7

SCIENCE
Third Quarter – Module 3
Waves: Carriers of Energy

Department of Education ● Republic of the Philippines

Science – Grade 7
Alternative Delivery Mode
Third Quarter – Module 3: Waves: Carriers of Energy
First Edition, 2020
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Published by the Department of Education

Regional Director: Dr. Arturo B. Bayocot, CESO III
Assistant Regional Director: Dr. Victor G. De Gracia Jr. CESO V

Development Team of the Module

Author/s: Ron Chiryl P. Sejalbo Nobhe Grace G. Pino
Reviewers: Mitzie Marish L. Bocayong Gloria V. Salvacion
Michael O. Sabayton Norlyn Q. Lobido
Evaluators: Marecel B. Compania Rolando T. Luna
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Ivan M. Guillena Marisol P. Moreno
Rizza Mae L. Serino Janeth D. Arabes
Michelle S. Balat
Illustrator and Layout Artist: Spark Erl E. Balicog Nobhe Grace G. Pino
Remegio C. Adlaon Jr.

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Co-Chairpersons: Dr. Victor G. De Gracia Jr. CESO V
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 7
Science
Third Quarter – Module 3
Waves: Carriers of Energy

This instructional material was collaboratively developed and

reviewed by educators from public schools. We encourage teachers and
other education stakeholders to email their feedback, comments, and
recommendations to the Department of Education - Region 10 at
region10@deped.gov.ph.

Your feedback and recommendations are highly valued.

Department of Education ● Republic of the Philippines

 Introductory Message
For the Learner
Welcome to the Science 7 Alternative Delivery Mode (ADM) Module on
Waves: Carriers of Energy!

Have you ever wondered how waves behave? This module will help you
understand the characteristics of a wave and properties of sound wave that can
be transmitted through energy. It will also give us thoughts on its special role in
the physical world. Come and join us as we unfold the mysteries of waves as
energy carriers.

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time.
You will enable to process the contents of the learning resource while being an
active learner.

This module has the following parts and corresponding icons:

What I Need to Know This gives you an idea of the skills you are
expected to learn in the module.

What I Know This part includes an activity that aims to

check what you already knew about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief review to help you connect the

current lesson with the previous one.

What’s New In this portion, the new lesson is introduced

to you in many ways in a form of story, song,
poem, problem opener, activity or situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

iv
 Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given to

you to enrich your knowledge or skill of the
lesson learned. This also tends the retention
of learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part
of the module. Use your Science activity notebook in answering the
exercises.
2. Don’t forget to answer What I Know before moving on to the other
activities included in the module.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and in checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with
it.

If you encounter any difficulty in answering the tasks in this module, do

not hesitate to consult your teacher or facilitator. Always bear in mind that you
are not alone.

We hope that through this material, you will experience meaningful

learning and gain a deep understanding of the relevant competencies. You can
do it!

v
 Table of Contents

What I Need to Know ---------------- 1

What I Know ---------------- 2
Lesson 1 – Characteristics of a Wave - - - - - - - - - - - 4
What’s In ---------------- 4
What’s New ---------------- 5
What is It ---------------- 6
What’s More ---------------- 9
Lesson 2 – Sound Waves ---------------- 10
What’s In ---------------- 10
What’s New ---------------- 11
What is It ---------------- 11
What’s More ---------------- 14

What I Have Learned ---------------- 15

What I Can Do ---------------- 16
Assessment ---------------- 17
Additional Activities ---------------- 19
Answer Key ---------------- 20
References ---------------- 22

vi
 What I Need to Know

Individuals love to go to the seashore particularly during summer. Seeing

waves in the seashore, listening to the music, and feeling of the sun's rays
appear to be unwinding.
When you throw a stone into a lake, water waves spread out from the
splash. When you strum the strings of a guitar, sound waves carry the noise all
around you. When you switch on a lamp, light waves spread all over the room.
Water, sound, and light waves differ in important ways but they all share the
basic characteristics of a wave motion.
This module is designed and written with you in mind. It is here to help
you master the characteristics of waves. The scope of this module permits it to
be used in many different learning situations. The language used recognizes
the diverse vocabulary level of students. The lessons are arranged to follow the
standard sequence of the course.
After going through this module, you are expected to:

1. infer that waves carry energy (S7LT-IIIc-4); and

2. describe the characteristics of sound using the concepts of wavelength,

velocity, and amplitude (S7LT-IIId-7).

