NSTIC Sci - Manual Part 1 PDF

NATIONAL SCIENCE TEACHING
INSTRUMENTATION CENTER
Part I:
Experiment Materials
(Student Worksheets)
Department of Education
Republic of the Philippines
PREFACE
The Student Worksheets and Maintenance Manual for Science I - IV

was primarily used as instructional material for the participants of the Re-
gional-Tryout Training Workshop on the Use and Care of Science Equip-
ment with Content Integration. This covers only the science equipment
from Science I-IV that was delivered to the recipient public secondary
schools of the Science Equipment Project implemented by the DepEd
NSTIC.
The main content of the manual is focused on the delivered science

equipment which was received by the principals/school heads of the re-
cipient schools. Its two major components namely : (1) the student work-
sheets that deal the functionality of application of the science equipment
on the laboratory activities; and (2) the maintenance aspect that presents
the procedural steps in conducting simple maintenance of the science
equipment for their sustainability, have made the manual inclusive and
comprehensive.
The first component which is the student worksheet is a user-

friendly and experimentally driven. This will help the students facilitate
their learning and will also serve as guide for the teachers in their teach-
ing.
Further, the manual was initially prepared, developed, nurtured, re-

viewed, edited, and compiled by the NSTIC Writing and Editorial Team. It
was presented for further suggestions and comments to the participants
of the Training of Trainers and a representative from Central Office. Fi-
nally, the Writing and Editorial Team, the Regional Science Supervisors to-
gether with the participants of the two-day Consultative Conference held
at DepEd Ecotech Center, Sudlon, Lahug, Cebu City with their joint efforts
validated of the contents of this manual.
ACKNOWLEDGMENT
The Management and Staff of the Department of Education-

National Science Teaching Instrumentation Center (NSTIC) would like to
acknowledge and extend their heartfelt gratitude to the following persons
for the publication of the Student Worksheet and Maintenance Manual
from Science I-IV:
Br. Armin A. Luistro FSC, Secretary of Education, for his vital leader-
ship, encouragement, and support of the Science Equipment Project.
Hon. Yolanda S. Quijano, Undersecretary, Programs and Projects,

Hon. Francisco M. Varela, Undersecretary for Finance and Administration,
and Hon. Rizalino D. Rivera, Undersecretary for Regional Operations, for
their utmost support to the project.
Dr. Lolita M. Andrada, BSE Director through her representative,

Engr. Mansueto M. Cabacang.
The Regional Directors for their continuous support and dedication.
Special mention goes to the Regional Science Supervisors who

attended the Consultative Conference namely: Leticia B. Bustamante,
Harvie D. Villamor, Merlyn M. Lasaca, Toribio M. Berano, Jeanette V. Mar-
tinez, Cecilia P. Rosido, Aileen E. Vocal, Maria Jesusa C. Despojo, Jocelyn
M. Conta, Jose A. Alonsabe, Erlinda A. Atienza, and Norman S. Valeroso,
as well as the Division Science Supervisors and the participants of the
Training of Trainers held at DepEd Ecotech Center, Sudlon, Lahug, Cebu
City for their valuable contribution, suggestion, and validation of the con-
tents of the manual.
NSTIC WRITING, EDITORIAL TEAM, AND SUPPORT STAFF
Editorial Team: Dir. Raul C. La Rosa

Dr. Fernando T. Po
Engr. Reginald B. Luz Roque
Writing Team : Science I– Leo M. Navarro

Danilo R. Lisondra
Science II– Gilbert O. Laxina Jr.

Jaymar N. Arioja
Science III– Maria Tita V. Valenzona

Jocelyn D. Garciano
Ruben C. Zaragoza
Science IV– Marvin S. Maquilas

Terencio G. Taneo
Alejandro B. Ybañez
Administration and Finance Division: Engr. Reginald B. Luz Roque

and Staff
Production Division: Engr. Ruben C. Zaragoza and Staff
Graphic Artist: Nicolas B. Entrena

DepEd-NSTIC
TABLE OF CONTENTS
Title Page
Preface i
Acknowledgment iii
NSTIC Writing, Editorial Team, and Support Staff v
Safety First ix
Part I-Student Worksheets 1

Refraction of Light 3
Focal Length of a Convex Lens 9
Focal Length of a Concave Mirror 13
Measuring Electric Current, Voltage, and Resistance 17
Ohm’s Law 19
Voltages in Series and Parallel Circuits 21
Currents in Series and Parallel Circuits 24
Factors Affecting Resistance of a Wire Conductor 27
Electric Currents and Magnetic Fields 29
The Electromagnet 34
Faraday’s Law of Induction 36
The Electric Generator and Motor 39
The Electric Transformer 43
Accelerated Motion 47
Free Fall 51
Newton’s Second Law of Motion 56
The Inclined Plane 61
Lever Principle 63
Pulleys 66
Transverse and Longitudinal Waves and Their Standing Waves 69
Standing Waves and Speed of Sound in Air 73
Introduction to Electronics 77
References 82
Appendices 83
DepEd-NSTIC
SAFETY FIRST
SAFETY IN THE LABORATORY:
1. Never allow students to engage in horseplay inside the laboratory. A lot of accidents in the
laboratory are caused by horseplay.
2. Extra experiments can only be done with permission from the teacher. Never allow a student
to work alone in the laboratory as much as possible. If working alone inside the laboratory is
unavoidable, periodically check on the concerned student.
3. Make sure students understand the instructions in the activity sheets.
4. Never allow small children (toddlers) or pets inside the laboratory.
5. Instruct students to remove and keep safe any dangling jewelry. Pin, zip, tie, chip or when
possible, remove the article of loose clothing such as jackets and shawls. Enforce good
grooming by having loose long hair pinned back or tied back, or require also the use of hair nets
or lab head scarves.
6. Work areas must be clean and free of unnecessary materials.
7. Make sure all apparatus assembly are firmly clamped.
8. Use only an equipment that is free from cracks, chips, and other defects.
9. Make regular inspection of items to note possible defects.
10. For experiments requiring connection to the main 220-volt outlet, look for exposed wirings,
loose contacts, cracked plugs, broken receptacles.
Part I
Student Worksheets
DepEd-NSTIC
NAME ___________________________ GROUP ______________
SECTION _________________________ DATE ______________
Refraction of light
Objectives: After going through these experiments you should be able to:
1. explain refraction of light.
2. measure angle of incidence θi and angle of refraction θr.
3. establish the relationship between the sine of incident angle (sin θi) and the sine
of refraction angle (sin θr).
4. demonstrate some ways of determining index of refraction.
Materials and equipment:

3 dressmaker’s pins or small nails 1 glass block 1 light source (laser)
1 paper protractor, 3600 (4 x 900) 1 acrylic block 1 scientific/graphing calculator
1 carton or styropor sheet, A4 size 1 refraction tank 1 stand set* (1 stand base, 2 stand
1 red pen supports, 1 multiclamp, 1 bosshead,
1 black pen 1 -9.5 mm dia. x 500 mm rod,
1 blue pen 1 -9.5 mm dia. x 250 mm rod,
*from SciKit Basic)
angle of incidence θi
angle of refraction θr
Experiments A and B Setup:
Instructions/Data and Results:

The idea of this experiment is to align by sight 3 pins as viewed through a transparent block.
Experiment A. Air to Glass
1. Study carefully the diagrams above.
2. Place the paper protractor on top of the carton or styropor sheet. Place the glass block on the
protractor as shown in the diagram above right.
3. Tack the 1st pin near the edge of the block on the 10 0 line at the lower axis of the protractor.
Tack the 2nd pin at the center.
4. Sight the 1st and 2nd pins through the glass block. Roam the 3rd pin around the protractor scale
at the upper axis until the three pins appear to be align. Tack the 3rd pin there.
5. Examine the locations of the pins on the protractor scale. Record the angle of incidence θi and
the angle of refraction θr in Table A.
6. Repeat step Nos. 4 to 5 for each the following locations of the 1st pin: 20 0, 250, 300, and 350.
Student Worksheet - Refraction of Light 1 of 5 Page 3

DepEd-NSTIC
Table A. Air to Glass

angle of angle of
incidence refraction sin θi sin θr sin θi/sin θr
θi (°) θr (°)
Average:
Experiment B. Air to Acrylic

1. Replace the glass block with an acrylic block, and do step Nos. 3 to 6 of Experiment A.
2. Record measurements in Table B.
Table B. Air to Acrylic

angle of angle of
θi (°) θr (°)
Average:
Experiment C. Air to Water

The idea of this experiment is to study the behavior
of a light beam as it passes from air to water.
1. Study carefully the picture on the right. Pour
water into the refraction tank up to the 900
horizontal line mark on the protractor scale.
2. Focus your light beam so that it passes along the
100 mark, approximate, with the normal line
(angle of incidence θi) to the center of the
protractor scale. Note: You do not need to be
exactly 100. It could be 8.50 or 11.50.
3. You will have to do several attempts to get the
correct alignment in which the beam just passes
along the side of the protractor scale, not too
far nor hitting the tank wall.
4. Record θi and θr in Table C.
5. Focus your light beam on at least four more
angles of incidence and do step Nos. 3 to 4.
NOTE: To achieve a better contrast, stir 1 drop of
evaporated milk into the water, and introduce smoke
(from a mosquito coil, locally known as katol) into the
air above the water.
Experiment C Setup:

DepEd-NSTIC
Table C. Air to Water

angle of angle of
θi (°) θr (°)
Average:
Analysis:
1. From Table A to Table C, study the values of the angle of incidence θi and the values of the
angle of refraction θr.
2. When θi is doubled is θr also doubled?

When θi is tripled is θr also tripled?
3. Calculate the sine of θi (sin θi) and the sine of θr. (sin θr).
4. When sin θi is doubled is sin θr also doubled?

When sin θi is tripled is sin θr also tripled?
5. Calculate the ratios sin θi/sin θr. Describe the ratios.
6. What is the relationship between sin θi and sin θr?
7. Calculate the average sin θi/sin θr.

8. Plot a graph of sin θi versus sin θr.
9. Describe the graph. What does the graph tell us about the relationship between sin θi and
sin θr?
10. Calculate the slope of each graph. Compare the value of each graph slope with its corresponding
average in the table.

DepEd-NSTIC
Note: Use this color

code for the
following graphs:
a) Red-air to glass
b) Black-air to
acrylic
a) Blue-air to water
Figure 1. Graph of sin θi versus sin θr for 3 different media
Conclusion:
1. What is refraction of light?
2. What is index of refraction?
3. Discuss how you can determine the index of refraction of materials.
4. What are the limitations of the experiments you just performed. Discuss with your teacher.

Paper protractor
Student Worksheet - Refraction of Light 5 of 5

DepEd-NSTIC
NAME __________________________ GROUP ______________
SECTION _______________________ DATE ______________
Focal Length of a Convex Lens
1. determine the object distance and the image distance from a convex lens.
2. calculate the focal length of a convex lens.
3. compare images formed by a convex lens with the actual object, when the object is at
certain distances from the lens.

1 double convex lens 1 scientific/graphing calculator
1 optical bench set (1 meter scale, 1 pair support, 1 screen with holder, 1 lens holder, 1candle with holder)
Experiment Setup A. Determining Focal Length of Convex Lens by Distant Object Method
Instructions/Data and Results/Analyses:

Experiment A. Determining Focal Length of Convex Lens by Distant Object Method
1. Assemble the setup as shown in the picture above. Place the lens about midway on the meter
scale.
2. Position your optical bench in a way that the lens and the screen are facing a distant object
example: a tree, a building, flagpole, nipa hut, hill, etc.
3. Move the lens closer to the screen and stop until you see a sharp, clear image on the screen.
Make adjustments to obtain the sharpest image possible.
4. Measure the distance between the screen and the lens when you have your sharpest image
projected on the screen. This is your image distance di.
5. Estimate the distance between your spotted object and the lens. Express this distance in
centimeter (cm) unit. This is your object distance do.
6. Do steps 2-5 with two more objects. As much as possible target objects located at different
distances from your location.
7. Record your results in Table A.
Student Worksheet - Focal Length of a Convex Lens 1 of 4 Page 9

DepEd-NSTIC
Table A. Results for determining focal length of convex lens by distant object method
object object distance image distance, focal length image comparison

do (cm) (estimate only) di (cm) f 
dodi (cm) with actual object
di  do
1. Study the values of object distance do and the values of image distance di. Do the values of do
affect the values of di?
2. Compare the values of image distance di and the values of focal length f.
3. Compare the size and position of the object image projected on the screen with the actual
object you spotted.
Experiment B1. Determining Focal Length of Convex Lens by Nearby Object Method 1
(lens closer to screen than object)
1. Assemble the setup as shown in the picture below. Make sure the candle and the screen are on
opposite endmost of the meter scale. Place the lens about midway on the meter scale.
2. Light the candle. Move lens slowly towards the screen. Stop moving the lens when you see a sharp
image of the candle flame projected on the screen. Record in Table B1 the following: object
distance do (distance from lens to candle), image distance di (distance from lens to screen).
Experiment Setup B. Determining Focal Length of Convex Lens by Using a Nearby Object
Student Worksheet - Focal Length of a Convex Lens 2 of 4 Page 10

