Name: ________________________________ Yr.

& Section: ____________ Score: ___________ Teacher: _______________________________________________ Date: _____________________ Exercise Number _____________ CAN YOU SPOT THE SCIENTIFIC METHOD Direction: Each sentence below describes a step of the scientific method. Match each sentence with a step of the scientific method listed below. Write your answer in the space provided for. Write your choice in capital letter. A. Recognize a problem C. test the hypothesis with an experiment B. Form a hypothesis D. draw a conclusion

_______ 1. Forem Davi Kent predicted that the seeds would start to grow faster if an electric current traveled through the soil in which they were planted. _______ 2. Wesley said, If I fertilize my geranium plants, they will blossom. _______ 3. Kathleens data showed that the house hold cockroaches moved away from raw cucumber slices. _______ 4. Diva grew bacteria from the mouth on special plates in the laboratory. She placed drops of different mouth washes on bacteria on each plate. _______ 5. Emily used a survey to determine how many of her classmates were left handed and how many were right handed. _______ 6. Jun wanted to know how synthetic fibers were different from natural fibers. _______ 7. Dave saw bats catching insects after dark. He asked, How bats find the insects in the dark? _______ 8. Ken wondered if dyes could be taken out of plant leaves, flowers and stems. _______ 9. Keigh soaked six different kinds of seeds in water for 24 hours. Then she planted the seeds in the soil in depth of 1.0 cm. She used the same amount of water, light, and heat for each kind of soil. ______ 10. Davi Kent read about growing plants in water. He wanted to know how plants could grow without soil. ______ 11. Wesley Dave said, If I grow five seedlings in red light, I think the plants will grow faster than five plants grown in white light. _______ 12. Diva Kate experiments proved that earthworm move away from light. _______ 13. Kent said, If acid rain affects plants in particular lake, it might affect small animals, such as crayfish that live in the same water. _______ 14. Fortunato fed different diets to three groups of guinea pigs. His experiments showed that guinea pigs need Vitamin C and protein in their diets. _______ 15. Emilys experiments showed that chicken egg shells were stronger when she gave the hen feed to which extra calcium had been added.

Name: ______________________________ Yr. & Section: ___________ Score: ____________ Teacher:________________________________ Date: ______________________ Exercise Number ____________ Puzzle of Branches and Sub Branches of Physics Directions: Encircle the word/words that corresponds the branches and sub branches of Physics. T E F M A G N E T O S T A T I C S A S G E D A L V S Q W R U P Y D C V B N M H C O N D E N S E D M A T T E R P H Y S I C S A D E K U I T E Q E R T I K G E P S P A A G Y Q W F A X F A G H F E V F F A D H G T I U I O P Y R C V B N R O F Q T Q V T E L E C T R O M A G N E T I S M M A R V N N B D T U I P S F M M C A C I X U D Q S D K L M F N M T L J F R E R W E T W E T Y I O P S G G O V V Z F F C I R E C Q A A I P N A E E O C W C F H F G H G M F W E Y T U O D Y N A M I C S T R X U Y U D L A E G C H H S H F G J K L A N A M W E A T Y Y D Q C G T B V Y T S A E R H A H M A T N E H A F W Q E G M G G T G D T S F N Q X M D W M X U G E N Y E A S D E M R R C N N M G W N F H J N B I F I H J A C O U S T I C S B R T F N H M C G I O E H N I M H E A A A S D G H C C J O M W C L F E J T N H T U C C H A G G N S Y E E C D T G D M H V C E C C S V V I R F G Z B A A V J Y M P E D P E I A T B A T S O D H A A O B C R D G B H F C Y T H X T K K X I U P A G E H T E D A U S Y S N G D D U N E V N W W H O T S L H Y I M L H A K I H O B R Y Y F A T T D T L C B C A R E W D V T E E P Y A J Y C B G P F D O O Y L I H S U D D I O G U P S Q Q W I Y A G S Y Y Q J H G M S G N F O D G P P S O M J I I S H C T Y B N X W T T C L C Q A A V A V J U B W H M D V S H L J I G B K C O T F C S O L I D S T A T E P H Y S I C S D B E G J S S B E J S F C D E L S P W S C I S Y H P E R U T A R P M E T W O L H K M T A A M T K A S S R E L A T I V I S T I C P H Y S I C S F U V H E Y J

SCIENCE AND TECHNOLOGY IV Name: ________________________________________ Year and Section: _______________________________ Date Performed: ________________________ Date Submitted: ________________________

Activity No. ____________ Fundamental Quantities I. Overview Measurements and observations go hand n hand. Observations become more meaningful when expressed quantitatively. Most of us however do not realize how often we measure things in our everyday activities. When we buy commodities such as sugar, rice, and meat, we are measuring mass. As we count the wasted minutes when were trapped in a heavy traffic, we are measuring time. When we plan to decorate our room with curtains we are estimating the length. These three length, mass and time make up the basic quantities in mechanics. II. Objectives 1. Measure the length, mass and time using standard devices. 2. Express measured quantities. Materials Laboratory or teachers table 30 pcs. Bottle crowns (same brand and size) Platform balance or triple beam balance Small mineral water bottle Drawing

III.

scissors or nail meterstick stopwatch

IV.

