Science 7_Quarter 2;Week 21_Jan 20-24, 2025

Science 7_quarter 2

1. P.E and Health 7 Quarter 3 Prepared by: Ma’am Tes

2. I. Activating Prior Knowledge Short Review Identify the different Philippine Folk Dances I. Activating Prior Knowledge Tinikling

3. I. Activating Prior Knowledge Short Review Identify the different Philippine Folk Dances I. Activating Prior Knowledge Pandanggo sa Ilaw

4. I. Activating Prior Knowledge Short Review Identify the different Philippine Folk Dances I. Activating Prior Knowledge Sayaw sa Bangko

5. I. Activating Prior Knowledge Short Review Identify the different Philippine Folk Dances I. Activating Prior Knowledge Cariňosa

6. I. Activating Prior Knowledge Short Review Identify the different Philippine Folk Dances I. Activating Prior Knowledge Bulaklakan

7. I. Activating Prior Knowledge I. Activating Prior Knowledge PUNONG BRASO OR BUNONG BRASO

8. I. Activating Prior Knowledge I. Activating Prior Knowledge WHAT IF YOU HAVE AN EQUAL FORCE?

9. I. Activating Prior Knowledge II. Unlocking Content Vocabulary Hispanic Influences - Rooted in a mix of  indigenous, African, and Spanish influences , Hispanic heritage is celebrated around the world for its vibrant colors, passionate music, and, above all, its community-centric values. Philippine folk dance is a  rich and vibrant part of the country’s cultural heritage . These dances are performed to celebrate events and express cultural traditions, often accompanied by traditional music and songs. They vary in style and include both indigenous and Spanish-influenced forms.

10. I. Activating Prior Knowledge II. Unlocking Content Vocabulary amalgamation - the action, process, or result of combining or uniting; fusion Cultural fusion describes the process that people, typically immigrants, undergo when they come in contact with a new environment and culture.

11. B. Establishing Purpose of the Lesson LEARNING OBJECTIVES: Students will learn about the cultural significance, history, and basic steps of the dance. b. students will be able to perform the Habanera Botolena and; c. appreciate its role in Filipino heritage. This lesson aims to enhance students' understanding of Filipino culture, improve their coordination and rhythm, and foster a sense of pride in their cultural identity.

12. Filipino folk dances with Hispanic influences represent a vibrant tapestry woven from the historical interactions between the Philippines and Spain during the colonial era. Origin and Cultural Context of the Dance and Genre and Style - Specific Dance Techniques C. Developing and Deepening Understanding

13. Origin and Cultural Context of the Dance and Genre and Style - Specific Dance Techniques C. Developing and Deepening Understanding

14. Suppose you are pushing a wall, and as expected, the wall does not move and neither do you. It means that you and the wall are exerting a balanced force on each other. Balanced Forces Examples C. Developing and Deepening Understanding

15. The image shows a game of tug of war between equally matched opponents. If unequal force is present what will be the result? Balanced Forces Examples C. Developing and Deepening Understanding

16. The image below shows a book resting on a table (the force of gravity is balanced by the force exerted by the table) Balanced Forces Examples C. Developing and Deepening Understanding

17. Balance Forces When the forces acting on an object are balanced, it means the net force on the object is zero. The forces are equal in magnitude and opposite in direction, so they cancel each other out. Balanced Forces Examples C. Developing and Deepening Understanding

18. Balance Forces For an object at rest, balanced forces mean the object will remain at rest. The forces acting on it, such as the force of gravity and the normal force from a surface, are equal and opposite, so the object does not accelerate and remains stationary. Balanced Forces Examples C. Developing and Deepening Understanding

19. Balance Forces For an object in motion, balanced forces mean the object will continue moving at a constant velocity. If the forces acting on the object, such as air resistance and the force propelling it forward, are balanced, the object will not speed up, slow down, or change direction. It will maintain its current speed and trajectory. Balanced Forces Examples C. Developing and Deepening Understanding