DepEd-NSTIC
Table B1. Results of determining focal length of convex lens by nearby object method 1
object object distance image distance, focal length comparison of

dodi
do (cm) di (cm) f  (cm) flame image with
di  do
actual flame
1. Complete Table B1 above by calculating focal length f. Compare the value of focal length f with
the value of image distance di.
2. Compare the value of image distance di in Experiment B1 with the value of image distance di in
Experiment A.
3. Compare the value of focal length f in this experiment with the value of focal length f in
Experiment A.
4. Compare the size and position of the flame image projected on the screen with the actual
flame.
Experiment B2. Focal Length of Convex Lens by Nearby Object Method 2

(lens closer to object than to screen)
1. Place the lens back to the mid portion of the meter scale.
2. This time move the lens toward the candle.
3. Record your results below.
Table B2. Results of determining focal length of convex lens by nearby object method 2
object object distance image distance focal length comparison of
dodi
do (cm) di (cm) f  (cm) flame image with
di  do
actual flame
1. Complete Table B2 above by calculating focal length f. Compare the value of focal length f to the
value of image distance di.
Experiment A and in Experiment B1.
3. Compare the value of focal length f in Experiment B2 with the value of focal length f in
4. Compare the size and position of the flame image projected on the screen with the actual flame.
Student worksheet - Focal Length of a Convex Lens 3 of 4 Page 11

DepEd-NSTIC
Conclusion:
1. From the activity, discuss how you may be able to determine the focal length of a convex lens.
Which method/s would you prefer and why ?
2. What are the limitations of the experiments you performed?
Student worksheet - Focal Length of a Convex Lens 4 of 4 Page 12

DepEd-NSTIC
NAME _________________________ GROUP ______________
SECTION _______________________ DATE ______________
Focal Length of a Concave Mirror
1. determine the object distance and the image distance from a concave mirror.
2. calculate the focal length of a concave mirror.
3. describe images of objects formed by a concave mirror when the object is at certain
distances from the mirror.

1 concave mirror 1 30-cm ruler 1 scientific/graphing calculator
1 optical bench set (1 meter scale, 1 pair support, 1 screen w/holder, 1 lens/mirror holder,
1 candle w/holder)
Experiment Setup A. Determining Focal Length of Concave Mirror by Using a Distant Object

Experiment A. Focal Length of Concave Mirror by Distant Object Method
1. Assemble the setup as shown in the picture above. Place the mirror about midway in the meter
scale.
2. Position your optical bench in a way that the front of the mirror is facing a distant object
example: a tree, building, flagpole, nipa hut, hill, etc. Adjust mirror and screen alignment until
you see an image of the object projected on the screen.
3. Move the mirror closer to the screen and stop until a sharp, clear image is seen on the screen.
Make adjustments to obtain the sharpest image.
4. Measure the distance between the center of the image projected on the screen and the
center of the mirror using a 30-cm ruler. You will need to do this because the light (from the
object) going to the mirror and the light that is reflected from the mirror going to the screen
are not parallel with the meter scale of the optical bench. This is your image distance di.
5. Following the steps in the the previous activity on convex lens, estimate the distance (in
centimeter) between the object and the mirror. This estimated distance is the object distance
do.
Student Worksheet - Focal length of a Concave Mirror 1 of 4 Page 13

DepEd-NSTIC
6. Do steps 2-5 with two more objects. Make sure the objects you aim are of different
distances from your location.
7. Record results in Table A.
Table A. Results for determining focal length of concave mirror by distant object method
object object distance image distance focal length image comparison

dodi
do (cm) (estimate only) di (cm) f  (cm) with actual object
di  do
1. Study the values of object distance do and the values of image distance di. Do the values of do
affect the values of di?
2. Compare the values of image distance di and the values of focal length f.
3. Compare the size and position of the image projected on the screen with the actual object you
spotted.
Experiment B1. Focal Length of Concave Mirror by Nearby Object Method 1.

1. Assemble the setup as shown in the picture below. Place the mirror and screen on opposite
ends of the meter scale, and the candle in between.
2. Light the candle and slowly move it forward and backward along the meter scale until you see
a sharp image on the screen. Record in Table B1 the following: object distance do (distance
between mirror and candle), image distance di (distance between mirror and screen). This
time you can take readings directly from the meter scale because light coming from the
candle that is going to the mirror and the light reflected from the mirror that is going to the
screen are parallel to the meter scale.
Experiment Setup B. Determining Focal Length of Concave Mirror by Using a Nearby Object

DepEd-NSTIC
Table B1. Results of determining focal length of concave mirror by nearby object method 1
object object distance image distance focal length comparison of flame

do (cm) di (cm) d o d i (cm) image with actual
f 
di  do flame
1. Complete Table B1 above by calculating focal length f. Compare the value of focal length f
with the value of image distance di.
Experiment A.
Experiment A.
flame.
Experiment B2. Focal Length of Concave Mirror by Nearby Object Method 2.

1. Repeat Experiment B1, but this time there is a another location of the candle and the mirror
in which you will also see a sharp image projected on the screen. Hint: Move the mirror also.
Table B2. Results of determining focal length of concave mirror by nearby object method 2
object object distance image distance focal length comparison of
do (cm) di (cm) dodi (cm) flame image with
f 
di  do actual flame
1. Complete Table B2 above by calculating focal length f. Compare the value of focal length f with
the value of image distance di.
flame.

DepEd-NSTIC
Conclusion:
1. From the activity, discuss how you may be able to determine the focal length of a concave
mirror. Which method/s would you prefer and why ?
2. What are the limitations of the experiments you performed?

DepEd-NSTIC
NAME _________________________ GROUP ______________
SECTION _______________________ DATE ______________
Measuring Electric Current, Voltage, and Resistance
1. measure current, voltage, and resistance correctly using appropriate instruments.
2. differentiate an ammeter, voltmeter, and an ohmmeter from each other.

1 bulb, 1.25-2.5 V 1 bulb holder 1 DC ammeter 3 black wire connectors
1 dry cell, 1.5 V, 1 dry cell holder, size D 1 DC voltmeter 2 red wire connectors
size D 1 switch 1 multimeter
ohmmeter
DC voltmeter
Setup C. Measuring resistance

Setup A. Ammeter connection in Setup B. Voltmeter connection of bulb (note: use multimeter
a circuit (note polarity in a circuit (note polarity
set to 200 Ω position;
connections) connections) polarity does not matter in
measuring resistance)
Guide Notes: Components used and their schematic symbols
bulb mounted dry cell 1.5 volt

on base fixed on holder switch
DC ammeter DC voltmeter multimeter
(volt, amp, ohmmeter)
Checklist:
1. Check if the bulb lights by connecting it to the dry cell. If not, unscrew it from the socket and
screw it back. If after several attempts the bulb still doesn’t light, replace it with a new one.
2. Set the ammeter and voltmeter zero “0” by turning the adjusting screw of each instrument
clockwise or counterclockwise.
Student Worksheet - Measuring Current, Voltage, and Resistance 1 of 2 Page 17

DepEd-NSTIC
Instructions:
A. Measuring Current:
1. Construct the circuit as shown in Setup A diagram. Make sure the switch is open at the start.
Observe correct polarity, that is: the positive terminal of the ammeter should end at the
positive terminal of the power supply, its negative terminal should end at the negative terminal
of the power supply, and observe color codes: red for positive, black for negative.
2. Close the switch. Record ammeter reading in TABLE A.
B. Measuring Voltage:
1. Construct the circuit as shown in Setup B diagram. Make sure switch is open at the start. Again
observe correct polarity and color codes.
2. Close the switch. Record voltmeter reading in TABLE A.
C. Measuring Resistance:
1. Disconnect the bulb assembly from the circuit.
2. Using multimeter as ohmmeter: Turn selector knob to point to 200 Ω. Insert the red test lead to
the jack labeled VΩA. Insert the black test lead to the jack labeled COM.
3. Connect the probes of the multimeter (set as ohmmeter) to the terminals of the bulb assembly.
Note: Polarity is not necessary in measuring resistance:
CAUTION: Never measure resistance of any element in any “live” circuit (one connected to
power supply).
Data and Results:

Table A. Readings of Different Measuring Instruments
Device Reading when switch is open Reading when switch is closed
Ammeter (ampere)
Voltmeter (volt)
Ohmmeter Reading (ohm): ________________
Analysis:
1. What does the ammeter reading indicate: when switch is open, when switch is closed?
2. What does the voltmeter reading indicate: when switch is open, when switch is closed?
3. What does the ohmmeter reading indicate?
Conclusion:
1. What is an ammeter? How should an ammeter be connected in a circuit?
2. What is a voltmeter? How should a voltmeter be connected in a circuit?
3. What is an ohmmeter? Why should an electrical component be disconnected from the

circuit when measuring its resistance?
Student Worksheet - Measuring Current, Voltage, and Resistance 2 of 2 Page 18

DepEd-NSTIC
NAME _________________________ GROUP ______________
SECTION ______________________ DATE ______________
Ohm’s Law
1. determine experimentally the interrelationships between voltage, current, and resistance.
V
2. verify Ohm’s law equation: I  .
R

3 resistors, 1-ohm 1 dry cell holder, size D 1 multimeter
1 dry cell, 1.5 volts, size D 1 DC voltmeter 1 switch
1 DC ammeter 7 wire connectors (3 red, 4 black)
Experiment Setups (schematic diagram):
Guide notes:
Setup A. Using one resistor
resistor
Setup B. Using two resistors
Setup C. Using three resistors
Student Worksheet - Ohm’s Law 1 of 2 Page 19

DepEd-NSTIC
Instructions:
The idea of this experiment is to measure current and voltage simultaneously in a circuit,
and to measure resistance separately.
1. Set the ammeter and voltmeter zero “0” by turning the adjusting screw of each instrument
clockwise or counterclockwise.
2. Measure the resistance of one resistor. Record the reading in Table A.
3. Construct the circuit as shown in Setup A diagram. Make sure that the switch is open at the
start. If needed ask help from your teacher regarding connections.
4. Close the switch, and record voltmeter and ammeter readings.
5. Open the switch and connect a second resistor in series with the first.
6. Measure and record the resistance of two resistors combined (connected in series). Make
sure circuit is open before measuring resistance.
7. Complete the circuit as in Setup B diagram.
8. Do step No. 4 again.
9. Open switch and connect a third resistor in series with the first and second resistors.
10. Measure resistance of the three resistors combined, again isolated from other circuit
elements.
11. Do step No. 4 one more time.
12. Bring back switch to open position and start analyzing your data.
Data and Results:

Table A. Measurements of resistances, voltages, and currents
Number of Measured Voltage V Current I Voltage/Current V/I

Resistors Resistance R (volt) (ampere) (volt/ampere)
(ohm)
1
2
3
Analysis:
1. From the results of the table above, compare each value of Measured Resistance R with its
corresponding value of Voltage/Current V/I.
Conclusion:
1. Was Ohm’s law verified?
2. Discuss the sources of errors in this experiment.
Student Worksheet - Ohm’s Law 2 of 2 Page 20

DepEd-NSTIC
NAME _________________________ GROUP ______________
SECTION ______________________ DATE ______________
Voltages in Series and Parallel Circuits
1. measure voltages at selected points in series and parallel circuits, using a voltmeter.
2. compare voltage measurements at selected points in series and parallel circuits.

2 bulbs 2 bulb holders 1 DC voltmeter
1 dry cell, 1.5 volts, size D 1 switch 7 wire connectors (3 red, 4 black)
1 dry cell holder, size D
Setup A1. Lamps connected in series

Setup B1. Lamps in parallel connection
Setup A2. Voltage measurement positions Setup B2. Voltage measurement positions for
for lamps connected in series lamps in parallel connection
Student Worksheet - Voltages in Series and Parallel Circuits 1 of 3 Page 21

DepEd-NSTIC
Instructions:
Experiment A. Voltages across lamps connected in series:

1. Check if the bulbs light by connecting each one to a dry cell. If a bulb doesn’t light, unscrew
it from the socket and put it back. If still the bulb doesn’t light after several attempts,
replace it with a new one.
2. Check if the voltmeter is set to zero “0”. If not turn the adjusting screw clockwise or
counterclockwise.
3. Construct the circuit as shown in Setup A1 diagram. Make sure that the switch is open at
the start.
4. Carefully study Setup A2 diagram.
5. Now, connect the voltmeter as in V1 position. Be careful with polarities. Positive (red) of
voltmeter should be connected to positive of voltage source (power supply).
6. Close switch. Record voltmeter reading in TABLE A.
7. Open switch and transfer voltmeter to V2 position.
9. Open switch and transfer voltmeter to V3 position and do Step No. 6 one more time.
Data and Results:

Table A. Voltmeter readings in a series circuit
voltmeter position voltmeter reading

(volt)
V1
V2
V3
Analysis Experiment A:
1. Compare the values of V1, V2, and V3. Which has the largest value?
2. Compare the value of V1 with the sum of V2 plus V3.