V.

Procedure Part A 1. Using meterstick, measure the length of the laboratory or teachers table in meters. Make sure that the zero mark coincides with the edge. 2. Repeat the same procedure with the blackboard and door. 3. Record your date under Table 1. Part B Inspect if the rider of the balance is set at the zero mark. Place 10 pcs of the bottle crowns on the pan and determine their mass in grams. Get another 10 pcs of crowns and again measure the mass. Repeat with 30 pcs of crown. Record your data in table 2. Convert the measurements taken in kg. Compute for the mass of a single crown in kg.

1. 2. 3. 4. 5. 6.

Part C 1. Punch a hole about 5 mm in diameter on the cap of the mineral water bottle using the pointed end of the scissors or with a nail. 2. Pour water into the bottle until it is about three-fourths full. 3. Clamp the bottle on an iron stand. Position a beaker directly under the bottle. 4. Invert the bottle and note down how many seconds it will for five water drops to come out. 5. Do the same with 10 and 15 drops. 6. Record your data in table 3.

IV.

Data and Results TABLE 1 Object Measured Length (m)

No. of crowns

TABLE 2 Mass (g)

Mass (kg)

TABLE 3 No. of drops Time (s)

VII.

Analysis 1. What other devices can be used to measure the length? Mass? Time?

2. What are the standard units of measure for the 3 fundamental quantities?

3. Why it is always important to indicate the unit in reporting measurements?

VIII.

Conclusion

IX.

Application 1. Identify the fundamental quantities associated in determining the following: a. A persons height b. Duration of an eclipse c. Heaviness of a pile of books d. Distance from your house to school e. Days in a grading period

SCIENCE AND TECHNOLOGY IV Name: ________________________________________ Year and Section: _______________________________ Date Performed: ________________________ Date Submitted: ________________________

Activity No. ____________ Relationships Among Physical Quantities I. Overview: No man is an island. Everywhere is dependent on one another. The same is true with physical quantities. Ones age increases with time. In Economics, more demands yield less supply. Natural laws involve variables that may be related directly or indirectly. Objectives: 1. Sketch the graph of a given set of data 2. Describe the relationships between variables 3. Calculate the slope of the graph Materials: Graphing paper, ruler pencil, calculator Procedure: 1. Complete table 1 to 4 by following the given formulas. 2. Construct the following graphs.

II.

III.

IV.

Graph A B C D E F G V. Data and Results Voltage (v) 3.0 4.5 6.0 9.0 10.5

Variable in the X-axis Current (I) Acceleration (a) Acceleration (a) Area (a) Reciprocal of the Area (1/a) Distance of the Separation (d) Square of the distance (d2)

Variable in the Y-axis Voltage (V) Velocity (v) Square of the velocity (v2) Pressure (P) Pressure (P) Force (F) Force (F)

TABLE 1 Current (A) 0.6 0.9 1.2 1.8 2.5 TABLE 2 Area (cm2) 1 2 3 5 6 TABLE 3 Velocity (m/s) 1 2 4 5 6

K = V/a

Pressure (Pa) 30 15 10 6 5

1/Area (1/m2)

K = PA

Acceleration (m/s2) 0.5 2.0 8.0 12.5 18.0

V2 (m2/s2)

K = v2/a

VI.

Analysis 1. Describe the shape of each graph. Graph Shape Graph Shape A E B F C G D 2. Calculate the slope m of the lines obtained in Graphs A, C, E, and G using the formula m = Y/X. how do these values compare with the value of the constant k as shown in tables 1 to IV? 3. Refer to table 1. What would be the value of the current if the voltage is 7.5v? 12v? 4. From table 2, how much pressure is exerted if the area is 4m2? 8m2? Conclusion:

VII.

VIII.

Application Relationship Direct Inverse Direct Square Inverse Square

Trend Y

Proportionality Symbol YX

Equation Y = kx

Constant, K K = y/x

Refer to table 1 to 4 and fill up the table above. For column II, describe what happens to the values along the X and Y axes. Use to describe increasing values and for decreasing values. For column III, write the proportionality symbol relating y to x. For column IV, change the proportionality into an equation. For column IV, using the equation in column IV, solve for the formula of the constant k. The first row is done for you.