Q3 - Science7 - MODULE

SMILE
(SIMPLIFIED MODULE INTENDED FOR LEARNING ENCOUNTERS)
Learner’s Packet
Name: _________________________________________ __________________________
Section: _________________________________ Date: __________________________
SCIENCE 7
(Q3_LP1)
BACKGROUND INFORMATION FOR LEARNERS
Motion is a change in position with respect to a reference point. What is a reference

point? It is something that seems steady that is used to compare the position of an object.
Motion is very easy to recognize but has been very hard to describe. You must
remember that an object is said to be moving when it is travelling towards or away from a
reference point. There are several physical quantities that can quantitatively describe the
motion of objects. Some of them are through visuals and diagrams and by determining the
distance, displacement, speed, and velocity.
In this Learner’s Packet, you will describe motion in terms of distance and
displacement.
LEARNING COMPETENCY WITH CODE
MELC: Describe the motion of an object in terms of distance or displacement, speed

or velocity and acceleration
CG LC/ Code: S7FE-IIIa-1
1. Describe the motion of an object through visuals/diagrams;
2. Differentiate distance and displacement in terms of magnitude and direction;
3. Calculate the distance and displacement of a moving object.
ACTIVITIES/ EXERCISES
ACTIVITY 1:
INSTRUCTIONS/ GUIDE QUESTIONS: Read the scenario below and answer the
questions that follow the diagram.
1
Jun-Jun watches football games at Albay Sports Complex from under the bleachers.
He frequently paces back and forth to get the best views. The diagram below shows several
of Jun-Jun’s positions at various times. At each marked position, Jun-Jun makes a "U-turn"
and moves in the opposite direction. In other words, Jun-Jun moves from position A to B to C
to D.
Asis, Perfecto C. & Garcia, Jocelyn P.Science 7 Module (Region V). Motion in One Dimension (Distance
and Displacement Speed and Velocity)
Guide Questions:
1. What is the initial position of Jun-Jun? _______________
2. What is the final position of Jun-Jun? _______________
3. What is the position of Jun-Jun at 3 seconds? _______________
4. What is the position of Jun-Jun at 10 seconds? _______________
5. At what time does the position of Jun-Jun equals 35 meters? _______________
ACTIVITY 2: MY DAY AT THE PARK

INSTRUCTIONS/ GUIDE QUESTIONS: Read the information below and answer the
questions that follow.
One day, you went to the park with
your dog. There are lots of things that you
can see in the park. There’s a seesaw,
swing, bench and flowering plant. At the
right is a sketch of the park:
You first went to the bench, then
walked 2 meters North to reach the
seesaw. After that, you again walked 5
meters to the East to play in the swing.
Then you saw a beautiful flowering plant,
so you walked 2 meters South to the
flowering plant. You got tired and walked 5
meters to the West so that you could sit on Nieves,Kristina N. 2020. Science 7 LAS Q3 LP1, DepEd
the bench. Region V
Guide Questions:
Q1. What is the distance (how far was the path traveled) covered during your entire walk?
_________________________________________________________________________
2
Q2. What is the displacement (change in position) during your entire walk?
_________________________________________________________________________
Q3. What did you consider in order to determine the distance and displacement for the entire
trip?
_________________________________________________________________________
Q4. Based on your answer in questions 1-3, how will you differentiate distance and
displacement?
_______________________________________________________________________
ACTIVITY 3: MY HOME TO CHURCH
INSTRUCTIONS/ GUIDE QUESTIONS: Read the scenario below and answer the questions
that follow the diagram.
Every Sunday, Ren visited the church to attend the mass, and it took him about 1 minute to
walk from his home. Consider the road map and evaluate each statement below:
Descallar, Jane Harriette G.,Science Quarter 3 Module 1 Motion in One Dimension (Uniform Motion, DepEd
Regional Office IX, Zamboanga Peninsula
Write T if the statement is true, Write F if the statement is false.