DepEd-NSTIC
Experiment B. Voltages across lamps connected in parallel:

1. Construct the circuit as shown in Setup B1 diagram. Make sure that the switch is open at
the start.
2. Carefully study Setup B2 diagram.
3. Now, connect the voltmeter as in V1 position. Be careful with polarities. Positive (red) of
voltmeter should be connected to positive of voltage source (power supply).
4. Close the switch. Record voltmeter reading in TABLE B.
5. Open switch and transfer voltmeter to V2 position.
6. Do step No. 4.
7. Open switch and transfer voltmeter to V3 position and do Step No. 4 one more time.
Table B. Voltmeter readings in a parallel circuit
voltmeter position voltmeter reading (volt)
V1
V2
V3
Analysis Experiment B:
1. Compare the values of V1, V2, and V3.
Conclusion:
1. What can you say about voltages across elements in a series circuit?
2. What can you say about voltages across elements in a parallel circuit?

DepEd-NSTIC
NAME _________________________ GROUP ______________
SECTION ______________________ DATE ______________
Currents in Series and Parallel Circuits
1. measure current at selected points in series and parallel circuits, using an ammeter.
2. compare current measurements at selected points in series and parallel circuits.

2 bulbs 1 dry cell, 1.5 volts, size D 1 switch
2 bulb holders 1 dry cell holder, size D 1 DC ammeter or multimeter
6 wire connectors
Setup A1. Lamps connected in series

Setup B1. Lamps in parallel connection
Setup A2. Current measurement positions

Setup B2. Current measurement positions for
for lamps connected in series
lamps in parallel connection
Student Worksheet - Currents in Series and Parallel Circuits 1 of 3 Page 24

DepEd-NSTIC
Instructions:
Experiment A. Currents along lamps connected in series:

1. Check if the bulbs light by connecting each one to a dry cell. If a bulb doesn’t light, unscrew
it from the socket and put it back. If still the bulb doesn’t light after several attempts,
replace it with a new one.
2. Set the ammeter to zero “0” by turning the adjusting screw clockwise or counterclockwise.
3. Construct the circuit as shown in Setup A1 diagram. Make sure that the switch is open at
the start.
4. Carefully study Setup A2 diagram.
5. Now, connect the ammeter as in A1 position. Be careful with polarities. Positive terminal
(red) of the ammeter should end at the positive terminal of power supply.
6. Close the switch. Record ammeter reading in TABLE A.
7. Open switch and transfer the ammeter to A2 position.
9. Open switch and transfer the ammeter to A3 position and do Step No. 6 one more time.
Data and Results:
Table A. Ammeter readings in a series circuit
ammeter position ammeter reading (ampere)
A1
A2
A3
Analysis Experiment A:
1. Compare the values of A1, A2, and A3.

DepEd-NSTIC
Experiment B. Currents along lamps connected in parallel:
1. Construct the circuit as shown in Setup B1 diagram. Make sure that the switch is open at the
start.
2. Carefully study Setup B2 diagram.
3. Now, connect the ammeter as shown in in A1 position. Be careful with polarities. Positive
terminal (red) of the ammeter should end at the positive terminal of power supply.
4. Close the switch. Record ammeter reading in TABLE B.
5. Open the switch and tansfer the ammeter to A2 position.
7. Open the switch, transfer the ammeter to A3 position and do Step No. 4 one more time.
Data and Results:
Table B. Ammeter readings in a parallel circuit
ammeter position ammeter reading (ampere)
A1
A2
A3
Analysis Experiment B:
1. Compare the values of A1, A2, and A3. Which has the largest value?
2. Compare the value of A1 with the sum of A2 plus A3.
Conclusion:
1. What can you say about currents along elements in a series circuit? in a parallel circuit?

DepEd-NSTIC
NAME _________________________ GROUP ______________
SECTION ______________________ DATE ______________
Factors Affecting Resistance of a Wire Conductor
Objective: After going through these experiments you should be able to:
1. identify some factors and explain how they affect resistance of a wire conductor.

1 dry cell, 1.5 volts, size D 1 multimeter 1 dry cell holder, size D
5 alligator clip connectors, any color 1 DC voltmeter 1 switch
2 banana plug connectors (1 red, 1 black)
2 resistance boards (1 with different wire lengths, 1 with different wire thickness )
Experiment Setup:

The idea of this experiment is to calculate wire resistance from measurements of voltages and
currents.
A. Resistance and Wire Length:
1. Using the multimeter as an ammeter: Replace multimeter test leads by a pair of banana plug
connectors. Turn selector knob to point 20 A . Insert red banana plug into the multimeter
jack labeled 20A. Insert black banana plug into the multimeter jack labeled COM.
2. Using resistance board consisting of wires of different lengths but of the same thickness,
construct the circuit shown in the picture above. Start with the shortest (200 mm) wire.
3. Turn the switch to on position and record ammeter and voltmeter readings in Table A.
4. Do the same for the 400 mm and 600 mm lengths.
Table A. Voltage and current measurements 1. What happens to the resistance of

for wires of different lengths the wire as its length is:
a) doubled?
length of Voltage V Current I Resistance
wire (mm) (volt) (ampere) V/I (ohm)
200
b) tripled?
400
600
Student Worksheet - Factors Affecting Resistance of a Wire Conductor 1 of 2 Page 27

DepEd-NSTIC
Experiment B. Resistance and Wire Cross-sectional Area:

1. Replace the resistance board with another board that consists of wires having different
thickness but of the same length.
2. Do similar steps in Experiment A, starting with the thinnest (0.5 mm diameter) wire.
3. Record ammeter and voltmeter readings in Table B.
4. Do the same for the 1.0 mm and 1.5 mm wire diameters.
Table B. Voltage and current measurements for wires of different diameters
diameter of cross-section area Voltage V Current I Resistance

wire (mm) A=Π(d/2)2 (mm2) (volt) (ampere) V/I (ohm)
0.5 0.2
1.0 0.8
1.5 1.8
Analysis:
1. Compare the cross-sectional areas of wires and values of resistance. What happens to
the resistance of a wire as its cross-sectional area:
a) increase 4 times (from 0.2 mm2 to 0.8 mm2)?
b) increases 9 times (from 0.2 mm2 to 1.8 mm2)?
Conclusion:
1. How is the resistance of a wire conductor related by:
a) its length?
b) its cross-sectional area?
Student Worksheet - Factors Affecting Resistance of a Wire Conductor 2 of 2 Page 28

DepEd-NSTIC
NAME ________________________ GROUP ______________
SECTION ______________________ DATE ______________
Electric Currents and Magnetic Fields
1. demonstrate that a magnetic field is set up around a current-carrying conductor.
2. determine the direction of magnetic field around:
a) a current-carrying conductor and
b) at the center of a current-carrying coil, using a magnetic compass.

2 meters magnet wire 4 connecting wires 2 wooden blocks
2 dry cells, 1.5 volts, size D 1 fuse holder w/fuse 1 switch
1 acetate, A4 size 1 magnetic compass
1 insulated copper wire #14, 10 cm long 2 dry cell holders, size D
Experiment Setup A:
Instructions:
The idea of these experiments is to introduce current into a wire conductor and observe the
response of the compass needle at some locations around the wire.
Experiment A. Magnetic Field Around a Straight Conductor
1. Construct the circuit as shown in Setup A picture above right. Make sure switch is open at the
start. Note: This experiment is best done if the observer is along the North-South alignment
of the compass needle.
2. You have six assigned locations to place your magnetic compass as shown in the diagram above
left. Study carefully how the needle of the magnetic compass is oriented with respect to the
copper wire, in each of the location.
Student Worksheet - Magnetic Fields and Electric Currents 1 of 5 Page 29

DepEd-NSTIC
3. Close the switch. Observe where the north pole of the compass needle is deflected.
4. Open the switch, transfer the magnetic compass to the next location.
5. Do step No. 3
6. Do step Nos. 3 to 5 for each of the remaining assigned locations.
7. Work out Observation Guide A1 below.
8. Reverse the polarity of your power supply and do step Nos. 2 to 6.
9. Work out Observation Guide A2 below.
Observations:
Observation Guide A1:

Magnetic Field around a Straight Conductor (as shown in Setup A connection)
1. Draw a short arrow that shows the direction of de-

flection of the north pole of the compass needle in
each of the six locations shown.
2. Around the wire, in what direction does the north pole
of the compass needle tend to follow?
Observation Guide A2.

Magnetic Field around a Straight Conductor (Setup A power supply polarity reversed)
1. Draw a short arrow that shows the direction of de-

flection of the north pole of the compass needle in
each of the six locations shown.
2. Around the wire, in what direction does the north
pole of the compass needle tend to follow this time?

DepEd-NSTIC
Experiment Setup B
Experiment B. Magnetic Field inside a Conductor Coil

1. Make a single loop of your straight wire and prepare Setup B picture above. The compass
needle should be parallel to the loop.
2. Close the switch and observe.
3. Open the switch.
4. Now, reverse the polarity of the power supply.
5. Do step Nos. 2 and 3.
6. Work out Observation Guide B below.
Observation Guide B. Magnetic Field inside a Conductor Coil
1. Draw with an arrow the direction of deflection of the north pole of the compass needle in each of the
locations shown.
2. What happened to the deflection of the compass needle as the power supply polarity was reversed.
3. Compare the magnitude of the compass needle deflection in this experiment with the magnitude of de-
flection of the compass needle in Experiment A.

DepEd-NSTIC
Experiment Setup C
Experiment C. Magnetic Field at the Center of a Solenoid

1. Construct a solenoid by winding 25 turns of magnet wire spanning a winding length of 10 cm,
around a rolled acetate (please see picture above left). Make the inside diameter of the rolled
acetate large enough to accommodate the magnetic compass.
2. Put the magnetic compass at the center of the solenoid. The compass needle should be
parallel to the solenoid windings. To do this, slowly rotate the solenoid with compass inside
until the compass needle aligns with the windings (please see picture above right).
3. Complete the circuit with the switch open at the start.
4. Close the switch and observe the behavior of the compass needle. Note: Due to the compass
needle’s inertia, it may take a few seconds before it stops swinging.
5. Open the switch.
6. This time reverse the polarity of the power supply and do step Nos. 4 and 5.
Observation Guide C. Magnetic Field at the Center of a Solenoid
1. Draw the direction of the north pole deflection of the

magnetic compass needle in each of the locations shown.
2. Compare the magnitude of deflection of the compass
needle in this experiment with the magnitude of deflec-
tion of the compass needle in Experiments A and B.
3. To what extent did the compass needle deflect in this

experiment?
4. Where did the deflection of the north pole of the mag-

netic compass needle go when the power supply connec-
tion was reversed?

DepEd-NSTIC
Conclusion:
1. What causes the deflection of the magnetic compass needle when brought near a current-
carrying conductor?
2. At different locations around a current-carrying conductor, the north pole of magnetic

compass needle tends to follow clockwise or counterclockwise directions. What is indicated by
these clockwise or counterclockwise directions?
3. When the direction of current along a conductor is reversed, the compass needle also
reverses deflection. What does this show?
4. The deflection of a compass needle at the center of a current-carrying coil is greater than
that of a straight conductor. What is happening here?
5. Explain the deflection of a compass needle at the center of a current-carrying solenoid.

DepEd-NSTIC
NAME ________________________ GROUP ______________
SECTION ______________________ DATE ______________
The Electromagnet
1. construct and describe an electromagnet.
2. discuss the factors that affect the strength of an electromagnet.