1
 What I Know

Directions: Choose the letter of the correct answer. Write your answers in
your Science activity notebook.

1. It is a kind of disturbance that transmits energy through a medium.

A. Force C. Mechanical wave
B. Electricity D. Electromagnetic wave

2. In what way do mechanical waves transport energy from one place to

another?
A. Particles traveling in a vacuum
B. Vibrating and traveling particles
C. Particles traveling with the wave
D. Alternately vibrating particles of the medium
3. What is the amplitude of the wave in the diagram below?
0.080 m

0.060 m

A. 0.03 m C. 0.05 m
B. 0.04 m D. 0.06 m

For items 4-5, consider the diagram below.

4. What letter in the diagram shows the wavelength of a wave?

A. A C. C
B. B D. D
5. What letter in the diagram shows the amplitude of a wave?
A. A C. C
B. B D. D

2
6. What type of mechanical wave is created through areas of compression and
rarefaction?
A. Light B. Electromagnetic C. Longitudinal D. Transverse
7. It refers to the number of cycles occurring per unit time.
A. Amplitude B. Frequency C. Period D. Wavelength
8. What do you call the highest point of a wave?
A. Crest B. Periods C. Time D. Trough
9. It refers to the highness or lowness of sound.
A. Loudness B. Noise C. Pitch D. Timbre
10. It is a quality of a musical sound which is used for differentiating two sounds
with the same frequency.
A. Loudness B. Noise C. Pitch D. Timbre
11. What type of wave moves the particles parallel to the motion of the wave?
A. Electromagnetic B. Longitudinal C. Transverse D. Water
12. What do you call the part of a longitudinal wave where particles are spread
out?
A. Amplitude B. Crest C. Compression D. Rarefaction
13. Which statement is true about pitch?
A. Pitch is directly proportional to intensity.
B. Pitch is inversely proportional to intensity.
C. Pitch is directly proportional to frequency.
D. Pitch is inversely proportional to frequency.
14. How does the individual particle of the medium in a transverse wave move?
A. In circles
B. In ellipses
C. Parallel to the direction of travel
D. Perpendicular to the direction of travel
15. It is an instrument that measures sound intensity.
A. Microscope C. Telescope
B. Oscilloscope D. Stethoscope

3
 Lesson
Characteristics of a Wave
1

What’s In

Activity 1: Arrange Me!

Directions: Arrange the following jumbled letters to form a word about motion.
The descriptions provided below will help you unlock this task.
Write your answers in your Science activity notebook.

Refers to the length of the entire path that the

1. ECSINATD
object travelled

2. DESEP Refers to the distance over time of a moving object

3. LYVOTICE Refers to the rate of change in displacement

Refers to the rate of change in speed or velocity of

4. NAOTECECLRAI
an object

Refers to the distance from the initial to the final

5. MIDCETALPENS
point of an object

4
 What’s New

Activity 2: Crossword Puzzle!

Directions: Complete the crossword puzzle by filling in the correct word. You
can use the words in the word box to help you find the answers.
Write your answers in your Science activity notebook.

Down Across
1. It is the number of waves produced 3. It is the distance from a crest to
per second. the next crest.
2. It refers to the distance travelled per 5. It is the height of a wave.
unit time.
4. It refers to how long it takes a wave
to travel a distance equal to a
wavelength.
WORD BOX
amplitude frequency wavelength

crest period wave speed

5
 What is It

What is a wave?

A wave is a transfer of energy through a medium from one point to

another. Some examples of waves include water waves, sound waves, and
radio waves. A medium is a matter in which waves can travel and transfer
energy. Waves that require a medium such as water waves, sound waves, and
waves along a coiled spring (slinky toy) are called mechanical waves while
waves that do not require a medium to travel are called electromagnetic
waves.

