Calendar of Laboratory Activities for School Year 2022-2023

Physics
Grade Topics Competencies Laboratory Activities Date
Level
Grade 7 Motion in One Create and interpret visual Uniform Motion
Dimension representation of the
motion of objects such as Objectives:
tape charts and motion 1. Calculate and describe the velocity of a toy car.
graphs 2. Graph the velocity of the toy car.

Materials:
Battery-operated toy car
Meter stick
Stop watch

Procedure:
1. Make sure that the toy car has new batteries at
the start pf the activity.
2. Select a flat surface and without obstacles for
the course of your car.
3. Mark off the course of your car. Label the
starting point as zero and mark off succeeding
distances as point with 10cm intervals.
4. Set the stopwatch and determine the time it
takes the car to travel from 0 cm to each marked
distance. For every marked distance, make three
trials in recording the time.
5. Calculate the average time traveled.
6. Using the distance and average time traveled,
compute the average velocity using the
 d
equation: v=
t
7. Plot the position versus time graph. Trace the
line to determine the shape of the graph.

Questions and Analysis:

1. How do you compare each of the computed
average velocity to the slope of the graph?
2. What is the shape of the graph if you plot the
average speed vs time?

Heat Transfer Infer the conditions

necessary for heat transfer
to occur Heat Transfer

Objective:
1. Observe and describe convection of heat through
liquids

Materials:
2 transparent containers (drinking glass, beaker, bottle)
dropper
hot water
cold water
piece of cardboard

Procedure
1. Fill one of the glass containers with tap water.
2. While waiting for the water to become still, mix
in a separate container a few drops of food
coloring with a small amount of very cold water.
(You may also make the food coloring cold by
placing the bottle inside the refrigerator for at
least an hour before you perform the activity.)
 3. Suck a few drops of cold food coloring using the
dropper and slowly dip the end of the medicine
dropper into the container with tap water, down
to the bottom. See to it that the colored water
does not come out of the dropper yet until its
end reaches the bottom of the container.
4. Slowly press the dropper to release a small
amount of the liquid at the bottom of the
container. Then slowly remove the dropper from
the container, making sure not to disturb the
water. Observe for few minutes.
5. Fill the other container with hot water.
6. Place the cardboard over the top of the
container with hot water. Then carefully place
the container with tap water on top of it. The
cardboard must support the container on top.

Questions and Analysis:

1. Does the food coloring stay at the bottom of the
container or does it mix with the liquid above it?
2. What happens to the food coloring after placing
the container above the other container? Why
does this happen?
3. How is heat transfer taking place in the setup?
Where is heat coming from and where is it
going?
4. Is there a transfer of matter, the food coloring,
involved during the transfer of heat?

Grade 8 Mechanical Energy Identify and explain the Potential Energy and Kinetic Energy August 18, 2022
factors that affect
potential and kinetic energy Objective:
1. Understand how energy transforms to one form and
another.

Materials:
1 clear plastic container with cover
1 rubber band
1 pc 3-cm round barbecue sticks
1 pc barbecue stick with sharp part cut
masking tape

Procedure:
1. Make a hole at the center of the cover and at the
bottom of the plastic container.
2. Insert the rubber band into the hole at the bottom of
the container. Insert in between the rubber band the 3-
cm barbecue stick. Tape the barbecue stick to
keep it in place.
3. Insert the other end of the rubber band into the hole
in the cover. Insert a bead or a washer to the rubber
band before inserting the long barbecue stick.
4. You just made a toy. Twist the rubber band by
rotating the long barbecue stick.
5. Lay the toy on the floor. Observe it.

Questions and Analysis:

1. What happens to the toy?
2. What kind of energy is ‘stored’ in the rubber band?
3. What kind of energy does a rolling toy have?
4. What transformation of energy happens in a rolling
toy?
 Investigates the effect of Speed of Sound
The Propagation of temperature to August 26, 2022
Sound the speed of sound Objective:
1. To verify that temperature affects the speed of sound.

Materials:
Tuning Fork
3 Bowls filled with water of different temperature
Colored Papers
Ruler

Procedure:
1. Place one bowl of water (warm)
2. Strike the prongs of the tuning forks so that they
will vibrate.
3. Immediately put the fork into the bowl of warm
water. Observe what happens.
4. Measure how far the water jumps out from the
bowl.
5. Record your observation.
6. Repeat the same steps 1 to 5 for the tap and
cold water.