1 spool magnet wire, 100 grams 4 dry cell holders, size D 1 disc pointer**
4 nails, # 3 4 connecting wires 1 meter tape**
1 spiral spring or soft rubber band 1 switch (**SciKit Mechanics)
4 dry cells, size D, 1.5 volts 1 stand set*(1 stand base, 2 stand supports, 2 bossheads,
2 transparencies, 5 cm x 12 cm 1 multiclamp, 1 universal clamp,
1 masking tape, 20 cm long 1- 9.5 mm dia. x 500 mm rod, 2– 9.5 mm dia. x 250 mm rod,
*SciKit Basic)
Experiment Setup:
Instructions:
A. Construction of solenoids
1. Wrap a single layer of transparency, 12 cm long, around a felt tip pen. Fix the acetate with
masking tape. At about 1 cm from one end of the transparency, wind for 200 turns a magnet
wire spanning a winding length of 10 cm. Pull out the coil assembly (together with the
transparency). Secure the coil on the transparency with a masking tape. Scrape magnet wire
of insulation on both ends of the coil.
2. Make another coil made of 400 turns of magnet wire. Note: Maintain 10 cm coil length.
Student Worksheet - The Electromagnet 1 of 2 Page 34

DepEd-NSTIC
B. Experiment Proper:
1. Construct the setup as shown in the picture on the previous page. Start with the following
combination: 200-turn solenoid, 2 dry cells, air core (nothing inside coil). Make sure that the
switch should be open at the start.
2. Suspend a single nail from the spring or rubber band, such that about half its length is inside
the solenoid. Close the switch. Observe and record how far the suspended nail sinks into the
solenoid. Wait for the suspended nail to settle before recording the position of the disc
pointer.
3. Open the switch. Do step Nos. 1 to 2 for the following combinations:
a) 400 turns, 2 dry cells, air core
b) 400 turns, 4 dry cells, air core
c) 400 turns, 4 dry cells, iron core (made of 3 nails bundled together). Insert about 2/3
of the the iron core’s length into the solenoid by raising the muticlamp-universal clamp
assembly along the stand rod (please see picture).
4. Record your observations in Table A below.
Observations:
Table A. Spring elongation at different solenoid-dry cell combinations
Initial position of pointer:___________

solenoid-dry cell combinations position of pointer spring elongation
A 200 turns, 2 dry cells, air core
B 400 turns, 2 dry cells, air core
C 400 turns, 4 dry cells, air core
D 400 turns, 4 dry cells, with iron core
Analysis:
1. Compare the position of the pointer and spring elongation for the different solenoid-dry cell
combinations.
Conclusion:
1. Describe an electromagnet. How does it differ from a permanent magnet?
2. Discuss some ways on how to make an electromagnet stronger.
Student Worksheet - The Electromagnet 2 of 2 Page 35

DepEd-NSTIC
NAME _________________________ GROUP ______________
SECTION ______________________ DATE ______________
Faraday’s Law of Induction
1. define electromagnetic induction operationally.
2. identify and explain factors that affect induced voltage across a conductor.

10 meters magnet wire 2 wooden blocks 1 galvanometer 2 bar magnets
Experiment Setups:
Setup A Setup B Setup C Setup D Setup E
Instructions: The idea of these experiments is to move a magnet into a coil of wire connected to
a galvanometer and observe the response of the galvanometer pointer.
Experiment A. Inducing voltage in a coil

1. Prepare 100 turns magnet wire and strip off insulation on free ends of the wire. Use a size D dry
cell as guide to make the coil.
2. Connect the bare ends of the wire to the terminals of the galvanometer as shown in the picture.
Observe the pointer of the galvanometer.
3. Now, slowly thrust the north pole of the magnet into the coil and observe the galvanometer
pointer (Setup A). Record your observations in Table A.
4. Let the magnet stay inside the coil without moving it for about 5 seconds (Setup B). Observe what
happens.
5. This time pull the magnet away from the coil (Setup C). Observe what happens.
Experiment B. Induced voltage and number of turns

1. Prepare two coils more of: 200 turns, 300 turns, stripping insulations on the ends.
2. Using the 100-turn coil you used in Experiment A, connect it to the galvanometer terminals.
3. Thrust the magnet into the coil once. Observe the deflection of the pointer of the galvanometer.
Record your observations in Table B.
4. Do step No. 3 for the 200-turn and the 300-turn coils. Make sure that you thrust the magnet at
approximately the same speed in all cases.
Student Worksheet - Faraday’s Law of Induction 1 of 3 Page 36

DepEd-NSTIC
Experiment C. Induced voltage and strength of magnetic field

1. Pick up the 300-turn coil and connect the bare free ends to the terminals of the galvanometer.
2. Thrust the north pole of one magnet into the coil and observe the deflection of the pointer of the
galvanometer. Repeat if necessary. Reminder: execute the same thrust speed.
3. This time pick a second magnet and combine it with the first (setup D). Make sure that like poles
should be on the same side. Do step No. 2.
4. Record your observations in Table C.
Experiment D. Induced voltage and rate of magnetic field change

1. Pick up any coil and connect its terminals to the galvanometer.
2. Slowly thrust the north pole of one magnet into the coil and observe.
3. Now, thrust the magnet faster. Observe.
4. Record your observations in Table D.
Experiment E. Should the coil move along or across the magnetic field?
1. Move the magnet along the coil (please see Setup E). Observe deflection of the galvanometer
pointer.
2. Thrust the magnet into the coil. Observe deflection of the galvanometer pointer.
3. Record results in Table E.
Observations and Analyses:
Table A. Inducing voltage in a solenoid
condition coil w/o magnet moves magnet at rest magnet retreating from coil
magnet into the coil inside coil
galvanometer
pointer deflection
1. At which instance/s did the galvanometer pointer deflect? did not deflect?
2. Describe the direction of galvanometer pointer deflection when magnet was moving towards and when
moving away from the coil.
1. What happens to the deflection of the

Table B. Induced voltage and coil number of turns galvanometer pointer as number of coil
turns are increased?
number of turns 100 200 300
galvanometer
pointer
deflection
Table C. Induced voltage and magnetic field strength 1. What happens to the deflection of
number of magnets 1 2 galvanometer pointer as you increased the
number of magnets?
galvanometer
pointer deflection

DepEd-NSTIC
Table D. Induced voltage and rate of 1. What happens to the deflection of galvanometer
magnetic field change pointer as you increased the speed of thrust of
thrust speed slow fast the magnet?
galvanometer
pointer deflection
Table E. Should the coil move along or across 1. Compare the behavior of the galvanometer pointer
the magnetic field? when the magnet moves along the coil and when
orientation of
the magnet moves across the coil.
along across
magnet and coil
galvanometer
pointer
deflection
Conclusion:
1. In your own words what is electromagnetic induction?
2. What factors affect the induced voltage in a conductor?
3. What do you think is Faraday’s Law of Electromagnetic Induction ?

DepEd-NSTIC
NAME _________________________ GROUP ______________
SECTION ______________________ DATE ______________
The Electric Generator and Motor
1. identify the parts and explain their functions in a generator and in an electric motor.
2. explain the working principle of a generator and an electric motor.
3. trace and discuss the transfer and transformation of energy in these two devices.

1 motor/generator model 3 dry cells, 1.5 volts, size D 3 dry cell holders, size D
3 connecting wires 1 switch
Experiment Setup A. Electric Generator
Instructions: Experiment A. Generator Operation

1. Set up your generator as shown in the Experiment Setup A picture above.
2. Mount the belt on the shaft and hand wheel, and set the generator selector switch to D.C.
3. Now, turn the hand wheel at increasing speed until the bulb lights.
4. Analyze how the individual parts are functioning in the operation of the generator.
Student Worksheet - The Electric Generator and Motor 1 of 4 Page 39

DepEd-NSTIC
Experiment Setup B. Electric Motor
Instructions: Experiment B. Motor Operation

1. This time set up your motor as shown in picture Experiment Setup B. Use the 3 dry cells
(4.5 volts DC supply).
2. See to it that the selector switch is set to motor function, and the belt is detached from
hand wheel and shaft.
3. Turn the switch to ON position and observe. If the motor does not start, prime it by turning
the shaft clockwise or counterclockwise. See picture next page for the location of the
shaft.
4. This time, analyze how the individual parts are functioning in the operation of the motor.
Observations:
Table A. Generator Operation

generator when hand when hand wheel
operation wheel is at rest is rotating
observation
Table B. Motor Operation

motor operation when switch is when switch is
turned off turned on
observation

DepEd-NSTIC
Analysis:
Study the following basic parts namely, Armature, Brushes, Commutator, Rotor, Shaft,
Stator of your generator-motor model as shown in the picture below.
1) shaft
2) armature
3) rotor
4) stator
5) split-ring commutator
6) brushes
1. Match the parts shown in the picture above with the parts of your actual motor- generator
model.
2. Discuss in your own words the function/s of each part when the model is used as:
a) generator b) motor

DepEd-NSTIC
Conclusion:
1. What is an electric generator? What principle governs the operation of an electric generator?
2. Trace the transfer and transformation of energy in a generator.
3. What is an electric motor? How does it work?
4. Trace the transfer and transformation of energy in a motor.

DepEd-NSTIC
NAME _________________________ GROUP ______________
SECTION ______________________ DATE ______________
The Electric Transformer
1. identify the parts and explain the function/s of each part of an electric transformer.
2. explain the operating principle of an electric transformer.
3. discuss the differences between step-up and step down transformers by comparing the input
and output voltages.

3 dry cells, 1.5 V, size D 1 set of coils 5 connecting wires
1 dry cell holder, size D 1 AC-DC power supply 1 switch
1 galvanometer 1 multimeter
Experiment Setup A. The Transformer Principle
Instructions:
1. Study and carefully construct the
setup shown in the picture on the left.
Switch should be turned OFF at the
start.
2. Observe the galvanometer pointer as
you turn the switch ON.
3. Let the switch stay in ON position for
about 5 seconds. Observe the
galvanometer pointer.
4. While keeping watch on the pointer of
the galvanometer, turn OFF the
switch.
5. This time, repeatedly switch the
circuit ON and OFF. Observe.
6. Record your observations in Table A
below.
Table A. Galvanometer pointer behavior at different conditions

condition galvanometer
pointer behavior
at the instant switch was ON
when switch was ON for 5 seconds
at the instant switch was OFF
when switch was repeatedly turned ON and OFF
Student Worksheet - The Electric Transformer 1 of 4 Page 43

DepEd-NSTIC
Experiment B. Step Up Transformer
Setup B1. Measurement of input voltage Setup B2. Measurement of output voltage
Instructions:
1. Carefully study Setup B1 picture above left and construct the circuit.
2. Set the variable power supply selector to 3 volts AC. The switch should be OFF at the start.
a) YOUR POWER SUPPLY IS CONNECTED TO 220V MAINS. BE CAREFUL.
b) THE POWER SUPPLY SETTING SHOULD NOT EXCEED 6 VOLTS AS IT MAY MAKE THE COIL VERY
HOT.
3. Set the multimeter selector to 20VAC.
4. Re-check your settings and connections.
5. When everything is ready, switch ON the power supply.
6. The multimeter reading is the input voltage. Record the reading in Table B below.
7. Switch OFF the power supply.
8. Now construct Setup B2 picture above right.
9. Do step Nos. 2 to 5.
10. Multimeter reading this time is the output voltage.
Table B. Step-up transformer input and output voltage measurements

multimeter connection multimeter reading (volt)
input voltage
output voltage

DepEd-NSTIC
Experiment C. Step Down Transformer
Setup C1. Measurement of input voltage (across Setup C2. Measurement of output voltage (across
larger coil) smaller coil)
Instructions:
1. Carefully study Setup C1 picture above left and construct the circuit.
2. Set variable power supply selector to 3 volts AC. The switch should be OFF at the start.
a) YOUR POWER SUPPLY IS CONNECTED TO 220V MAINS. BE CAREFUL.
b) THE POWER SUPPLY SETTING SHOULD NOT EXCEED 6 VOLTS AS IT MAY MAKE THE COIL VERY
HOT.
3. Set multimeter selector to 20VAC.
4. This time your power supply should be connected to the larger coil.
5. Re-check your settings and connections.
6. When everything is ready, switch ON the power supply.
7. Multimeter reading is the input voltage. Record the reading in Table C below.
8. Switch OFF the power supply.
9. Now construct Setup C2 according to the picture above right.
10. Do step Nos. 2 to 6.
11. This time multimeter reading is the output voltage.
If your meter cannot register reading when measuring voltage across the terminals of the inner coil, transfer
selector of your multimeter to lower range, e.g. 2 VAC. Make sure to return the selector to the previous
setting when measuring voltage across terminals of the outer coil.
12. Record your measurements in Table C below.
13. After the activity, switch OFF and unplug all connections.
Table C. Step-down transformer input and output voltage measurements

multimeter connection multimeter reading (volt)
input voltage
output voltage

DepEd-NSTIC
Analysis:
1. From Experiment A, at which instance/s did the galvanometer pointer deflect? Did not
deflect?
2. Compare the input and output voltages in:

a) Experiment B
b) Experiment C
Conclusion:
1. What is an electric transformer?
2. Explain how the principle of electromagnetic induction is applied in the operation of an electric
transformer.
3. Discuss the differences between a step-up transformer and a step-down transformer.