20. Balance Forces The key point is that balanced forces result in no change to an object's motion. The object will either stay at rest or continue moving at a constant velocity, as long as the forces acting on it remain balanced. Balanced and unbalanced forces C. Developing and Deepening Understanding

21. Unbalance Forces When the resultant force acting on a body is not equal to zero, the forces acting on the body are known as unbalanced forces. The body acted upon by unbalanced forces changes its state of motion. Balanced and unbalanced forces C. Developing and Deepening Understanding

22. Unbalance Forces When the resultant force acting on a body is not equal to zero, the forces acting on the body are known as unbalanced forces. The body acted upon by unbalanced forces changes its state of motion. Balanced and unbalanced forces C. Developing and Deepening Understanding

23. Unbalance Forces Practically anything that moves is a result of the exertion of unbalanced forces on it. If you kick a football and it moves from one place to another, it means that the unbalanced troops are acting upon it. Unbalanced Forces Examples C. Developing and Deepening Understanding

24. Unbalance Forces The image shows two people on a seesaw. The person on the right is significantly heavier than the person on the left, and the seesaw is effectively tilted towards him. This is an example of unbalanced forces. Unbalanced Forces Examples C. Developing and Deepening Understanding

25. Differences Between Balanced and Unbalanced Forces C. Developing and Deepening Understanding Balanced Forces Unbalanced Forces The forces are equal in magnitude The forces are unequal in magnitude It does not cause any change in the state of motion of the object. Causes change in the state of motion of the object.

26. C. Developing and Deepening Understanding Worked Example Identify if the given picture is balanced or unbalance forces. A book resting on a table Balanced Forces

27. C. Developing and Deepening Understanding Worked Example Identify if the given picture is balanced or unbalance forces. A person standing still Balanced Forces

28. C. Developing and Deepening Understanding Worked Example Identify if the given picture is balanced or unbalance forces. A book being pushed across a table Unbalanced Forces

29. C. Developing and Deepening Understanding Worked Example Identify if the given picture is balanced or unbalance forces. A car driving at a constant speed Balanced Forces

30. C. Developing and Deepening Understanding Worked Example Identify if the given picture is balanced or unbalance forces. A ball being kicked Unbalanced Forces

31. D. MAKING GENERALIZATION Learners’ Takeaways KWL Chart: Using the graphic organizer, you will answer the L column or what you have learned about the lesson.

32. D. MAKING GENERALIZATION Reflection on Learning What is the difference between balanced and unbalanced forces? Provide an example of balanced forces and explain how they affect the motion of an object. Provide an example of unbalanced forces and explain how they affect the motion of an object.

33. E. EVALUATING LEARNING E. EVALUATING LEARNING E. EVALUATING LEARNING _________ 1. What is the definition of balanced forces? Forces that are equal in magnitude and opposite in direction Forces that are not equal in magnitude and/or not opposite in direction Forces that result in a change in motion Forces that cause an object to accelerate

34. E. EVALUATING LEARNING E. EVALUATING LEARNING E. EVALUATING LEARNING _________ 2. Which of the following is an example of balanced forces? A book being pushed across a table A ball being kicked A book resting on a table A car accelerating from a stop

35. E. EVALUATING LEARNING E. EVALUATING LEARNING E. EVALUATING LEARNING _________ 3. When forces are balanced, the net force on an object is: Greater than zero Less than zero Equal to zero Constantly changing

36. E. EVALUATING LEARNING E. EVALUATING LEARNING E. EVALUATING LEARNING _________ 4. What is the result of balanced forces acting on an object? The object remains at rest or continues moving at a constant velocity The object accelerates The object decelerates The object changes direction

37. E. EVALUATING LEARNING E. EVALUATING LEARNING E. EVALUATING LEARNING _________ 5. Which of the following is an example of unbalanced forces? A person standing still A car driving at a constant speed A box sitting on a frictionless surface A skydiver falling through the air

38. E. EVALUATING LEARNING E. EVALUATING LEARNING E. EVALUATING LEARNING _________ 6. When forces are unbalanced, the object will: Remain at rest Continue moving at a constant velocity Accelerate or decelerate Change direction randomly