________1. The total length of travel from his house to the church is called distance.
________2. The total distance of his travel is 3m.
________3. The distance between Ren’s position and the identified reference point is 5m.
________4. The shortest distance between his home and the church is called displacement.
________5. Distance is a vector quantity that includes both magnitude and direction.
ACTIVITY 4: LET US CALCULATE!

INSTRUCTIONS/ GUIDE QUESTIONS: Read and understand the concepts below then
answer the questions/problems that follow.
Distance and displacement are two quantities that are often interchanged. Distance is
the length of path an object has travelled. It is a scalar quantity because no direction is
involved. On the other hand, displacement refers to the change in position of an object. It is
also referred to as the shortest distance between the object’s two positions. Displacement is
a vector quantity because direction is involved.
To compute for the total distance travelled by an object, add up all the length of paths covered.
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Ex: An ant walked 4 inches to the East and another 5 inches in the same direction.
The ant’s total distance is: 4 inches + 5 inches = 9 inches
● The ant’s total distance is 9 inches.
To compute for the displacement of an object, when paths covered are in the same
direction, add the magnitude of the paths travelled and follow the common direction.
Ex: An ant walked 4 inches to the East and another 5 inches in the same direction.
The ant’s displacement is: 4 inches, East + 5 inches, East = 9 inches, East
● The ant’s displacement is 9 inches to the East
When the paths covered are in the opposite direction, subtract the magnitude of the
paths travelled. The final direction of the object is determined by following the direction of the
greater magnitude of the quantities being subtracted. However, if the object returns to its point
of origin, the displacement is zero.
Ex: The dog runs 8 meters to the East and 7 meters to the West. The dog’s
displacement is: 8 meters East – 7 meters West = 1 meter to the East
● The dog’s displacement is 1 meter to the East.
Answer the following:

1. Mina drives her scooter 7000 m North. She stops for lunch and then drives 5000 m South.
What distance did she cover? What is her displacement?
2. Tom walks 500m heading North and then 200m back. Compute for his total distance and
displacement covered.
3. Jane traveled 6km, E and then 9km, W. Find Jane’s distance travelled and displacement.
REFLECTION
In this activity, I learned that ……

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
I want to ask my teacher about

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
REFERENCES FOR LEARNERS
Guides:
Asuncion, Alvie J. et al., Science 7 Learner’s Material First Edition 2017 Department of
Education-Bureau of Learning Resources, DepEd Complex, Meralco Avenue, Pasig City
Philippines 1600
Asis, Perfecto C. & Garcia, Jocelyn P.Science 7 Module (Region V). Motion in One Dimension
(Distance and Displacement Speed and Velocity)
Nieves,Kristina N. 2020. Science 7 LAS Q3 LP1, DepEd Region V.
4
K to 12 Most Essential Learning Competencies (2020), Department of Education
Descallar, Jane Harriette G.,Science Quarter 3 Module 1 Motion in One Dimension (Uniform
Motion). DepEd Regional Office IX, Zamboanga Peninsula
ANSWER KEY:
ACTIVITY 1:
1. 50 m
2. -5 m
3. 15 m
4. -5m
5. 6 seconds
ACTIVITY 2: MY DAY AT THE PARK

1. 14 m
2. 0 m
3. The total length travelled and change in position.
4. Answer may vary
ACTIVITY 3: MY HOME TO CHURCH