DepEd-NSTIC
NAME _________________________ GROUP ______________
SECTION ______________________ DATE ______________
Accelerated Motion
1. describe accelerated motion of an object.
2. state the relationship between:
a) distance traveled and time elapsed and
b) velocity and elapsed time of uniformly accelerated motion.
3. calculate acceleration of some moving objects.
Materials and Equipment:
1 dynamics cart without spring 1 digital stopwatch

2 stand bases 2 rails, (rods undersized at ends)
1 meter tape 1 temporary marker (chalk)
dynamics
rail cart w/o
spring book
stand base
digital stopwatch
Figure 1. Accelerated Motion Setup
Instructions:
The idea of this experiment is to measure the time for a cart to travel at different distances
along an inclined track.
1. Prepare setup as shown in Figure 1 above. Set elevated end at about 3 cm to 4 cm high
(approximately 1 book thick) from table surface.
2. Measure and mark the distances shown. Note the start position of the cart.
3. Release the cart and measure the time for it to reach the 20 cm. mark. Do this for at least
three trials.
4. Do step 3 for the other distances.
5. Record measurements in Table 1.
Note: The same person should be using the stopwatch all throughout the activity.
Student Worksheet–Accelerated Motion 1 of 4 Page 47

DepEd-NSTIC
Data and Results:
Table 1. Results of Accelerated Motion Experiment

Time average final
Distance t (s) time average velocity vf/tave d/tave2
d ( cm ) Trial Trial Trial Average squared velocity (cm/s/s) (cm/s2)
vf = 2 (vave)
1 2 3 time tave2 (s2) vave (cm/s)
(cm/s)
tave (s)
0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
Data Analysis:
1. Calculate the average time for each corresponding distance. Do you see a relationship between
distance d and average time tave ?
2. Square the values of average time. As distance d doubles, is average time squared tave2 also
doubled? As distance d triples, is tave2 also tripled? What relationship is shown between
distance d and average time squared tave2?
3. Using the values of distance and average time, calculate the average speed vave of the cart for
each of the different distances.
d
Use the equation: vave  t
ave
Also calculate the final velocity using the equation: v f  2vave

Your teacher will explain later how this equation is derived.
4. Calculate and then compare the values of the ratios of the following (last two columns in the
table):
vf d
and
2
t ave t ave

DepEd-NSTIC
B. 1. Plot a graph of d vs. tave. (Figure 2).

Describe the resulting graph.
2. Plot another graph of d vs. tave2 (Figure 3).

What kind of graph do you obtain this time?
Calculate the slope of this graph.
3. In the third graph, plot the values of final

speed vf against tave (Figure 4) . Describe
the resulting graph. Once more, calculate
the slope of this graph.
4. Compare the slope obtained from the

d vs. tave2 graph with the slope obtained from
the vf vs. tave graph.

DepEd-NSTIC
1. A city driven jeepney moving out from a traffic jam attains a speed of 30 km/hr after 5
seconds. Find the acceleration of the jeepney.
2. If the jeepney mentioned in No.1 was uniformly accelerated, describe the motion of the
jeepney’s speedometer needle.
3.. Have you experienced being accelerated? Tell us something about your acceleration experience.

DepEd-NSTIC
NAME _________________________ GROUP ______________
SECTION ______________________ DATE ______________
Free Fall
1. describe the motion of a free-falling object.
2. state the relationship between
a) distance traveled and time taken and
b) velocity and elapsed time of a free-falling object.
3. calculate the acceleration of a free-falling object.
1 stand base
2 stand supports
1 stand rod, 12.7 x 1000 mm
3 multi clamps
1 solenoid
1 pad switch
1 synchro-box
1 electronic digital stopwatch
1 meter tape
1 slide pointer
1 set metal, plastic balls
How the Setup Works:
1. The time it takes for an object to fall

short distances is too quick that it would
be impossible to measure this with a
stopwatch operated manually. Therefore to
fulfill the task, the setup shown in Figure 1
uses an automatic timing system.
Figure 1
2. As soon as the push button switch is pushed, the solenoid circuit is switched off.
That means the ball will fall and simultaneously the stopwatch starts indicating the
time. As soon as the metal ball hits the gate, the stopwatch stops.
Student Worksheet–Free Fall1 of 5 Page 51

DepEd-NSTIC
Instructions:
The idea of this experiment is to measure how much time the spheres (balls) take to fall
different heights and to find out how a free-falling object moves. Note: Each group will have
different kinds of balls.
1. Assemble the setup in Figure I and complete the wiring connection as shown.
2. Fix the gate switch about 10 cm from the table.
3. Fix the solenoid such that the distance between the ball and the pad switch
is 20 cm as shown in Figure 1. See to it that when the ball falls, it will hit the pad of the
gate switch and will bring it to "open" position.
4. When the gate switch is in "closed" position, hang the metal ball from the solenoid. (Adjust the
screw of the solenoid so that its magnetic strength is just enough to hold the metal ball.)
Re-check the distance d which is from the bottom of the ball to the gate switch.
5. Reset your stopwatch so that your initial time reading is "0.00."
6. Quickly push and then release the button switch of the synchro-box before the ball hits the
gate (otherwise the stop watch will continue counting the time). Measure the time of fall
in at least three trials.
7. Repeat for 30 cm , 40 cm , 50 cm, 60 cm , 70 cm, and 80 cm distances. Record all results in
Table 1.
Data and Results:
Table 1. Values Obtained from the Free Fall Experiment

Distance d Time t average time
(cm) (s) squared
tave2 (s2)
Trial 1 Trial 2 Trial 3 average
time tave
0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
Student Worksheet–Free Fall 2 of 5 Page 52

DepEd-NSTIC
Data Analysis:
1. Plot a graph of distance d against average time 100

tave (Figure 2). Draw your line graph. Describe the
relationship between d and tave as shown by the
line graph.
2. In the last column of Table 1, square the values
d (cm)
of average time tave. Plot a graph of distance d 50
against average time squared tave2 (Figure3).
Describe the relationship between d and tave2 as
shown by the line graph.
3. Calculate the slope of your d versus tave2 graph.
4. Using the values of distance d and average time 0 0.25 0.50
tave in table 1, complete Table 2 below. tave (s)
5. Plot final velocity (vf) against average time tave in Figure 2

Distance-Time Graph of a Free-Falling Object
another graph. Describe the relationship between
vf and tave from this graph.
6. Calculate the slope of your vf versus tave graph.
7. At this point, describe the motion of a
100
free-falling object.
8. Compare the slope of distance-time squared
graph and the slope of final velocity-time graph.
d (cm)
What equation can you derive from the

comparison? 50
9. Now, compare your results with the results
obtained by the other groups using different
balls.
0.10 0.20
tave2 (s2)
Figure 3
Distance-Time2 Graph of a Free-Falling Object
Table 2. Calculated values for average velocity,
final velocity, and acceleration
d v f  2v ave vf
distance va ve  a  500
d (cm) t ave ta ve t ave
(s) (cm/s) (cm/s) (cm/s/s) 400
0
(cm/s)
20.0 300
30.0
vf
200
40.0
100
50.0
60.0 0 0.1 0.2 0.3 0.4 0.5
70.0
tave (s)
Figure 4
80.0
Final Velocity-Time Graph of a Free-Falling Object

DepEd-NSTIC
Exercises/Problems
1. Describe the velocity and acceleration of a falling coconut fruit.

2. The acceleration due to gravity on the moon is roughly 1/6 that of earth. Describe the motion
of a free-falling object on the moon.
3. Suppose the metal ball in this experiment will be replaced by another material (for example,
clay fitted with a metal screw) of different size and is lighter than the metal ball. What do
you think the result of the experiment will be. Will it be different or similar? Prove your pre-
diction by performing the experiment. Compare your prediction with the result and explain.
4. A rock falls from rest. (Given: acceleration = 9.8 m/s2). What will its velocity be after
3 seconds? How far will it fall in 3 seconds?
5. Outdoor activity. Go up to the second floor of a two-story building or house, if possible. Let
one of the group members drop a small piece of soft clay while another member, using a stop-
watch, measure the time it would take for the clay to reach the ground. Answer the following
questions:
a) What will be the clay’s velocity just as it reaches the ground?
b) Calculate the height of your location from the ground.
c) Make an actual measurement of the height (by means of a long rope, measuring tape or any
available measuring device). Compare the measured height with your calculated height.
CAUTION:
1. MAKE SURE THAT NO ONE WILL BE AROUND IN THE PATH OF THE FALLING CLAY.
2. THE GROUP MEMBER ASSIGNED TO TAKE TIME MEASUREMENT SHOULD BE AT SAFE DISTANCE FROM
THE CLAY’S PATH.
3. NEVER MAKE FUN OF INTENTIONALLY THROWING THE CLAY TO ANYONE.

DepEd-NSTIC
Free Fall Setup Assembly Guide

DepEd-NSTIC
NAME _________________________ GROUP ______________
SECTION ______________________ DATE ______________
Newton’s Second Law of Motion
1. state and explain Newton’s Second law of Motion.
2. solve problems applying Newton’s Second law of Motion.
Materials/Equipment/Set-ups:
Figure 1: Experiment A-Force and Acceleration
1 dynamics cart (w/o spring)
meter tape
1 electronic digital stopwatch
string
2 stand bases
2 rails (rods undersized at ends)
1 leveling pad ring masses
atop cart
1 stopper-fork assembly
5 disk masses, 50 grams each cart at start
position
5 ring masses, 3 grams each
hose level
1 string, approx. 80 cm. long
1 meter tape edge of stand base
1 piece modeling clay (friction clay)
friction clay
1 utility spring scale
1 piece plastic hose, 2 meters
Figure 2: Experiment B-Mass and Acceleration
To achieve rail horizontal level, proceed as
follows:
1) Fill hose with water about 3/4 capacity.

2) Position the plastic hose as shown in the figure
above.
3) Align lower meniscus of water inside one end
of hose with one end of rail, via edge of stand disk masses
base. Keep the other end of the hose fixed while atop cart
you do this. leveling
4) Now, do the same with the other end of hose. pad
5) This time go back to the previous end of the
hose and repeat step 2, if the water level inside
stopper-fork assembly
shifted alignment with the edge of stand base.
6) Since water seeks its own level, you should be
able to determine if one end of the rail is higher
than the other. Compensate by putting some Important points to consider when setting up the equipment:
cardboard pieces underneath the stand base 1. See to it that the rail is level horizontally. Use the hose level for
found to be at lower position. Finally place the
this. Ask your teacher for help.
leveling pad below mid-portion of rail and adjust
its height by means of its screw. The height of
2. Adjust the length of the string such that its looped end barely
the pad should be just enough to make its touches floor as the cart is on the “finish” end of the rail.
grooves make contact with the rods.
7) Ask your teacher to check your set-up before
you proceed with the experiment.
Student Worksheet-Newton’s 2nd Law of Motion 1 of 5 Page 56

DepEd-NSTIC
Instructions: Experiment A. Force and Acceleration (see Figure 1)

The idea of this experiment is to calculate the acceleration of the dynamics cart system every
time the net force is increased, from measurements of distance traveled and time of travel of the
cart.
1. Prepare the setup as shown in Figure 1, previous page. Set a certain distance on the rail (approx.
equal to the height of table) for the cart to travel. To do this, bring the cart to the front end
of the rail. If the string touches the floor, shorten it enough to make it hang freely. Record
this distance as d in Table 1.
2. Measure the total mass: mass of cart plus mass of the 5 ring masses combined. Record as mtotal.
3. Put all 5 rings on top of the cart (inserting these thru a vertical rod) and pull the cart back to
the start position. Study Figure 1 again.
4. Friction between the setup’s moving parts should be compensated. This can be achieved by sus-
pending some amount of clay on the free end of the string. To determine the right amount of
clay to use, push the cart slightly. If the cart moves with a slow steady speed until the opposite
end, the amount of clay is enough. If too much clay is suspended, you will see that the cart
moves with an increasing speed. If the cart does not move at all, or if the cart stops momentar-
ily, there is too little clay used.
5. Now, transfer one ring mass from the cart and suspend it on the free end of the string. Its
weight when suspended provides the net force. Pull the cart back to start position.
6. Release the cart freely (do not push) and observe its motion. Measure the time the cart takes
to travel the distance you set along the rail. Do this for 3 trials.
7. Continue transferring one ring mass after another from the cart to the free end of the string.
Do step 6 every time a ring mass is transferred. You may not need to adjust the amount of fric-
tion compensation clay each time you transfer one ring mass from the cart to the string end.
You might need to do so when 4 or 5 rings have been transferred.
8. Record all measurements in their respective places on Table 1.
9. Calculate the following quantities and enter values in Table 1.
a) Acceleration of the cart: a = 2d/t2
b) The ratio Fnet /a.
10. Plot a graph of net force Fnet vs. acceleration a. Calculate slope of this graph.
Experiment B. Mass and Acceleration (see Figure 2)

The idea of this experiment is to calculate the acceleration of the dynamics cart system every
time its mass is increased, net force kept constant.
1. Without a load on the cart, and no suspended ring mass on string, compensate friction by doing
step No. 4 of Experiment A.
2. Now, suspend 3 ring masses on the free end of the string. Their combined weight when suspended
provides the net force (approximately 0.09 N).
3. Release cart freely and measure the time it takes to travel the distance you set along the rail
(same distance you set in Experiment A). Do this for 3 trials. Enter results in Table 2.
4. This time, put one (1) 50 g cylindrical mass on top of the cart, and remove all suspended ring
masses from the string. Adjust the friction compensation clay again as you did in Experiment A,
step No. 4.
5. Suspend the three ring masses back on the string and do step No. 3 of Experiment B.
6. Load another 50 g cylindrical mass on the cart. Once more, remove suspended ring masses
and adjust the amount of friction compensation clay. Do step No. 3 Experiment B again.
7. Repeat step No. 6, Experiment B for each of the remaining cylindrical masses.
8. Complete Table 2.
9. Plot the following graphs: acceleration a vs. mass m and acceleration a vs. inverse of mass 1/m.