39. E. EVALUATING LEARNING E. EVALUATING LEARNING E. EVALUATING LEARNING _________ 7. How do unbalanced forces affect the motion of an object? They have no effect on the object's motion They cause the object to remain at rest They cause the object to move at a constant velocity They cause the object to change its speed or direction

40. E. EVALUATING LEARNING E. EVALUATING LEARNING E. EVALUATING LEARNING _________ 8. Which of the following is a characteristic of balanced forces? The net force is greater than zero The object will accelerate The object will change direction The object will remain at rest or continue moving at a constant velocity

41. E. EVALUATING LEARNING E. EVALUATING LEARNING E. EVALUATING LEARNING _________ 9. In a tug-of-war game, the forces exerted by the two teams are: Balanced Unbalanced Constant Random

42. E. EVALUATING LEARNING E. EVALUATING LEARNING E. EVALUATING LEARNING _________ 10. Which of the following is NOT a consequence of unbalanced forces? The object remains at rest The object accelerates or decelerates The object changes direction The object continues moving at a constant velocity

43. E. EVALUATING LEARNING E. EVALUATING LEARNING E. EVALUATING LEARNING a) Forces that are equal in magnitude and opposite in direction c) A book resting on a table c) Equal to zero a) The object remains at rest or continues moving at a constant velocity d) A skydiver falling through the air c) Accelerate or decelerate d) They cause the object to change its speed or direction d) The object will remain at rest or continue moving at a constant velocity b) Unbalanced a) The object remains at rest ANSWERS KEY

44. Reference : SCIENCE 7 LESSON EXEMPLAR GCSE Physics Revision “Resolving Forces” Retrieved from https://www.youtube.com/watch?v=8RI2_gJy0L0&list=PL9IouNCPbCxUrQkFLoPwB67nDbhw2NfAO&index=6 The Physics Classroom. Accessed from https://www.physicsclassroom.com/Physics-Interactives/Newtons-Laws/Free-Body Diagrams/Free-Body-Diagram-Interactive Ling, J.S., Sanny , J., & Moebs , B. (2016). University Physics Volume 1. Retrieved from https://openstax.org/details/books/university physics-volume-1 Hewitt, P.G. (2014). Conceptual physics. 12th Ed. Pearson DepEd. ( n.d ). Project EASE: Integrated Science I Module 7. https://byjus.com/physics/balanced-force/

45. DAY 3-5

46. SCIENCE 7 THIRD QUARTER- lc 1 (C) Matatag curriculum Measure the forces acting on an object

47. By the end of the lesson, the 80 percent of the learners will be able to: Identify the different units used to measure force. Construct an improvised force measurer. Appreciate the importance of accurately measuring forces by answering the reflection of learning. OBJECTIVES

48. I. Activating Prior Knowledge Short Review Ask them if the scenarios presented are classified as contact or noncontact force. I. Activating Prior Knowledge CONTACT FORCE Pushing a grocery cart .

49. I. Activating Prior Knowledge Short Review Ask them if the scenarios presented are classified as contact or noncontact force. I. Activating Prior Knowledge NON-CONTACT FORCE (gravitational force) Rain falling

50. I. Activating Prior Knowledge Short Review Ask them if the scenarios presented are classified as contact or noncontact force. I. Activating Prior Knowledge NON-CONTACT FORCE (magnetic force) A compass needle pointing in a certain direction

51. I. Activating Prior Knowledge Short Review Ask them if the scenarios presented are classified as contact or noncontact force. I. Activating Prior Knowledge NON-CONTACT FORCE (electrostatic force) Hair attracted to a comb

52. I. Activating Prior Knowledge Short Review Ask them if the scenarios presented are classified as contact or noncontact force. I. Activating Prior Knowledge CONTACT FORCE Sitting on a chair

53. Identify the different units used to measure force. Construct an improvised force measurer. Appreciate the importance of accurately measuring forces by answering the reflection of learning. B. Establishing Purpose of the Lesson 1. LESSON PURPOSE

54. B. Establishing Purpose of the Lesson 2. Unlocking Content Vocabulary: Match Type Activity CONTACT FORCE NON-CONTACT FORCE SPRING SCALES Forces that are equal in strength and opposite in direction, resulting in no net force on an object. Forces that act on an object without physical contact, such as gravity or magnetism. Use the deformation of a spring to measure the force or weight applied to the scale. FORCE A push or pull that can cause an object to change its speed, direction, or shape.