1. T
2. F
3. T
4. T
5. F
ACTIVITY 4: LET US CALCULATE!

Distance; Displacement
1. 12 000 m ; 2000 m, N
2. 700 m ; 300 m, N
3. 15 m ; 3 km, W
DEVELOPMENT TEAM
Author/ Writer: Catherine L. Muyna
Content Editor: Rowena C. Muñoz, PhD
Language Editor: Myla M. Bobis
Lay-out Artist: Karen S. Legson
Education Program Supervisor: Jade O. Alberto, EdD
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SMILE
Learner’s Packet
Name: _________________________________________ __________________________
Section: _________________________________ Date: __________________________
SCIENCE 7
(Q3_LP2)
We live in a world where everything is in constant motion. A toddler learns to walk; a

little girl dances gracefully; and even birds that fly in the air are a concrete display of things
and objects in motion. The motion is either slow or fast—no in-betweens. This motion is best
influenced by such factors as direction, time, distance, speed, velocity or acceleration.
Speed is the rate at which an object moves. The speed of an object can be computed
by dividing the distance it travelled by the time it took to travel that distance (also called
elapsed time).
The SI unit used to express in speed is meter per second.
The direction in which an object moves is another important characteristic of motion.
With this, we use the term velocity. Velocity is a vector quantity, which includes not only the
rate but also the direction the object takes, it is the speed with direction. The SI unit used to
express velocity is meter per second.
Whenever there is a change in speed, a change in direction, or a change in both, there
is a change in velocity. This change in velocity describes acceleration. Acceleration is a vector
quantity. Since the SI unit used for velocity is meter per second (m/s) while the unit for time is
second (s), therefore, the unit of measurement used for acceleration is meter per second per
second (m/s/s) or meter per square second (m/s2).
https://static.vecteezy.com/system/resources/previews/000/509/450/original/signs-of-motion-vector.jpg
MELC: Describe the motion of an object in terms of distance or displacement, speed

or velocity, and acceleration.
CG LC/ Code: S7FE-llla-1

1. Describe the motion of an object in terms of speed, velocity & acceleration
2. Differentiate speed & velocity in terms of magnitude and direction;
3. Calculate the speed, velocity & acceleration of a moving object.
ACTIVITY 1: WHERE CAN YOU FIND ME?

Instructions: Consider the following signages, then answer the guide questions
below.
https://static.vecteezy.com/system/resources/previews/000/509/450/original/signs-of-motion-vector.jpg
Guide Questions:
1. Where can you find these signages?
2. What do these signages mean?
3. What similarities and differences do you see in the signages?
4. What quantities and units can you find in these signages?
5. Why do you need to familiarize yourself with or learn about these signages?
ACTIVITY 2: HOW FAST ARE YOU?

Instructions/Guide Questions: Task A. Read the situation given, then answer the
guide questions that follow.
May and June had a total path of 500 meters going to Kawa – Kawa from their home.
May consumed 10 minutes walking while June consumed 8 minutes. Going back home, May
took a shortcut where she walked 350 meters in 10 minutes.
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Total Path: 500 meters
8
mins
https://image.slidesharecdn.com/speedan
dvelocity-120228091612-
phpapp01/95/speed-and-velocity-6-
728.jpg?cb=1330421012
Figure : http://2.bp.blogspot.com/-
10 vZ53SshMqsU/U5nbTg9UOpI ,
mins /AAAAAAAALDI/kjQKlWUICqQ/s1600/DSC_2017.JPG
https://cdn.thinglink.me/api/image/644537684148092928/1024/10/scaletowidth/0/0/1/1/false/true?wait=true
Guide Questions:
1. Who walked faster? Why did you say so?
2. How do you compare their velocities?
3. How will you compare the speed of May in going to Kawa-Kawa with her speed in going
back home?
4. How do you compare May’s velocity in going to Kawa-Kawa with her velocity on her way
back home?
Task B. Speed, Velocity and Acceleration Calculations

Answer the following word problems by completing the table below using the speed,
velocity and acceleration formula. Show your solution for each problem (write the formula, numbers
with correct units, and the answer with the correct units and direction).
Part I. Speed Calculations:

s = distance/time = d / t
1. Calculate the speed for a car that went a distance of 125 kilometers in 2 hours time.
2. A baseball is thrown a distance of 60 meters. What is its speed if it takes 0.5 seconds to
cover the distance?
Equation Substitute the given into Final answer with Units