Data and Results: Experiment A Graph
Table 1. Newton’s 2nd Law Data: Force and Acceleration
d =______ m
mtotal (mass of cart + mass of 5 rings) =______ kg
Fnet (N) t (s) tave (s) tave2 (s2) a (m/s2) Fnet/a (kg)
0.03
0.06
Fnet (N)
Student Worksheet-Newton’s 2nd Law of Motion 3 of 5

0.09
0.12
0.15 a (m/s2)
Fnet vs. a graph graph

Note: a = 2d/t2 Average:_________
Analysis:
1. Compare the values of Fnet with the values of a. 1. What kind of graph is obtained between Fnet vs. a?
2. What can you say about the values of Fnet/a ?
3. Calculate the average value of Fnet/a.
Conclusion:
1. What relationship exists between Fnet 2. What relationship exists between Fnet and a as
and a as shown by the ratio Fnet/a? shown by the graph obtained?
DepEd-NSTIC
2. Compare average Fnet/a and mtotal.
Page 58
Data and Results: Experiment B Graphs
Table 2. Newton’s 2nd Law Data: Mass and Acceleration

d=_______m Fnet=______ N
load (kg) mtotal (kg) t (s) tave (s) tave2 (s2) a (m/s2) m x a (N) 1/m (1/kg)
a (m/s2)
0
0.05
m (kg)
Student Worksheet-Newton’s 2nd Law of Motion 4 of 5

0.10 a vs. m graph
0.15
0.20
a (m/s2)
0.25
mtotal=mass of cart + mass of load + mass of suspended ring masses (1 ring mass=3 grams)
= mass of accelerating system 1/m (1/kg)
a=2d/t2 a vs. 1/m graph
Analysis: 1. Describe the values of m in relation to the 1. What kind of graph is obtained between a vs. m?
values of a.
2. What can you say about the product of m x a? 2. What kind of graph is obtained between a vs. 1/m?
Conclusion: 1. What relationship exists between m 3. What relationship exists between m and a as shown
and a as shown by the product m x a? by the graphs obtained?
DepEd-NSTIC
2. Study the values of m x a. Compare measured Fnet

with each value of m x a.
Page 59
DepEd-NSTIC
Exercises/Problems:
1. A net force of 10 N is continuously applied on a 2 kg object. Find its acceleration.

2. A 1,200 kg jeepney rests on a level highway. The driver starts the engine and the jeepney
moves a distance of 5 meters in 2 seconds. How much net force (assuming to be constant)
was exerted on the jeepney?
3. Both a 10-wheeler truck and an automobile accelerate at 3m/s2, which of the two requires
more net force and why?
4. A cyclist is pedaling his bicycle along a level road and their combined mass is 70 kg. For
whatever reason, the cyclist stopped pedaling and thereafter, the bicycle traveled 25 me-
ters more for 10 seconds before it finally stopped by “itself.” Calculate the friction force
between the bicycle’s wheels and the road.
5. A rocket fired into space has a continuous net force applied with its mass continuously de-
creasing. Describe the motion of the rocket.

DepEd-NSTIC
NAME ________________________ GROUP ______________
SECTION ______________________ DATE ______________
The Inclined Plane
1. explain the principle of the inclined plane and derive its formula.
2. determine the Actual Mechanical Advantage (AMA) of an inclined plane at different inclinations.
3. list some common applications of the inclined plane and their importance in man’s life.
2 stand bases
2 rails (rods undersized on ends)
1 stand rod, 12.7 mm x 1000 mm
1 stand rod, 9.5 mm x 250 mm
3 multi clamps
1 spring balance
di=distance cart is pulled
1 dynamics cart (w/o spring)
do=distance cart is lifted upward
1 meter tape Fo=weight of cart
Fi=spring balance reading
Figure 1. Setup for the Inclined Plane Experiment
Instructions:
The basic purpose of this experiment is to:
a) measure the distance traveled by the cart on an inclined plane, raised at different heights;
b) measure the weight of the cart and the force needed to move the cart along the inclined
plane; and
c) find out whether there is any relationship between the weight and the force to pull cart
along inclined plane, raised at different heights.
1. Assemble the setup as shown in Figure 1. See to it that your working area is a flat and level
surface.
2. Measure input distance di, which is the distance the cart will travel on an inclined plane. Hint:
this is measured from the front end of the cart at start position until it touches stand base
above. See Fig. 1.
3. Measure the weight of cart. This is equal to output force F0. Record measurements in Table 1.
4. Set initial output distance, do at 20 or so centimeters. Output distance is the height the cart
is lifted upward from the “start” position. If you have difficulty setting output distance, your
teacher will discuss with you how it is done.
5. Slowly, pull the spring balance in the direction shown. While the cart moves with a slow and
constant speed, take the scale reading of the spring balance. Record your readings in the
table.
6. Repeat steps 4 & 5 for 40 cm, 60 cm, and 80 cm heights. Each time, record your readings in
the table.
Student Worksheet-The Inclined Plane 1 of 2 Page 61

DepEd-NSTIC
Data and Results:
Table 1. Measurements Taken from the Inclined Plane Experiment

Input distance di Output distance do di Output force Input force Fo
(cm) (cm) do Fo (N) Fi (N) Fi
20
40
60
80
Data Analysis:
Calculate the ratios di/do and Fo/Fi and record your results in the table. Compare these ratios.
Wait for the teacher’s explanation of Actual Mechanical Advantage (AMA).
What is the effect of AMA if the inclination increases? (Be aware that the inclination of the plane
increases when the height increases).
Exercises/Problems:
1. You are an engineer and you are to build a road from the foot to the top of a mountain, in a way
that engines of cruising vehicles exert the least force possible. Show and explain your road
design.
2. What is the AMA in Figure 2 and Figure 3?
force exerted = 20 N
force exerted = 30 N
weight = 60 N
weight = 60 N
Figure 2 Figure 3
3. As shown in Fig. 4, what would be the length of the inclined plane in order for an input force of
50 N to be able to lift 400 N load to a height of 3 meters? (Neglect friction).
h=3m
w = 400 N Figure 4
4. How useful is the inclined plane as a simple machine?
Student Worksheet-The Inclined Plane 2 of 2 Page 62

DepEd-NSTIC
NAME __________________________ GROUP ______________
SECTION _______________________ DATE ______________
Lever Principle
1. differentiate one-sided lever from two-sided lever.

2. explain the principle of levers and derive the equilibrium formula.
3. calculate the actual mechanical advantage of levers under given conditions.
4. list some common applications of levers and their importance to people’s lives.

1 stand base 1 lever beam
2 stand supports 1 beam axle
1 stand rod, 500 mm 1 spring balance, 5N
1 stand rod, 250 mm 1 hooked mass, 250 g-Experiment A
1 multiclamp 1 hooked mass, 500 g-Experiment B
Instructions:
1. In this experiment, you will determine the force required to attain equilibrium (in horizontal
position) of the lever by hanging a load at different positions on one end of the lever. To
discover the principle of the lever, we have to measure the load L and the force F, the length of
the load arm La, and the force arm Fa. This experiment will be performed for the one-sided and
two-sided levers.
My experiment is: (Your teacher will assign you which experiment you will perform)
Experiment A. One-sided Lever Experiment B. Two-sided Lever
Figure A. Setup for Experiment A Figure B. Setup for Experiment B
Student Worksheet-Lever Principle 1 of 3 Page 63

DepEd-NSTIC
2. Hang the load of 250 g (≈ 2.5 N) hook mass 2. On one side of the lever, hang the load of
from position 1, 2, 3, and 4 respectively. Take 500 g (≈ 5.0 N) hooked mass from positions
the reading of the force F from the spring 1, 2, 3, and 4 respectively. Record your
balance at position 4 each time you move the readings in Table 1. Each time you move the
load to a different position. Record your load to a new position, read the force F on
readings in Table 1. Note: Do these the spring balance which is at position 4 on
instructions if you were assigned to perform the other side of the lever. Record your
Experiment A. readings in Table 1. Note: Do these
instructions if you were assigned to
perform Experiment B.
Data and Results:

Table 1
Position Load L, Length of Load Product M1 Force F, Length of Force Product M2
(N) Arm La, (m) L x La (Nm) (N) Arm Fa (m) F x Fa (Nm)
1
2
3
4
Data Analysis:
1. Compute the product of load L and the load arm La, and the product of force F and the force
arm Fa. Enter the values in appropriate columns in the table above.
2. What relationship exists between the two products?
Table 2
3. Based on your teacher’s explanation of AMA
Position AMA=L/F
calculate the AMA for the 4 positions.
Enter the calculated values in Table 2. 1
2
3
4
Exercises/Problems:
1. What is the difference between one-sided lever and two-sided lever?
2. Why is it easier to turn a rusted nut on a bolt with a long-handled wrench than with a short-
handled wrench?
3. Josephine and Mickey are playing seesaw in the park. Mickey weighs 200 N and sits at 2m
distance from the fulcrum. If Josephine sits 1.5 m from the fulcrum to balance Mickey, how
heavy is Josephine?

DepEd-NSTIC
One-sided Lever Two-sided Lever
1. The handles of a wheelbarrow are 1.5 3. Why are the handles of shears for
m from the axle, and the load of 900 cutting metal longer than their blades?
N can be considered as 0.5 m from
the axle. How much force must be
exerted to raise the handle?
L
Figure 5
Figure 3
2. Explain how the bicycle pedal system 4. 4.The

Thetiptipofof1.5
a 1.5
m m long
long metal
metal pipepipeis is
works as a lever. placed under a 100
placed under a 100 N rock, andN rock, anda a
smallstone
small stone, usedas asa afulcrum
used fulcrumis is
placed 0.25 m from the tip.tip. How
placed 0.25 m from the How
much force F is needed, if it is appliedap-
much force F is needed, if it is
at plied
0.25 atm 0.25
frommthe from the end
other otherofend the of
the
pipe? pipe?
Figure 4
Figure 6

DepEd-NSTIC
Pulleys
Objectives: After going through these experiments the students be able to:
1. explain the principle of a pulley.
2. determine the Actual Mechanical Advantage (AMA) of a system of pulleys.
3. list some common applications of pulleys.
Concepts:
1. The Actual Mechanical Advantage AMA of a simple machine, when friction is negligible, is equal
to the ratio of output force (weight of load) and the input force (force exerted by the operator
of the machine). AMA gives us idea how much force we exert to lift a particular load..
2. The AMA of pulleys, as with other machines, can also be calculated as input and output distance
ratio.
3. The AMA of a pulley configuration is also equal to the number of pulleys used and/or the
number of strands that supports the pulley system.
Strategy:
Note for the teacher: This is a demonstration activity. However you can formulate an activity
sheet for student work.
1. Review the simple machines studied in the previous activities.

2. Pay particular attention to the lever. Relate to students that a pulley operates similar to a lever.
3. Have a short discussion about a common pulley application. For example, a flagpole pulley.
4. Emphasize that pulley systems come in different configurations, depending on application.
5. Tell them that for today’s activity they will study a combination of double pulleys.
Show them the setup and point out the quantities you are going to measure :
di = input distance
do = output distance
Fi = input force (force exerted by operator)
Fo = output force (weight of load to be lifted= weight of load + weight of the moving pulley assembly)
NOTE: THE STRING COULD BE TOO LIGHT TO BE CONSIDERED AS PART OF THE TOTAL LOAD
Reminder: In this setup the spring balance should be adjusted to zero in upside down position. To do this, hold the
spring balance upside down and turn the zero-adjust knob clockwise or counter clockwise (see User’s Manual).
6. Let students design and analyze their own tables.
Teacher’s Guide (only) –Pulleys 1 of 3 Page 66

DepEd-NSTIC
1 stand base
2 stand supports
1 multi clamp
1 stand rod, 12.7 X 1000mm
1 stand rod, 9.5 X 250mm
1 stand rod, 9.5 X 500 mm
1 meter tape this pulley
assembly moves
2 double pulleys
with the load
1 spring balance, 5N
2 hooked masses, 500 g
2 m string (thick)
HINTS:
di = distance spring balance
is pulled downward
do = distance load is lifted upward
Fi = spring balance reading

Fo = weight of total load
(weight of load plus weight
of the double pulley that moves
with the load)
Figure A. Experiment Setup for the Pulley Combination
Input Output Output Input Work Work

di Fo
Distance di Distance do Force Fo Force Fi Input Output %E
(cm) (cm) do (N) (N) Fi W(Nm) Wo (Nm)
i
10 2.5 4.0 11.3 2.9 3.9
20 5.0 4.0 11.3 3.0 3.8
30 7.5 4.0 11.3 3.0 3.8
Data Analysis:
1. The ratios di/do and Fo/Fi are almost equal. The slight difference of the ratios is due
the force of friction between the pulleys’ moving parts.
work output Fd
2. Pulley efficiency can be calculated as: E%  X 100  o o X 100
work input Fi di

DepEd-NSTIC
Conceptualization:
1. Like other simple machines, the AMA of pulley is defined as the ratio of output force to the
input force.
Therefore:
di Fo
AMA = or when friction is negligible, AMA =
do Fi
Applications/Evaluation:
1. Find the mechanical advantage of the system of pulley used to lift the body weighing 600 N by
a force of 150 N.
Solution:
Fo = 600 N Fi = 150 N
Fo 600N
AMA    4
Fi 150N
2. A pulley system uses a triple fixed block and a double movable block. By using this system, a
man exerts a force of 150 N and lifts a stone weighing 900 N. What is the mechanical
advantage of the machine?
Solution: Fi = 150 N FO = 900 N

Fo 900 N
AMA   6
Fi 150 N
3. A system of pulleys, which is a combination of single and double pulley, is used to lift a load. It
can be noticed that the load rises a meter only for every 3 meters of pull. What is the
mechanical advantage of the system?
Solution: di=3 m do=1 m

di 3m
AMA   3
do 1m

DepEd-NSTIC
NAME _________________________ GROUP ______________
SECTION ______________________ DATE ______________
Transverse and Longitudinal Waves, and Their Standing Waves
1. demonstrate transverse wave and longitudinal wave using springs.
2. differentiate a transverse wave from a longitudinal wave.
3. create standing wave patterns and identify conditions needed to produce them.