55. Spring Scales Spring scales are a type of weighing device that use the deformation of a spring to measure the force or weight applied to the scale. The basic principle behind a spring scale is Hooke's Law, which states that the force required to stretch or compress a spring is proportional to the distance the spring is stretched or compressed. Methods for measuring forces C. Developing and Deepening Understanding

56. Spring Scales How Spring Scales Work : Spring scales use the compression or extension of a spring to measure the force applied to the scale As a force is applied, the spring inside the scale stretches or compresses proportionally to the force The scale then converts this spring displacement into a force measurement Methods for measuring forces C. Developing and Deepening Understanding

57. Spring Scales Units of Force: The SI unit of force is the Newton (N). 1 N is the force required to accelerate a mass of 1 kilogram at a rate of 1 meter per second squared. Methods for measuring forces C. Developing and Deepening Understanding

58. Diagram showing a spring scale Methods for measuring forces C. Developing and Deepening Understanding

59. Force Sensors What are Force Sensors? Electronic devices that can accurately measure the magnitude of an applied force. Different types include load cells, pressure sensors, and more. Methods for measuring forces C. Developing and Deepening Understanding

60. Force Sensors How Force Sensors Work: Use principles like electrical resistance or capacitance to detect force. Convert the physical force into an electrical signal that can be measured. Methods for measuring forces C. Developing and Deepening Understanding

61. Force Diagrams Also called free-body diagrams. Graphical representations that show all the forces acting on an object. Methods for measuring forces C. Developing and Deepening Understanding

62. C. Developing and Deepening Understanding Lesson Activity Part A. Designing a force measurer Objective : At the end of the activity, the students should be able to make an improvised force measurer. Materials : Ruler Small Spring (or Coil or Rubber band) paper clip

63. C. Developing and Deepening Understanding Lesson Activity Part A. Designing a force measurer Procedures : Attach the spring to the ruler. Hook one end of the spring on the zero-mark of the ruler. Stretch the spring along the ruler, ensuring it is taut. Use the paperclip to secure the other end of the spring at a specific measurement on the ruler. Calibrate the device by applying known forces to the spring at marked intervals and adjust the paperclip accordingly to ensure accurate measurements. To measure the force, attach the object to the paperclip and pull the force measurer.

64. C. Developing and Deepening Understanding Lesson Activity Part B. Measuring the force applied by the Earth on Objects Objective : At the end of the activity, the students should be able to measure the force applied by the Earth on different objects. Materials : improvised force measurer constructed in Part A, cup, string, nine marbles of equal masses.

65. C. Developing and Deepening Understanding Lesson Activity Part B. Measuring the force applied by the Earth on Objects Procedures: 1. Set up the materials shown on the right. 2. Place three marbles in the cup. 3. Record the force measurer reading in column two. 4. Do the same, but for six and nine marbles. 5. Compare the masses of the three setups and compare the readings on the force measurer. What can you say? What factor relates these two quantities?

66. C. Developing and Deepening Understanding Lesson Activity Part C. Measuring the applied force to start moving an object Objective : At the end of the activity, the student should be able to measure the applied force by a person to move an object at different surfaces. Materials : improvised force measurer, three different surfaces ( e.i. very smooth, smooth, and rough surface), block of wood with a hook

67. C. Developing and Deepening Understanding Lesson Activity Part C. Measuring the applied force to start moving an object Procedures: Place a block of wood with a hook on a table, as shown below. Attach the force measurer to the hook. Gently pull the measurer horizontally. Measure the reading on the force measurer before the block of wood starts moving on the three different surfaces. Compare the measurements in the three setups. What factors affect the readings?