Types of Mechanical Wave

1. Transverse wave is a wave in which particles of the medium move

perpendicular to the direction of the motion of the waves.

2. Longitudinal wave is a wave in which the particles of the medium vibrate

parallel to the direction of the motion of the waves.

Parts of a Wave

Consider the diagram below.

Figure 1. Transverse Wave

The broken line which is drawn through the center of the diagram
represents the rest position. This is the position that the string would assume
when there is no disturbance moving through it. The crest is the highest point

6
of a wave. Points A, E, and H represent the crests of the wave. The trough is
the lowest point of a wave. Points C, F, and J represent the troughs of the wave.

In a longitudinal wave, compression is a point where the coils are

close together or has the maximum density. A rarefaction is a point in the
spring where the coils are spread out or has minimum density. Consider the
diagram below.

compressions

rarefactions

Figure 2. Longitudinal Wave Source: Science 7 Learners Material

Characteristics of a Wave

Figure 3. Parts of a Wave Source: Science 7 Learners Material

1. Wavelength (λ) - is the length of one complete wave that can be

measured as the distance from a crest to the next crest or from a trough
to the next trough.
2. Amplitude (A) - refers to the maximum height of a particle on the
medium from its rest position. It is the distance from the rest position to
crest (or trough).

7
3. Period (T) - is the time to make one complete cycle. It is the reciprocal
of frequency. It is measured in second (s). A formula is provided below:

Period = 1 / frequency

1
𝑇=
𝑓

4. Frequency (𝑓) - refers to the number of crests or waves that pass a

fixed point per second. It is measured in Hertz (Hz), named after German
Physicist Heinrich Hertz. One Hertz is equal to one wave per second
(1/s). The formula is given below:

Frequency = 1 / period

1
𝑓= T

5. Wave speed (𝑣) - is equal to the wavelength multiplied by its frequency.

The SI unit for wave speed is meter per second (m/s). The formula is
given below:

Wave speed = wavelength x frequency

𝑣 = λ x𝑓

8
 What’s More

Activity 3: Fill Me!

Directions: Fill in the blanks below using the words inside the box. Write your
answers in your Science activity notebook.

amplitude frequency period

crest Hertz rarefaction

compression longitudinal transverse

electromagnetic mechanical wavelength

1. Wave motion that is parallel to the wave direction is described as

_____________ wave.
2. The time to make one complete cycle is _____________.
3. The distance between successive crests of a wave is __________.
4. Wave motion that is perpendicular to wave direction describes a
_____________ wave.
5. The number of waves that passes a given point in time is _____________.
6. ____________ is a kind of wave that does not need a medium.
7. The highest point of a wave is called ___________.
8. The unit for frequency is ____________.
9. The part of a longitudinal wave where there are fewer particles is called
______________.
10. A region in a medium of longitudinal wave where molecules are packed is
called _____________.

9
 Lesson
Sound Waves
2
What’s In

Activity 1: Match Me!

Directions: Match the definitions in Column A to the terms related to sound
waves in Column B. Write the letter of your answer in your Science
activity notebook.

Column A Column B
1. Lowest point of the wave A. Crest
2. Highest point of the wave B. Trough
3. Distance between two consecutive crests C. Amplitude
4. Signifies the original position of the medium D. Frequency
5. Distance from the line of origin to a crest E. Wavelength
or trough of a wave F. Line of Origin

10
 What’s New

Activity 2: Complete Me!

Directions: Complete the statements by choosing the correct answer from the
word box provided. Write your answers in your Science activity
notebook.
Word Box
pitch infrasonic ultrasonic
decibel loudness intensity

1. _____is known as the highness or lowness of sound.

2. Vibrational frequencies beyond 20 000 Hz is called _______
frequencies.
3. Extremely low frequencies are known as _________ frequencies.
4. The amplitude of a sound wave determines its ______ or volume.
5. The unit of intensity level for sound is the __________ which is named
after Alexander Graham Bell.