Questions and Analysis:

1. How does temperature affect sound?
2. What are the factors that affect the speed of
sound?
Grade 9 Momentum Relate impulse and Conservation of Momentum
momentum to
collision of objects Objective:
  1. Understand how momentum is conserved within a
Infer that the total system.
momentum before and
after collision is equal Materials:
15 pcs Marbles
2 pcs Meter sticks
Improvised plane

Procedure:
1. Set up 8 marbles in a straight line on the
improvised plane.
2. Arrange the marbles close to each other so as no
space should be between them.
3. Get another piece of marble and strike it on one
end of the arranged marbles. Observe what will
happen.
4. Repeat step 3, but this time use 2 marbles.
5. Repeat step 4, but this time use 3 marbles.

Questions and Analysis:

1. What have you observed after hitting the set up
with one marble?
2. What happened to the set up after using more
marbles?
3. IF you are going to use 5 marbles, what do you
think will happen?
4. How are you going to explain the law of
conservation of momentum based from the
experiment performed?
Grade 10 Light: Concave and Predict the qualitative Refraction in a Glass! September 1, 2022
Convex Lenses characteristics (orientation,
type, and magnification) of Objective:
images formed by plane 1. Recognize different images formed by lenses.
mirrors and curved
mirrors and lenses Materials:
1. a clear drinking glass or mug
2. spoon
3. water

Procedure:
1. Prepare a clear drinking glass or mug with a
spoon.
2. Pour water into the glass/mug up to about 1
inch below the brim.
3. Observe how the spoon appears when viewed
on the sides in such a way that the eye and the
air-water boundary are at the same level.
4. Draw what you have seen inside the box
provided for.

Simple Electric Motors Explain how Build A Motor! September 12,

and Generators electric motors and 2022
generators operate Objective:
1. Construct an electric motor

Materials:
1. Coil of magnetic/ copper wire
2. Washers/paper clip
3. Magnets
4. Connecting wires
5. Battery/electricity source
Procedure:
Warning! Disconnect the DC motor model immediately
after making observations.
1. Wind the copper wire into a coil about 1 inch
(2.5 cm) in diameter. Make four or five loops.
Wrap the ends of the wire around the coil a
couple of times on opposite sides to hold the
coil together. Leave 2 inches (5 cm) projecting
from each side of the coil and cut off any extra
wire.
2. If you are using insulated wire, use the wire
strippers to strip the insulation off the ends of
the wire projecting from the coil. If you are using
enameled wire, use the sandpaper to remove
the enamel.
3. Position the washer/ paperclip opposite yet in
level with each such that it can hold the coil of
wire as shown in the figure.
4. Use the alligator clip leads to connect the
battery or power supply to the paper clips,
connecting one terminal of the battery to one
paper clip and the other terminal to the other
paper clip.
5. Testing of Model – Carefully pile with the three
neodymium/ axial magnets and the battery on a
level surface. Mount the shaped wire, with its
pivot part as a rotating point, over the positive
terminal of the battery. Check that the bottom
ends of the wire curl loosely around the magnets
forming a closed circuit. You now have a simple
DC electric motor model that we will simply call
a DC motor model. Give the current-carrying
shaped wire a gentle spin.
6. Observe and record what happens to the coil of
 wire. If your DC motor does not work, stretch
your tolerance, abilities, and knowledge.

Biology
Grade Topics Competencies Laboratory Activities Date
Level
Grade 7 Plant Cell and Animal Cell Differentiate plant and Animal Cell Vs Plant Cell
animal cells according to
presence or absence of Objectives:
certain organelles 1. identify parts of the cell;
2. describe plant and animal cells;
3. differentiate plant cells from animal cells;
4. construct a Venn Diagram to show parts that are
common to both and parts that are only found in either
plant or animal cells.

Materials:
sheet of paper
ballpen or pencil
Illustrations of an animal cell and a plant cell

Procedure:
 1. Study closely the diagrammatic presentations of
plant and animal cells and their parts.
2. Compare the shape and the different parts of a
plant cell with that of an animal cell.
3. Based on your answers and observations, create/
draw a Venn diagram of plant and animal cells on
a sheet of paper.

Questions and Analysis:

1. Which cell parts are found in both cells?
2. Which are present only in animal cells?
3. Which are present only in plant cells?