Equation
1.
8
2.
Part 2 - Velocity Calculations

v = displacement/time= x/t
1. Jessica jogs on a path that is 25 kilometers long to get to a park that is south of the
jogging path. If it takes Jessica 2.5 hours.
2. Bob rides his bicycle on a bike path that is 75 kilometers long to get to his house that is due
east of the bike path. If it takes Bob 15 hours.
Equation Substitute the given into Final answer with Direction

Equation Units
1.
2.
Part C. Acceleration Calculations

a = (Final Velocity – Initial Velocity) / Time = (vf – vo) / t
1. A car starts from a stoplight and is traveling with a velocity of 10 m/sec east in 20
seconds. What is the acceleration of the car?
2. In a summer storm, the wind is blowing with a velocity of 8 m/s north. Suddenly in 3
seconds, the wind’s velocity is 23 m/s north. What is the wind’s acceleration?
Equation Substitute the given into Final answer with Direction

Equation Units
1.
2.
9
ACTIVITY 3: LET’S LEVEL UP! CARD SORT ACTIVITY
Instructions/Guide Questions: Sort the given statements or facts under

SPEED, VELOCITY or ACCELERATION. Use your creativity in sorting the boxes containing
the statements or facts. Give a brief analysis about your choices.
Speed in a The rate of change of

SPEED VELOCITY given velocity which
includes speeding up,
o slowing down or
direction. changing direction.
A car traveling A person walking

The distance 300 miles in 5 50 meters per
ACCELERATION
an object hours. minute.
travels per
unit of time.
A snail moving 10 A rabbit hopping A horse galloping

35 feet per minute. A ball rolling West
meters per hour. East at 10 miles per
at 5cm per second. hour.
A plane traveling 500 A baseball thrown 90 A truck slowing Turning a corner

miles per hour from miles per hour toward down to stop at a on a motorcycle.
Houston to Dallas home plate. red light.
(North).
https://i.pinimg.com/originals/65/5f/b2/655fb26f890ba0ec44f99b692eefa802.jpg
Rubric for scoring:

5 3 2
Sorting/ Student sorted all facts or Student sorted mostly Student found difficulty
Organization statements correctly using sound the facts/ statements in sorting some of the
judgement and educated choices that he/she is so facts/ statements as
based upon his/her familiarity of familiar with using he/she has limited
the facts/statements his/her sound knowledge about them
judgement
Output Student made an in-depth Student tried to make Student failed to

Analysis analysis of the outputs as his/her an analysis but had analyze the outputs
conclusion is based on not shown clear correctly
meticulous observation
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reasons due to his/her
limited observation
Creativity The output is very creative. Student manifests an The output lacks
Student put in a lot of efforts and attempt at creativity creativity and shows
went beyond expectations to but short of creative limited or no effort at
express in detail what he/she imagination to deliver all
sees in the images. the efforts
REFLECTION:
I have learned that

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
I wish to ask my teacher about

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
REFERENCES FOR LEARNERS:
Textbooks:
Vengco, L. G., Religioso, T. F., & Navaza, D. C. (2013). You and the Natural World. Phoenix
Publishing House Inc.
Madriaga, E. A., Valdoz, M. P., Aquino, M. D., & Apolinario, N. A. (2015). Science Links
Worktext for Scientific and Technological Literacy (Revised Edition 2015). Rex Book
Store, Inc.
Department of Education. (2020). Contextualize and Inquiry Based Daily Lesson Plans in
Science 7 Third Quarter.
K to 12 Most essential Learning Competencies (2020), Department of Education
Internet Sources:
https://static.vecteezy.com/system/resources/previews/000/509/450/original/signs-of-motion-
vector.jpg
https://image.slidesharecdn.com/speedandvelocity-120228091612-phpapp01/95/speed-and-
velocity-6-728.jpg?cb=1330421012
11
https://cdn.thinglink.me/api/image/644537684148092928/1024/10/scaletowidth/0/0/1/1/false/
true?wait=true
https://www.mayfieldschools.org/Downloads/Speed_Velocity_Acceleration_Worksheet_Blan
k.pdf
https://worksheetstudent.com/8th-grade-science-speed-velocity-and-acceleration-worksheet/
https://i.pinimg.com/originals/65/5f/b2/655fb26f890ba0ec44f99b692eefa802.jpg
http://2.bp.blogspot.com/-
vZ53SshMqsU/U5nbTg9UOpI/AAAAAAAALDI/kjQKlWUICqQ/s1600/DSC_2017.JPG
ANSWER KEY:
ACTIVITY 1: WHERE CAN YOU FIND ME?