68. D. MAKING GENERALIZATION Learners’ Takeaways KWL Chart: Using the graphic organizer, the students will answer the L column or what they have learned about the lesson.

69. D. MAKING GENERALIZATION Reflection on Learning Why is it important to understand the different types of forces and their effects? How can measuring forces accurately benefit scientific experiments and practical applications?

70. E. EVALUATING LEARNING E. EVALUATING LEARNING E. EVALUATING LEARNING _________ 1. The principle behind how spring scales work is: Newton's Laws of Motion Hooke's Law Archimedes' Principle Bernoulli's Principle

71. E. EVALUATING LEARNING E. EVALUATING LEARNING E. EVALUATING LEARNING _________ 2. When a force is applied to a spring scale, the spring inside: Compresses Stretches Both compresses and stretches Remains unchanged

72. E. EVALUATING LEARNING E. EVALUATING LEARNING E. EVALUATING LEARNING _________ 3. The displacement of the spring in a spring scale is proportional to: The mass of the object The acceleration of the object The force applied The velocity of the object

73. E. EVALUATING LEARNING E. EVALUATING LEARNING E. EVALUATING LEARNING _________ 4. The SI unit of force measured by a spring scale is the: Kilogram Meter Second Newton

74. E. EVALUATING LEARNING E. EVALUATING LEARNING E. EVALUATING LEARNING _________ 5. The force required to accelerate a 1 kg mass at 1 m/s^2 is: 1 Newton 1 Kilogram 1 Meter per second 1 Joule

75. E. EVALUATING LEARNING E. EVALUATING LEARNING E. EVALUATING LEARNING _________ 6. An electronic device that can measure the magnitude of an applied force is called a: Dynamometer Manometer Force sensor Tachometer

76. E. EVALUATING LEARNING E. EVALUATING LEARNING E. EVALUATING LEARNING _________ 7. Force sensors work by converting the physical force into: A mechanical displacement An electrical signal A change in temperature A change in volume

77. E. EVALUATING LEARNING E. EVALUATING LEARNING E. EVALUATING LEARNING _________ 8. A graphical representation showing all the forces acting on an object is called a: Free-body diagram Vector diagram Force diagram All of the above

78. E. EVALUATING LEARNING E. EVALUATING LEARNING E. EVALUATING LEARNING _________ 9. Which of the following is NOT a common type of force sensor? Load cell Pressure sensor Torque sensor Voltmeter

79. E. EVALUATING LEARNING E. EVALUATING LEARNING E. EVALUATING LEARNING _________ 10. The main advantage of using a spring scale over other force measurement devices is: Higher accuracy Wider measurement range Simpler construction Faster response time

80. E. EVALUATING LEARNING E. EVALUATING LEARNING E. EVALUATING LEARNING b) Hooke's Law c) Both compresses and stretches c) The force applied d) Newton a) 1 Newton c) Force sensor b) An electrical signal d) All of the above d) Voltmeter c) Simpler construction ANSWERS KEY

81. Reference : SCIENCE 7 LESSON EXEMPLAR GCSE Physics Revision “Resolving Forces” Retrieved from https://www.youtube.com/watch?v=8RI2_gJy0L0&list=PL9IouNCPbCxUrQkFLoPwB67nDbhw2NfAO&index=6 The Physics Classroom. Accessed from https://www.physicsclassroom.com/Physics-Interactives/Newtons-Laws/Free-Body Diagrams/Free-Body-Diagram-Interactive Ling, J.S., Sanny , J., & Moebs , B. (2016). University Physics Volume 1. Retrieved from https://openstax.org/details/books/university physics-volume-1 Hewitt, P.G. (2014). Conceptual physics. 12th Ed. Pearson DepEd. ( n.d ). Project EASE: Integrated Science I Module 7. https://byjus.com/physics/balanced-force/