Grade 8 Cell Division - Compare mitosis and The Meiosis Model

meiosis, and their role in
the cell-division cycle Objectives:
1. Demonstrate how the process of meiosis happens.
- Explain the significance of 2. Describe how the daughter cells of gametes end up
meiosis in with half the number of chromosomes of the parent cell.
maintaining the
chromosome number Materials:
14 yellow toothpicks
14 red toothpicks
Transparent tape
Scissors
Color pencil (blue and pink)

Procedure:
1. The girls will demonstrate how an egg cell divides
and color the circles pink. The boys will
demonstrate how a sperm cell multiplies and
color the circles blue.
2. Arrange two yellow toothpicks and two red
 toothpicks inside the circle provided on your
book. Use the transparent tape to put the sticks in
place. The toothpicks represent the two pairs of
chromosomes.
3. On the next circle, get another four yellow
toothpicks and four red toothpicks and place
them inside the circle. Put the toothpicks in place.
This is the next generation of meiosis.
4. In the next stage, you will see two circles side by
side. Get the same number of toothpicks as the
previous step. Divide the toothpicks from the
previous circle equally on each circle. Put the
toothpicks in place.
5. In the next stage, you will see four circles. Get the
same number of toothpicks as the previous circle.
Divide the toothpicks from the previous circle
equally in each circle. Put the toothpicks in place.

The one-way flow of - Analyze the roles of Small World

energy organisms in the
and the cycling of cycling of materials Objective:
materials 1. Demonstrate the processes involved in water cycle.
in an ecosystem  - Explain how materials
cycle in an Materials:
ecosystem Small aquarium Transparent Tape
Scissors Soil
Plastic cover Water
Small container Plastic toys (houses, cars, animals)

Procedure:
1. Get the small aquarium. Place an ample amount
of soil inside the aquarium. You may design it to
 have mountains, hills, etc.
2. Place the small container inside your terrarium.
This will be the reservoir of water. You may place
it in a hole and cover its sides with soil so that it is
not visible. Then fill it with water.
3. Place your toys in your terrarium. Arrange your
toys in such a way that your terrarium looks like a
small community.
4. Finally cover the whole terrarium with plastic
cover and seal it with a tape. Keep it tightly
sealed.
5. Place your terrarium under the sun and observe
what happens. Record your observation.

Grade 9 Species Extinction Relate species extinction to Extinct Species Profile

the failure of
populations of organisms to Objective:
adapt to 1. Determine the cause of extinction of different species
abrupt changes in the
environment Materials:
Books and Internet References

Procedure:
1. Research one extinct species, its background,
habitat, interesting facts and the cause of its
extinction.
2. Fill out the questionnaire provided.
3. Compare your profile with other classmates.
Determine the most common cause of extinction
and report it in class.
Photosynthesis Design and conduct an Photosynthesis
investigation to provide
evidence that plants can Objective:
manufacture their own 1. Determine if plants can manufacture their own food.
food
Materials:
Two young potted plants
Benedict’s Solution
Test tubes
Mortar and pestle

Procedure:
1. Get two potted plants. Keep one plant in direct
sunlight and the other one in a dark place for ten
days.
2. Observe what happens to the two plants. Record
your observations for ten days. Note the changes
taking place on each plant.
3. After ten days, cut off a leaf from each plant. Grin
each leaf in water using mortar and pestle. Be
sure to get enough sap out of each leaf.
4. Transfer the liquid obtained from the leaf in a test
tube. Add three drops of Benedict’s solution to
the test tube.
5. Place the test tube with Benedict’s solution in a
beaker with hot water for five minutes and record
your observations.
Grade 10 Feedback Mechanisms Describe the feedback Menstrual Cycle Graphing October 14,
mechanisms involved in 2022
regulating processes in the Objectives:
female reproductive system 1. Examine the events of the human menstrual cycle with
(e.g., menstrual cycle) regard to hormone levels, ovarian function, and uterine
structure;
2. Graph the changing levels of FSH, LH, estrogen, and
progesterone during the 28-day cycle.

Materials:
1. lab papers
2. graph paper
3. pens and pencils
4. colored pencils (optional)

Procedure:
1. Look at the “Data” portion of the lab, which shows
the events of the menstrual cycle.  Construct
“Graph A” using the data table and the data for
the relative levels of FSH and LH released from the
pituitary gland.
2. After completing Graph A, construct “Graph B”
using the data from the data table for the relative
levels of estrogen and progesterone released from
the ovary.
3. Make sure to notice that each graph has two
different y-axes, one for each of the hormones
listed.
 4. Compare the data that you graph to the diagram,
which shows changes in ovarian function and
uterine structure, and answer the questions.