1 thick string, 1.5 meters 1 meter tape
1 stand set* 1 metal slinky coil
2 stand bases 1 helical spring
2-9.5 X 500 mm rod 1 DC string vibrator
1-12.7 X 1000 mm rod undersized on ends 1 AC-DC variable power supply
1 multi clamp 2 banana plug connectors (1 red, 1 black)
1 universal bosshead
* SciKit Basic
Experiment Setups Part A. Transverse Waves
Experiment Setup A1. Experiment Setup A2. Experiment Setup A3.

Characteristics of Transverse Incident and Transverse Standing Waves on
Transverse Wave Reflected Wave a String
Student Worksheet - Transverse and Longitudinal Waves, and Their Standing Waves 1 of 4 Page 69
DepEd-NSTIC
Instructions/Observations/Analyses:
Experiment A. Transverse Wave. The idea of these experiments is to generate a transverse wave
and study its attributes.
1. Characteristics of a Transverse Wave. Position helical

spring on a long table or on the floor as shown in
Setup A1 picture, previous page. Put markers along the
spring, e.g. masking tape at, say, 50 cm intervals. Do not
stretch your spring. Move one end sideways to and fro
at slow to moderate speed. Try to produce a nice wave
formation. a) Sketch the wave formation in the box at start
the right. b) In which way did the wave formation
move (draw an arrow to show the direction)? c) Describe
the motion of the markers (show with an arrow also).
d) Compare the motion of the markers with the motion
of the wave formation. (Write your answers in the box).
2. Transverse Incident and Reflected Wave. With one a) Incident Wave (just before reaching
end of the spring fixed, stretch your spring to have boundary):
an effective length of about two meters (Setup A2).

Jerk ONLY ONCE the free end sidewards and back,
strong enough to produce a reflected wave formation.
This time study the formation when it is moving away
from you (incident) and when it is moving towards you b) Reflected Wave (immediately after
after hitting the boundary (reflected). Draw the bouncing):
formation at the instant: a) just before reaching the
boundary (incident) and b) immediately after bouncing
(reflected).
(slow):
3. Transverse Standing Waves. Continue stretching your
spring as in No. 2. This time continuously move the free
end of the spring sidewards first slowly, then
(moderate):
moderately, then fast. Wave formations you see should
be different from the formation you observed in No. 1.
Sketch these new wave formations you just observed in
the box at the right. Hint: In No. 1 you only saw one kind
(fast):
of wave formation all throughout. Here you will see
alternating and repetitive wave formations.
4. Transverse Standing Waves on a string.Set up your

DC String Vibrator as shown in Setup A3. Switch it ON.
Adjust the tension on the string until you see a wave
formation similar to one of the formations formed in
No. 3. Draw this wave formation in the box at the right.
DepEd-NSTIC
Experiment B. Longitudinal Wave. The idea of these experiments is to generate a longitudinal

wave and study its attributes.
Experiment Setup B1. Characteristics of Longitudinal Waves
Experiment B1. Charateristics of Longitudinal Wave. (draw here)

Stretch your slinky coil on the table to about 60 cm
effective length. Put markers along the slinky at
about 20 cm intervals. Fix one end with your hand.
Moderately move the free end of the slinky back and
forth with your other hand, continuously. You will see
formations moving towards the fixed end. a) Sketch
these formations you observed in the box at the right.
b) Draw an arrow to show the direction of motion of
these formations you observed. c) Also draw an
arrow/arrows that shows/show the direction of
motion of the markers. d) Compare the motion of the
markers with the motion of the formations.
Experiment Setup B2. Longitudinal Incident and Reflected Wave
a) Incident Wave (just before reaching other

2. Longitudinal Incident and Reflected Wave. end):
Still position your slinky coil as in No. 1 above. Do the
following in succesion but this time do it harder: push
then pull only. Study the formation when it is moving
towards the fixed end (incident wave) and when it is
moving back (reflected wave). Note: If these
formations are not noticeable, do your push and pull
b) Reflected Wave (immediately after going
harder. Sketch the wave formation at the instants:
back):
a) approaching the fixed end (incident wave) and
b) immediately after bouncing (reflected wave).
DepEd-NSTIC
Experiment Setup B3. Longitudinal Standing Waves
3. Longitudinal Standing Waves. This time,

simultaneously move both ends of the slinky back
and forth, fast enough. You should see a formation
quite different from that in No. 1. a) Sketch and
describe this new wave formation you just observed
in the box at the right.
Conclusion:
1. What is a wave? Define in your own words.
2. State the difference/s between a transverse wave and a longitudinal wave.
3. What is a standing wave?
4. What conditions give rise to the formation of standing waves?
DepEd-NSTIC
NAME ________________________ GROUP ______________
SECTION ______________________ DATE ______________
Standing Waves and Speed of Sound in Air
1. produce sound standing waves inside a closed tube.
2. calculate the speed of sound in the air by analyzing sound standing waves inside a closed
tube.

1 resonance tube with pair of stands 1 sound signal generator
2 connecting wires (banana type) 1 variable power supply
1 meter tape 1 loudspeaker
1 laboratory alcohol thermometer (to be borrowed from chemistry class)
Experiment Setup:
Student Worksheet - Standing Waves and Speed of Sound in Air 1 of 4 Page 73

DepEd-NSTIC
Instructions:
The idea of this experiment is to feed sound from a loudspeaker into a tube and listen to the change
in loudness of the sound as the length of the air column inside the tube is varied.
Part A. Setting Up
1. Prepare the setup as shown in the picture, AND DO NOT CONNECT POWER SUPPLY TO THE MAINS
YET.
2. One end of the inner tube has a stopper with a diameter that fits the inside diameter of the
outer tube. Position the stopper so that it aligns with the other end of the outer tube facing the
loudspeaker. For best results, the loudspeaker should be as close as possible to the outer tube,
but not touching the latter.
3. See to it that all controls are set to the minimum, the power supply is unplugged from the mains,
switched OFF, and set to 9VDC. The sound signal generator turned OFF (switch at the back) and
its sine-square wave selector switch pulled up to select sine wave output.
WARNING: BE PARTICULARLY STRICT WITH THE POLARITY OF THE POWER SUPPLY TERMINALS IN
RELATION TO THE TERMINALS OF THE SOUND SIGNAL GENERATOR. INTERCHANGING POLARITIES WILL
DAMAGE THE SOUND SIGNAL GENERATOR.
Part B. Experiment Proper

1. Your teacher will assign you the frequency you will be working with. These frequencies are:
260 Hz, 330 Hz, 440 Hz, 520 hz, and 660 Hz. The frequency output of the generator is set by:
frequency adjust reading multiplied by frequency multiplier reading (see picture).
2. Record the temperature of air inside the room.
3. Re-check your setup. Pay attention to the polarities of your connections.
4. Plug the power supply to the mains and switch this ON. Switch ON the sound signal generator
and slowly turn the volume control clockwise until you hear a soft tone from the loudspeaker.
5. Slowly pull the inner tube until you hear the sound becoming louder. Stop at the point when you
hear the loudest sound. Make adjustments by moving the inner tube back and forth until you
locate the point of the loudest sound. The length the inner tube was pulled is equal to the length
of the air column inside the outer tube in which you hear the loudest sound. Record this in the
table below.
6. Continue pulling the inner tube. There should be at least another one point during which you will
hear a second loud sound. There could be a third and fourth point, depending on the assigned
frequency you are working on.
7. Bring back the inner tube to initial position and do step Nos. 5 and 6 for two trials more.
Reminder: Maintain the distance between the loudspeaker and the outer tube.
Data and Results:

Table 1. Results for loud sound occurence
Assigned Frequency:_______ Hz Temperature of air inside the room: _______0C
Length Inner Tube Is Pulled (cm) Length of Air Column

Occurrence of Loud (cm)
Sound
Trial 1 Trial 2 Trial 3 Average
First Loud Sound
Second Loud Sound
Third Loud Sound
Fourth Loud Sound

DepEd-NSTIC
Analysis:
1. Complete your table by calculating for the average lengths the inner tube was pulled and the
the lengths of the air column inside the outer tube in which you heard loud sounds.
2. Make a sketch below of the outer tube and mark the lengths of the air columns in which you
heard loud sounds. Drawing to scale is not necessary.
3. What is the significance of the first loud sound you heard?
4. Mark the NODES and the ANTINODES in your sketch in No. 2. Hint: NODES are always
formed at the stopper.
5. What is the wavelength of sound in your experiment? Explain how you determined the
wavelength of sound.

DepEd-NSTIC
Conclusion:
1. State in your own words how the speed of sound can be calculated by means of standing waves.
2. From the results of your experiment calculate the speed of sound in air by using the equation:
v=fλ
where: v=calculated speed of sound
f=frequency of sound (your assigned frequency)
λ=wavelength of sound
3. The theoretical value for the speed of sound in air at any given temperature is:
v=331 m/s + 0.6(T)
where: v=theoretical value for the speed of sound at a given temperature
331 m/s is the speed of sound at 0 0C
T=room temperature in 0C
Calculate the theoretical value of the speed of sound and compare it with your experimental
value. Explain the difference in values.

DepEd-NSTIC
NAME ________________________ GROUP ______________
SECTION ______________________ DATE ______________
Introduction to Electronics
1. identify and describe basic electronics components.
2. explain their basic functions.

2 dry cells, 1.5 volts, size D 1 Basic Electronics Kit 1 stopwatch
2 dry cell holder, size D 1 ammeter 2 connectors with alligator clips
1 voltmeter 1 multimeter (in addition to the wires inside
the kit)
Instructions:
Experiment 1. Identification of Electronics Components
1. Study the items contained in your electronics kit. Identify and describe each component.
Refer to page 81 for identification guide.
Experiment 2. What is a fixed resistor?

1. Construct the circuit shown in Setup 2A diagram below left. Pay attention how the ammeter is
connected. Switch should be in open position (which means “OFF”) at the start. Use only 1 dry cell.
2. Close the switch (which means “ON”) and observe bulb and note the ammeter reading. Ammeter
Reading:___________
3. Now, connect a resistor as shown in Setup 2B diagram below right.
4. Do step No. 2. Ammeter Reading:_____________
5. What happened to the current in the circuit upon the introduction of the resistor?__________
Setup 2A Setup 2B
Student Worksheet - Introduction to Electronics 1 of 4 Page 77

DepEd-NSTIC
Experiment 3. What is a potentiometer (variable resistor)?

1. Construct the circuit shown in Setup 3 diagram below. Note the polarity of the voltmeter.
2. Slowly turn the knob of the potentiometer clockwise and counterclockwise. Observe the
voltmeter reading.
3. What happened to the voltmeter reading as you turned the potentiometer knob?___________
_______________________________________________________________________
Setup 3
Experiment 4. What is a diode?

1. Construct the circuit shown in Setup 4A diagram below left.
2. Switch the circuit ON and note the ammeter reading. Ammeter Reading:_________
3. Reverse your diode connection shown in Setup 4B diagram below, right.
4. Do step No.2. Ammeter Reading:_______
5. What happened when the diode connection was reversed?________________________
Setup 4A Setup 4B

DepEd-NSTIC
Experiment 5. What is a Light Emitting Diode (LED)?

1. Do Experiment 4, but replace your diode with a LED.
2. Discuss your results.
Setup 5
Experiment 6. What is a Capacitor?

