matter that has the slowest speed and 3 things/matter that has the fastest speed
inside your home.
SLOWEST FASTEST
1. 1.
2. 2.
3.

B. Knowing the speed of the car is important for safety precautions in road signs. Discuss what a driver
must always keep in mind when driving to keep pedestrians safe. Explain its significance. (At least 50
words)
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

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__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

ACTIVITY 3 Score:____
Work on your Science Project

3rd TERM SCIENCE 5 MODULE 3

ACTIVITY SHEET
Name:_____________________________ Total Score:_______

ACTIVITY 1 Score:____
A. Identify the law of motion illustrated by the given examples.

1. The jeepney stops when a driver steps on the brakes.

_______________________________________________________

2. The passengers lean backward when a bus starts to move.

_______________________________________________________

3. The car slows down when it approaches a crossroad.

_______________________________________________________

4. The soldier leans backward when the gun is fired.

_______________________________________________________

5. A chair moves when a person pushes it.

_______________________________________________________

B. Process What You Know

A ball is hit hard against a concrete wall. Use Newton’s Third Law of Motion to explain what happens
and why.

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ACTIVITY 2 Score:____
A. Solving Problem
1. A pushcart has a mass of 13. kg. if it is pushed on the floor with a force of 45 N, what will be its
acceleration?
SOLUTION: ANSWER:

2. An arrow leaves the bow with a force of 750 N. The mass of the arrow is 255 g. What is its acceleration?
SOLUTION: ANSWER:

3. A 45-kg meteor hits the surface of the moon at 200 km/hr. What is the force of the meteor?
SOLUTION: ANSWER:

B. “We should be responsible for every action we do because we do not know what the reaction could be.”
Give at least 3 real life experiences about this statement.
1.________________________________________________________________________________________
__________________________________________________________________________________________

2.________________________________________________________________________________________
__________________________________________________________________________________________

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3.________________________________________________________________________________________
__________________________________________________________________________________________

C. Give 2 more examples/applications for each of the Laws of Motion that you observed every day.
1ST 2ND 3RD
1. 1. 1.
2. 2. 2.

ACTIVITY 3 Score:____
Work on your Science Project
3rd TERM SCIENCE 5 MODULE 4
ACTIVITY SHEET

Name:_____________________________ Total Score:_______

ACTIVITY 1 Score:____
A. Classify the following as conductors or insulators. Write your answers in the given table.

paper bottle cap coin water

wood aluminum pot wet sand plastic
Conductors Insulators
gold rubber

B. Check Your Understanding

1. Differentiate a conductor, an insulator, and semiconductor.

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2. Why is water a poor conductor of heat?

3. Discuss the significance and danger of heat and electricity to human lives. (At least 100 words)

ACTIVITY 2 Score:____
Answer the WHYs.
1. Why are copper wire used electrical wirings in houses/buildings and not silver if they are both good
conductors?

2. Why do you think are the reason/s for the expansion (growing) of objects when they are heated?

ACTIVITY 3 Score:___
Work on your Science Project

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