Protein Synthesis Lab-Act

Proteins and Genetic Explain how mutations may November 11,
Mutations cause changes in the Objectives:  2022
structure and function of a 1. Explain the role of DNA, mRNA, ribosomes, amino acids
protein. and tRNA have in protein synthesis
2. List the name of the enzyme that carries out mRNA
transcription
3. Identify the correct bases to insert in a molecule of
mRNA being transcribed from a template DNA

Materials:
 
1. 20 DNA Template Cards (℅ teacher)
2. 64 Anti-Codon Cards or Anti-codon posters
3. Lab Paper snd pencil

Procedures:
1. Make sure you look at what the DNA Template
cards look like. 
2. Find the anti-codon translation
charts/posters/cards at the front of the room.
3. Pick up a DNA template card, write down the DNA
template card number, and transcribe it into
mRNA
4. With the mRNA sequence, go back to your desk
and the ribosomal student will write out the tRNA
anti-codon sequence
5. The tRNA student will search out the correct anti-
 codon card write down the corresponding  word.
6. After completing the sentence, a student in the
group will tell you his/her group sentence. If not
correct, have the group go over the same DNA
template. If correct, have the mRNA pick another
card from the teacher.

Note: Students may work alone or in groups (it is better to

assign one student to be the mRNA, another student to
write down the anticodons (ribosome) and the third
student to search out the proper words (tRNA). Every
sentence must have a start (ATG) and a stop (TAG) codon.
Data:  The following data was collected during this
experience:
 Chemistry
Grade Topics Competencies Laboratory Activities Date
Level
Grade 7 Solutions - Prepare different Properties of Solutions
concentrations of mixtures
according to uses and Objective:
availability of materials Compare the evidence gathered with the predictions you
made; and describe the properties of solutions based on
observations.

Materials:
6 cups water
6 pieces, spoons
either of the following: cheesecloth (katsa), old, white T-
shirt or filter paper
2 tablespoons each of the following: sugar, salt, mongo
seeds,
powdered juice, cooking oil, vinegar
12 clear bottles or cups
2 pieces each, measuring spoons (½ tsp and 1tsp)
2 pieces each, measuring cups (½ cup and 1cup)
3 funnels or improvised funnel made from 500 mL plastic
bottle
1 funnel rack

Procedure:
1. Predict which among the given samples will dissolve in
water. Write your predictions in column 2 of Table 1.
2. Put one cup of water in each of the cups.
3. Add ½ teaspoon of each of the six samples. Use the
teaspoon to dissolve as much of each sample as possible.
Use a different teaspoon for each of the cups.
4. Filter the mixture with filter paper. You may use “katsa”
or old, white T-shirt with the improvised funnel from
 plastic bottle.

Answer the following questions:

a. Describe the mixture that resulted after mixing. Write
your answer in column 3.
b. How many phases do you observe? Write your answer
and observations in column 4.
c. Identify the solute in each of the mixtures.
d. What is the solvent in each of the mixtures?
e. In which mixture were you able to separate the
components (solute and solvent) by filtration? Write your
observations in column 5 of Table 1.
f. Which of the samples are solutions? Write your answer
in column 6.

Substances and Mixtures Distinguish mixtures from Mixtures : Acid or Base

substances based on a set
of properties Objective:
Find out if a given sample is acidic or basic using the plant
Indicator

Materials:
1 pc mature, dark violet eggplant or camote leaves of
Mayana or Baston ni San Jose
alum (tawas) powder
sharp knife or peeler
small casserole or milk can
plastic egg tray or small transparent plastic cups
brown bottle with cover
alcohol lamp
tripod
Procedure
1. Peel an eggplant as thin as possible. (You may also use
the skin of purple camote or the leaves of red mayana or
Baston ni San Jose.) Cut the materials into small pieces
and place in a small casserole or milk can. You may keep
the flesh of the eggplant or camote for other purposes.
2. Add about ⅓ to ½ cup tap water to the peel depending
on the size of the eggplant or camote used. Boil for 5
minutes. Stir from time to time.
3. Transfer the mixture into a bottle while it is still hot.
There is no need to filter, just remove the solid portion.
The mixture may change if left in open air for more than 5
minutes.
4. Immediately add a pinch (2-3 matchstick head size) of
alum (tawas) powder into the solution or until the
solution becomes dark blue in color. Stir well while still
hot. This is now the indicator solution.

Part B. Determining the acidity or basicity of some

common household items
In this part of the activity, you will find out if a given
household material is acidic or basic using the plant
indicator you have prepared in Part A.