1. Set selector knob of your multimeter to 20 V . Replace test leads of multimeter with a pair
of banana plug connectors. Insert the black banana plug into the multimeter jack labeled COM,
and the red banana plug into the jack labeled VΩA.
2. Connect a 1-ohm resistor across the capacitor as shown in Setup 6A diagram below left, for
about 3 seconds, to discharge the capacitor.
3. Using the multimeter you prepared in step No. 1, measure voltage across a capacitor as shown in
Setup 6B diagram below middle. What is the voltmeter reading?_______
4. Now, replace the multimeter with a 1.5V dry cell as shown in Setup 6C diagram below right. Pay
close attention to polarity connections. Connect for about 3 seconds.
5. Remove the dry cell and connect the multimeter as shown in Setup 6B again.
What is the voltmeter reading this time?_______
6. Continue connecting the voltmeter and record the reading every 30 seconds. Record your
results in Table A.
NOTE: PAY PARTICULAR ATTENTION TO CORRECT POLARITY CONNECTIONS.
Setup 6A Setup 6B
Setup 6C

DepEd-NSTIC
Table A. Capacitor
Discharge Time
(voltmeter as load)
Time (s) Voltage (V)
Graph of Capacitor Discharge Time
7. Plot a graph of voltage against time.

8. Discuss your results.
Conclusion:
1. Explain the functions of the electronics components you studied in this activity.

DepEd-NSTIC
Electronics Components identification guide

DepEd-NSTIC
References:
Bureau of Secondary Education-Department of Education. Lesson Plans in Science IV (Physics). BSE-

Department of Education-UPNISMED, 2002.
Department of Education Culture and Sports. Science and Technology IV SEDP Series. Manila: Instructional
Materials Corporation (IMC), 1990.
Hewitt, Paul G. Conceptual Physics, Eighth Edition. New York: Addison-Wesley, 1998.
http://hsc.csu.edu.au/physics/core/motors/2696/PHY933net.htm
Leybold Didactic GMBH. STM Science Teaching Modules, Mechanics. Huerth: Leybold Didactic GMBH,
1988.
Rogers, Eric M. Physics for the Inquiring Mind. New Jersey: Princeton University Press, 1977.
Science Education Center-University of the Philippines. Fundamentals of Physics. Quezon City: GMS Publishing
Corporation, 1979.
Science Education Center-University of the Philippines. Physics in Your Environment. Korea: Dong-A Printing
Co., Ltd., 1981.
The Center for Occupational Research and Development.LENSES. Texas: The Center for Occupational Research
and Development, 1987.
Williams, Trinklein, Metcalfe. Modern Physics. New York: Holt, Rinehart and Winston, 1980.
Page 82
Appendices
DepEd-NSTIC
Appendix A
MEASUREMENT
We measure the dimension of a table by comparing it with something accepted as a

standard unit. Thus, if we measure its length in meters, we compare the table’s length with that
of a meter stick as our standard reference. If we find the table’s length to be two meters, it
means that our table is twice as long as the standard meter.
Unluckily, we never know the true value of any measurement. The trustworthiness of
obtained data is limited by accuracy and precision. Accuracy refers to how close the measure-
ment is to the standard value. Precision refers to smallest unit whereby measurement can be
expressed.
A. Factors Affecting Trustworthiness of Measured Values
1. Quality and/or condition of measuring instrument. Some measurements either fall short
or go beyond standards. Make sure your instruments are of good quality. Other
measuring instruments may be affected by temperature variations and humidity
conditions. Examples of these instruments are those that are used in measuring minute
quantities, e.g. vernier caliper, analytical balance. In this case, you should be familiar
with the specifications and characteristics of your instruments.
2. Subjectivity of the observer. Consider three students studying the position of the
pointer along the scale of a balance. The student directly opposite the scale reads 560 g,
for example. On the other hand, the student on the left reads 565 g, while the student on
the right reads 555 g. The latter two students are to be experiencing parallax error.
3. The finest division on its scale limits precision of a measuring device. A standard
meter stick for example, is precise up to a millimeter. A vernier caliper is precise up to
a tenth or even hundredth of a millimeter. An analog wristwatch is precise up to a sec-
ond but a digital stopwatch can be precise up to a hundredth or even a thousandth of a
second.
B. Some Tips on Taking Measurements
1. Before taking any measurement, see to it that the scale of the instrument is adjusted to zero.
2. When reading analog scales, make sure that the scale is at eye level and directly opposite
the eye to avoid parallax error.
3. While expensive digital stopwatches provide precision up to a thousandth of a second, this
exact value has little meaning for practical applications. In most of our experiments, we
have sources of errors, e.g. , other equipment used, reaction time, etc. So, therefore, it
would be impractical to be precise up to 1/1000 s for example.
4. When measuring lengths in the range of one or two centimeters, a fraction of a millimeter
may be important for measurements. Greater than these values, a millimeter precision
could be enough. In the range of several meters up however, millimeter accuracy has little
or virtually no meaning at all. Conventional kilogram scales are calibrated in 5 g divisions.
Should the pointer fall in between 2 marks, read the preceding division and add the
estimated location of the pointer. Suppose you want to measure the mass of a cart as
shown next page.
Appendices 1 of 7 Page 85
DepEd-NSTIC
Notice that the pointer goes past the 80 g mark but falls short of the 85 g mark. Looking
closely at the scale, you may see that the pointer is about midway between 80 g and 85 g.
You report this reading as 83 g. Significant figures in a measurement include the known
digits plus one final estimated digit.
Appendix B
INTERNATIONAL SYSTEM OF UNITS
All measurements are taken using the international system of units, the metric units. The
following units are commonly used in mechanics.
Basic Quantity Unit Symbol

Length meter m
Mass kilogram kg
Time seconds s
B. Prefixes are also incorporated into the basic units.
Prefix Symbol Meaning or Equivalent

micro µ 1/106 or one-millionth
milli m 1/103 or one-thousandth
centi c 1/102 or one-hundredth
deci d 1/10 or one-tenth
kilo k 103 or one thousand
Mega M 106 or one million
DepEd-NSTIC
Other quantities are derived from the basic quantities and likewise their respective units.
Derived Quantity Symbol Derived Unit Unit Symbol

velocity v meter/second m/s
acceleration a meter/second2 m/s2
weight w Newton N
force F Newton N
elastic constant D Newton/meter N/m
work W joule j
Energy E joule j
Power P watt w
momentum p kilogram meter/second kg m/s
Note: 1 Newton = 1 kilogram meter/second2 = 1 kg m/s2

1 Joule = 1 Newton meter = 1 Nm
1 watt = 1 Joule/second = 1 j/s
Appendix C
Mathematics
I. Reorganizing Equations
In some of the modules like motion I, II, and Newton’s Second Law, a number of
problems require algebraic manipulations for their solutions. For example, a problem
calls for the solution of d from the equation:
d
v
t
To do this is to reorganize the equation such that d will be isolated. Transpose t to the
other side by multiplying both sides of the equation by t.
d
v(t )  t 
t
t on the right cancels out so, we have
vt   d
or
d  vt
DepEd-NSTIC
Should t be asked for in the problem, then the solution is
1st ) multiply both sides of the equation by t

2nd ) divide both sides by v
So, we have:
d
v
t
 d
v   t
 t
vt  d
(vt  d )
v
d
t
v
Some tricks could be useful:
v t
Put your finger on the variable you want and you can read the results:
Example: 1. Cover d with your finger. You are left with v t. So: d=vt
2. Cover t with your finger. You will see d/v. So : t=d/v
3. Cover v with your finger. You have d/t. So: v=d/t
DepEd-NSTIC
II. Relationship between Two Physical Quantities
One of the most important objectives in physics experiment is to find out possible
relationships existing between two quantities. In secondary physics education, about three
kinds of relationships are commonly encountered. In the real world, however, there could be
more. Sometimes, too, it is difficult to establish a relationship between two quantities.
a) Direct Proportion – If the ratio between two quantities is constant, the two quantities are
directly proportional to each other. Consider the following data shown in the table below.
load 0 5 10 15 20 25
elongation 0 2 4 6 8 10
load/elongation - 2.5 2.5 2.5 2.5 2.5
We see that when the load is doubled, the elongation also doubles. In addition, the
two quantities have a constant ratio. Note that in an actual experiment, however, the readings
seldom show such clear relationships. This is due to experimental and measurement errors
which are too difficult to avoid.
b) Inverse Proportion – Two quantities whose measurements are shown.
m 0 30 40 60 120 240
a 0 40 30 20 10 5
mxa 0 1200 1200 1200 1200 1200
Again, there is a one-to-one correspondence between each value of m and the

corresponding value of a. But notice that when m is doubled, a is halved, when m is
increased four times, a is reduced to one-fourth, and so on. We can say that a is inversely
proportional to m.
1
a
m
or a is directly proportional to the inverse of m. Take note that m and a have a constant
product (1200).
c) A direct square proportional relationship takes place when one quantity is directly
proportional to the square of the other. Consider the following set of data.
d 10 20 30 40
t 1 1.41 1.73 2
t2 1 1.99 2.99 4
d t2 10 ~10 ~10 ~10
It is quite difficult to establish a relationship between d and t at once. Squaring the

values of t, we obtain a constant ratio between d and t2. We can then say that d is directly
proportional to the square of t.
DepEd-NSTIC
III. Graphs
Another way to find the relationships between two quantities is by means of a graph.
These graphs come in different kinds. The following graphs are commonly encountered in
high school physics.
1)
A straight diagonal graph shows direct

e
proportionality relationship in between e and l.
In symbols: e  l.
2)
a
This curve suggests inverse proportional
relationship between m and a.
a
 m
Plotting a graph of the inverse of m, 1
against a results in this straight line graph. We
then can say that, a is directly proportional to the
inverse of m: m  1   m
1/m
DepEd-NSTIC
3)
This curve appears to be parabola of the first order
which would suggest a direct square proportionality
d between d and t.
Plotting d vs t2 results in a straight line graph which

confirms that the former graph is a parabola of the first
d order d and t2 are said to be in direct proportion
d  t2
t2
Note that in practice, plotted points seldom lie on the line. It should be pointed out to students
that errors in both measurement and experiment are always encountered, thus making the the
results approximate theoretical relationships.

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NATIONAL SCIENCE TEACHING

The Student Worksheets and Maintenance Manual for Science I - IV

The main content of the manual is focused on the delivered science

The first component which is the student worksheet is a user-

Further, the manual was initially prepared, developed, nurtured, re-

The Management and Staff of the Department of Education-

Hon. Yolanda S. Quijano, Undersecretary, Programs and Projects,

Dr. Lolita M. Andrada, BSE Director through her representative,

The Regional Directors for their continuous support and dedication.

Special mention goes to the Regional Science Supervisors who

Editorial Team: Dir. Raul C. La Rosa

Writing Team : Science I– Leo M. Navarro

Science II– Gilbert O. Laxina Jr.

Science III– Maria Tita V. Valenzona

Science IV– Marvin S. Maquilas

Administration and Finance Division: Engr. Reginald B. Luz Roque

Production Division: Engr. Ruben C. Zaragoza and Staff

Graphic Artist: Nicolas B. Entrena

Part I-Student Worksheets 1

SAFETY IN THE LABORATORY:

3. Make sure students understand the instructions in the activity sheets.

4. Never allow small children (toddlers) or pets inside the laboratory.

6. Work areas must be clean and free of unnecessary materials.

7. Make sure all apparatus assembly are firmly clamped.

9. Make regular inspection of items to note possible defects.

NAME ___________________________ GROUP ______________

SECTION _________________________ DATE ______________

Materials and equipment:

Experiments A and B Setup:

Instructions/Data and Results:

Student Worksheet - Refraction of Light 1 of 5 Page 3

Table A. Air to Glass

Experiment B. Air to Acrylic

Table B. Air to Acrylic

Experiment C. Air to Water

Student Worksheet - Refraction of Light 2 of 5 Page 4

Table C. Air to Water

2. When θi is doubled is θr also doubled?

4. When sin θi is doubled is sin θr also doubled?

5. Calculate the ratios sin θi/sin θr. Describe the ratios.

6. What is the relationship between sin θi and sin θr?

7. Calculate the average sin θi/sin θr.

Student Worksheet - Refraction of Light 3 of 5 Page 5

Note: Use this color

Figure 1. Graph of sin θi versus sin θr for 3 different media

2. What is index of refraction?

3. Discuss how you can determine the index of refraction of materials.

Student Worksheet - Refraction of Light 4 of 5 Page 6

Student Worksheet - Refraction of Light 5 of 5

NAME __________________________ GROUP ______________

SECTION _______________________ DATE ______________

Focal Length of a Convex Lens

Materials and equipment:

Instructions/Data and Results/Analyses:

Student Worksheet - Focal Length of a Convex Lens 1 of 4 Page 9

object object distance image distance, focal length image comparison

Student Worksheet - Focal Length of a Convex Lens 2 of 4 Page 10

object object distance image distance, focal length comparison of

Experiment B2. Focal Length of Convex Lens by Nearby Object Method 2

NAME _____________ GROUP

SECTION ___________ DATE

NAME ____________ GROUP

SECTION _________ DATE

NAME ___________ GROUP

SECTION _________ DATE

NAME ___________ GROUP

SECTION _________ DATE

NAME ___________ GROUP

SECTION ________ DATE

NAME ___________ GROUP

SECTION ________ DATE

NAME ___________ GROUP

SECTION ________ DATE