What is It

Properties of Sound
Sound is a form of energy produced by vibrating objects. These
vibrations create sound waves which move through a medium before reaching
our ears. Since it is a wave, we can relate its properties to the characteristics
of sound wave. The basic properties of sound include pitch, loudness, and
timbre (tone).

Pitch

The highness or lowness of sound is known as the pitch or a musical

note. A higher frequency sound has a higher pitch, and a lower frequency sound
has a lower pitch. The figure below shows that a high frequency wave has a lot

11
of vibrations per second, and a low frequency wave has few vibrations per
second.

Figure 4. Pitch of a Sound

The human ear can only sense within the frequency range of 20 Hertz
(Hz) to 20,000 Hertz. Vibrational frequencies beyond 20,000 Hz is called
ultrasonic frequencies while extremely low frequencies are known as
infrasonic frequencies. On the other hand, animals like dogs can hear sounds
as high as 50,000 Hz while bats can detect as high as 100,000 Hz.

Loudness
The amplitude of a sound wave determines its loudness or volume. The
figure below shows that a high amplitude sound means louder sound, and a
low amplitude sound means softer sound. The vibration of the source sets the
amplitude of a wave. More energetic vibration corresponds to larger amplitude.

Figure 5. Loudness of a Sound

Loudness is also determined by the sensitivity of ear. It is subjective but

is still related to the intensity of sound. In fact, despite the subjective variations,
loudness varies nearly with intensity. Intensity is one indicator of amplitude. It
refers to the amount of energy. Table 1 shows varying intensity of sound. Sound
intensity is measured by various instruments like the oscilloscope.

12
 Table 1. Sound Levels of Different Sound Sources

The unit of intensity level for sound is the decibel (dB), which was named
after Alexander Graham Bell who invented the telephone. On the decibel scale,
an increase of 1 dB means that sound intensity is increased by a factor of 10.
A logarithmic scale is used to describe sound intensity, which roughly
corresponds to loudness.

Timbre
Timbre is a quality of a musical sound which is used for differentiating
two sounds with the same frequency. Every sound that we hear is dependent
on its source. Sound timbre is defined by the characteristic sound waveform
which is dependent on the material through which it is produced.
Below is a picture that explains the different types of waveforms and
gives an idea of how timbre appears.

Figure 6. Sound Timbre of Different Sources

Any sound consists of more than one frequency and most of these
additional frequencies are known as harmonics. For sound to possess timbre,

13
it must have one fundamental frequency and seven or more additional
harmonics. The following are the characteristics of timbre: dull, cold, rich,
delicate, thick, thin, heavy, clean, nasal and light. Noise is a sound wave that is
distorted and not pleasing to the senses.

What’s More

Activity 3: PLUCK ME!

Directions: Make a sounding box using the materials listed below by following
the given procedures.
Materials
 Rubber bands
 Shoe box (or any box) without cover
 Sticks
Procedure
1. Copy Table 2 in your Science activity notebook.
2. Place the assorted rubber bands from 3 rubber bands
Thinnest/

thinnest to thickest. In the absence of 1 rubber bands

varied thickness of rubber bands, you

may use identical bands but vary by Thickest/
4Thickest/
rubber bands
4 rubber bands
2 rubber bands
increasing the number of the four
rubber bands around the box as shown
Figure 7. Sounding box
in figure 7.
3. Pluck or abruptly pull and release each rubber band and listen to the sound
it produces.
4. Describe the sound produced and record your findings on Table 2.
Table 2. Description of Sound Produced
Number of Description of Sound Produced
Rubber Bands (high, low)
Without stick With stick
1
2
3
4

14
5. Place the bamboo or wood stick across the Stick

box (on its edge) to form a bridge as shown in

Figure 8.
Figure 8. Sounding
Box with Stick

6. Pluck or abruptly pull and release each rubber band again. Is the sound
produced still the same?
7. Record your observations in table 2 and compare the sound it produces.