Materials Needed
plant indicator prepared in Part A
vinegar
distilled water
tap water
baking soda
baking powder
calamansi
Other food/home items with no color:
(toothpaste, shampoo, soap, detergent, fruit juice like
 buko juice, sugar in water, soft drink)
2 plastic egg trays or 12 small plastic containers
6 droppers
6 plastic teaspoons
stirrer (may be teaspoon, barbecue stick or drinking straw)

Procedure
1. Place one (1) teaspoon of each sample in each well of
the egg tray.
2. Add 8-10 drops (or ½ teaspoon) of the plant indicator to
the first sample.
Note: If the sample is solid, wet a pinch (size of 2-3 match
heads) of the solid with about ½ teaspoon of distilled
water.
3. Note the color produced. Record your observations in
column 2 of Table 1.
4. Repeat step number 1 of Part B for the other samples.
5. Determine the acidic or basic nature of your sample
using the color scheme below for eggplant or camote
indicator and record the nature of
each sample.

Strongly acidic: red to pale red

Weakly acidic: blue
Weakly basic: green
Strongly basic: yellow

Grade 8 Atoms and Molecules -Explain the properties of Atoms and Molecules
solids, liquids,
and gases based on the Objective:
particle nature of -Make a model of the different particles of matter.
matter; -Understand the concept of atoms and molecules with the
  use of models.
-Explain physical changes in
terms of the Materials:
arrangement and motion of 1 red gum drop
atoms and 3 green gum drop
molecules 1 yellow drop
9 white small marshmallows
1 plastic bag 3” by 7”
30 toothpicks

Procedure:
1. With the use of a toothpick to represent a
covalent bond, make a model of the following
molecules;
a. H2- two marshmallows attached by a
toothpick
b. HCl- with the use of a toothpick, poke a hole
into the center of a marshmallow then stick
the toothpick to the green gum drop. Do not
attach them. Put them in the plastic bag. Tie
the open end of the plastic bag.
c. H2O- using the toothpick, attach two
marshmallows to the red gum at right angle
with each other.
d. Cl2- attach two green drops with a toothpick
e. H2S- Using a toothpick, attach each of the two
marshmallows to the yellow gum drops at
right angle with each other.

2. Answer the following questions:

a. Which of the models have the same color of
candies?
b. What kind of substances are these models
that have the same color? An element or a
compound?
c. Why are they represented with the same
 color?
d. Which of the following models contain
different colors of candies?
e. What kind of substances are these models
that have different colors? An element or a
compound?
f. Why are they represented with the different
color?

Grade 9
Grade 10 Behavior of Gases Investigate the relationship Boyle’s Law February 9,
between 2023
1. volume and pressure at Objective: Investigate the relationship between volume
constant temperature of and pressure of gases at constant temperature.
gas;
2. volume and temperature
at constant pressure of gas. Materials:
1. 25 mL syringe
2. glue stick
3. set of weights
4. ruler
5. candle or glue gun
6. 5” x 3” illustration board
7. 6” x 4” x 0.25” wood
8. match (if you opted to use candle)

Procedures:
1. Pull the syringe’s plunger to fill it with air. See to it that
the reading is
at approximately 25.0 mL.
2. Seal the syringe’s opening with the melted glue stick.
3. Make a hole that is close to the size of the opening of
the syringe in a
6” x 4” flat wood. Screw the flat wood on a stable object.
 In an upright
position, insert the sealed part of the syringe in the hole
of the wood;
be sure it is sturdy.
4. Paste a 5” x 3” illustration board at the end of the
syringe’s plunger. This will serve as the weights’ holder.
You have just made a Boyle’s Law Apparatus. 
5. Place a 200-g weight on the holder and get the volume
reading.
6. Place one at a time different weights on the syringe’s
plunger.
If you do not have set of weights, you may use books of
the same kind.
Don’t forget to get the mass of each book.
7. Record the mass of the volume reading using a table (℅
teacher)

Collision Theory and the Explain how the Coffee Break!

Factors Affecting the factors affecting rates of March 27,
Rates of Chemical chemical reactions are Objective: Identify the evidence of chemical reaction 2023
Reactions: Catalyst and applied in food
Temperature preservation and materials Materials:
production, control of fire, 1. 2 Sachets Coffee powder
pollution, and 2. 2 Cups
corrosion 3. Coldwater
4. Hot water
5. 2 tsp sugar
6. 2 tsp of milk

Procedure:
1. Pour the coffee into the cups. (Hot water for Cup A and
Cold Water for Cup B). 2. Pour 1 tsp of sugar and milk in
each cup.
3. Stir the contents of Cup A and do not stir the contents
of Cup B.
4. Taste the mixture in each cup.

Guide Questions:
1. Which coffee mixture tastes better? Why?
2. Does temperature affects the taste of the mixture?
Why?
3. Does stirring affect the taste of the mixture? Why?