Questions:

1. Does increasing the number of rubber band affect the pitch produced in the
sounding box? How?
2. Compare the sound produced using 4 rubber bands with and without the
bridge/stick in place. What change does the stick make on the sound
produced?

What I Have Learned

Directions: Match the following descriptions in Column A with the correct

terms in Column B. Choose the letter of the best answer. Write
the chosen letter in your Science activity notebook.
Column A Column B
1. The distance of a crest or trough A. Amplitude
from the midpoint of a wave B. Frequency
2. The distance from a crest to the next C. Period
crest or a trough to the next trough D. Trough
3. The number of waves or vibrations E. Wave Speed
produced per second F. Wavelength
4. The time it takes a wave to travel
a distance equal to a wavelength
5. The distance traveled by a wave
crest in one period

15
 What I Can Do

Directions: Feel the vibration in your throat using your palm while saying your
name in 4 different ways (whispering, humming, talking and
shouting). Copy and answer the table based on your observations
in your Science activity notebook.
Table 4. Modes of Producing Sound
Modes of Producing Sound
Whisper Hum Talk Shout
Compare the modes
of producing sound None None None None
by encircling the
word that best Weak Weak Weak Weak
describes the
strength of the Medium Medium Medium Medium
vibrations you felt.
Strong Strong Strong Strong

How does the Loud Loud Loud Loud

vibration change as whispers, humming, talking, shouting,
volume changes? __________ __________ __________ ________
Write weak or vibration vibration vibration vibration
strong on the
blanks provided. Soft Soft Soft Soft
whispers, humming, talking, shouting,
__________ _________ _________ ________
vibration vibration vibration vibration

EXCELLENT! You are now done with all the

activities in Module 3. Ready for the Assessment?

16
 Assessment

Directions: Choose the letter of the correct answer. Write your answers in your
Science activity notebook.

1. What does a wave carry?

A. Energy B. Matter C. Molecule D. Particle

For items 2-3, consider the diagram below:

2. Which letter represents the amplitude of a wave?

A. A B. B C. C D. D
3. Which letter represents the wavelength?
A. A B. B C. C D. D
4. On the decibel scale, an increase of 1 dB means that sound intensity is
increased by a factor of ________.
A. 10 B. 20 C. 100 D. 200
5. It is a wave which is distorted or unpleasant sound to the senses.
A. Loudness B. Noise C. Pitch D. Timbre
6. A low frequency sound has a _______ pitch.
A. low B. high C. moderate D. strong
7. It is an extremely low vibrational frequency.
A. Infrasonic frequency C. Supersonic frequency
B. Megasonic frequency D. Ultrasonic frequency

17
8. In what way do mechanical waves transport energy from one place to
another?
A. Particles travelling in a vacuum
B. Vibrating and traveling particles
C. Particles traveling with the wave
D. Alternately vibrating particles of the medium
9. What is the SI unit of frequency?
A. Hertz C. Meter per second
B. Meter D. Second
10. Which of the following is the symbol used for wavelength?
A. ᶿ B. v C. f D. λ
11. What is the lowest point of a transverse wave?
A. Compression C. Rarefaction
B. Crest D. Trough
12. It refers to the distance in which the wave travels per unit time.
A. Amplitude C. Wavelength
B. Frequency D. Wave speed
13. It refers to the highness or lowness of sound.
A. Loudness C. Pitch
B. Noise D. Timbre
14. It refers to the number of cycles occurring per unit time.
A. Amplitude C. Period
B. Frequency D. Wavelength
15. It is a vibrational frequency beyond 20 000 Hz.
A. Infrasonic frequency C. Supersonic frequency
B. Megasonic frequency D. Ultrasonic frequency

18
 Additional Activities

Directions: Your ears do a lot for you from receiving to distinguishing different
sounds and appreciating music. They contain the smallest bones
(hammer, anvil, and stirrup) in your body and yet are responsible
for listening and understanding communication. You need to
clean and safeguard your ears in order to hear efficiently.
Because you love your ears, enumerate five ways in taking care
of them. Write it in your Science activity notebook.

Five Ways in Taking Care of My Ears:

1. ___________________________________________________________
2. ___________________________________________________________
3. ___________________________________________________________
4. ___________________________________________________________
5. ___________________________________________________________

Congratulations! You have completed Module 4.

19
 20
Lesson 2 Lesson 2 Lesson 2
What’s More What’s New What’s In
Table 1. Pitch 1. B
Answers may vary 2. ultrasonic 2. A
based on actual 3. infrasonic 3. E
observations 4. loudness 4. F
Q1.Answers may 5. decibel 5. C
vary
Q2. Answers may
vary
Lesson 1
What’s
New
Lesson 1 What I
What’s More Know
1. longitudinal 1. C 11.B
2. period 2. B 12. D
3. wavelength Lesson 1 3. A 13. C
4. transverse What’s In 4. A 14. D
5. frequency 1. distance 5. D 15. B
6. electromagnetic 2. speed 6. C
7. crest 3. velocity 7. B
8. Hertz 4. acceleration 8. A
9. rarefaction 5. displacement 9. C
10. compression 10. D
Answer Key
 21
Assessment
1. A 11. D
2. B 12. D
3. D 13. C
4. A 14. B
5. B 15. D
6. A
7. A
8. B
9. A
10. D
What I Can Do
What I Have
Modes of Producing Sound
Learned
Whisper Hum Talk Shout
1. A
Q1 None Weak Medium Strong
2. F
Q2 Weaker Weaker Weaker Weaker
3. B
stronger stronger stronger stronger
4. C
5. E
 References

Books

Asuncion Alvie J., et al. 2017. Science 7 Learners Material. Pasig City:
Department of Education.
Evangelista, Eden V., et al. 2013. Science in Today's World. Quezon City:
SIBS Publishing House, Inc.
Felicerta, Corazon N., et al. 2013. Breaking Through Science 7. Quezon City:
C & E Publishing, Inc.
Project Ease- Physics, Module 16: Sound- Its Origin and Properties.
Department of Education
Padua, Alicia L., and Ricardo M. Crisostomo. Science and Technology Series:
Practical and Exploration Physics Modular Approach. Vibal Publishing
House, Inc., Metro Manila, 2003.

Internet Sources

BYJU’S The Learning App. Accessed June 4, 2020

https://byjus.com/physics/timbre/
Course Hero. Accessed June 5, 2020
https://www.coursehero.com/file/28791341/Waves-Intro-
PRACTICEdocx/
Physics Classroom. Accessed June 5, 2020.
https://www.physicsclassroom.com/class/waves/Lesson-2/The-
Anatomy-of-a-Wave.
Physics Classroom. Accessed June 4, 2020.
https://www.physicsclassroom.com/class/waves/Lesson-1/Categories-
of-Waves.
Quizizz. Accessed June 23, 2020.
https://quizizz.com/admin/quiz/5c3cf8f52579f6001ad6b715/waves-
types-parts.
Study Physics. Accessed June 23, 2020.
http://www.studyphysics.ca/newnotes/20/unit03_mechanicalwaves/chp
141516_waves/lesson44.htm.
“Properties of Sound Wave”. Accessed June 16, 2020.
https://www.ck12.org/book/ck-12-physical- science-for-middle-
school/section/20.1/.

22
“Science of Sound”. Young scientist lab. Accessed June 16, 2020
https://www.youngscientistlab.com/sites/default/files/lesson_plans/3_5_
EverydayScienceofSound.pdf.
“Learning Module Science 7”. Accessed June 16, 2020
https://www.slideshare.net/nairamode/g7-science-student-modules-
3rd-4th-qrtr.
“Sound Properties”. Accessed June 17,2020
https://www.teachengineering.org/activities/view/cub_energy2_lesson
05_activity1.

23
For inquiries or feedback, please write or call:

Department of Education – Region 10

Zone 1, DepEd Building Masterson Avenue, Upper Balulang

Cagayan de Oro City, 9000
Telefax: (088) 880 7072
E-mail Address: region10@deped.gov.ph