Answers may vary
ACTIVITY 2: HOW FAST ARE YOU?

TASK A.
1. June walked faster because he consumed less time than May to cover the same distance.
2. June’s velocity is higher than May’s velocity but in the same direction.
3. May’s speed in going to Kawa-Kawa is higher than her speed in going back home
because she covered a longer distance in going to Kawa-Kawa for the same length of time.
4. Her velocities are the same in magnitude but opposite in direction.
TASK B.
Part Item Equation Substitute the Final answer Direction

no. given into with Units
Equation
1 1 S = d/t S = 125km/2hrs 62.5 km/hr No direction
2 S = d/t S = 60m/0.5s 120m/s No direction
2 1 V= 2km/2hrs 10km/hr south

V=d/t
2 V= 75km/15hrs 5km/hr East
V=d/t
3 1 a = 10m/s-0 0.5m/s 2 East
a = Vf – Vo/t 20sec
2 a = Vf – Vo/t a = 23m/s-8m/s 5m/s 2 North

3sec
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ACTIVITY 3: LET’S LEVEL UP! CARD SORT ACTIVITY
Answers may vary
DEVELOPMENT TEAM
Author/ Writer: Amelia M. Gonzales
13
Name: ___________________________________________________________________
Section: Date: _____________
SCIENCE 7
(Q3_LP3)
Motion, is a change in position measured by distance and time, is something that we

usually observe in our surroundings. The easiest way to determine if there is motion is if an object
moves from one point to another. But there are several ways of describing the motion of an object
such as explaining it in words or using equations to describe the motion mathematically. Other
than these, one of the best ways to understand motion is through the use of visual representations
such as graphs and diagrams. Viewing an object on a motion diagram allows one to determine if
an object is at a constant rest, speeding up, or slowing down. To help us picture motion easier
here are some methods we can use.
Ticker Tape Diagram or Dot Diagram

One way to analyze motion is the use of Ticker Tape Diagram. Ticker Tape Diagram also
uses ticker tape timer to analyze motion. This is where a long tape is attached to an objectthat is
moving. The tape is threaded through a device that puts a 'tick' or impression on the tape at
regular time intervals. This leaves a line of dots on the tape, recording the object's motion. This
line of dots on the tape is called a ticker tape diagram. Just by looking at this diagram, you can
already figure out the type of motion that occurred at a glance.
Analyzing a Ticker Tape Diagram

The distance between dots on a dot diagram represents the object's position change
during that time interval. A large distance between the dots indicates that the object was moving
fast during that time interval. A small distance between the dots means that the objectwas moving
slow during that time interval. But whatever the spacing may be, if the spacing is not changing,
that tells you that the object moved at a constant speed. These are depicted inthe illustrations
below:
Source: http://www.physicsclassroom.com/Class/1DKin/U1L2b3.gif
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The analysis of a dot diagram will also reveal if the object is moving with a constant
velocity or accelerating. A changing distance between dots indicates a changing velocity and
thus an acceleration. A ticker tape diagram that starts off with closely spaced dots but moves
further apart as you go represents an object that is speeding up because the dots are getting
further and further apart. On the other hand, a ticker tape diagram that starts with dots spaced
further apart and gets closer as you go along represents an object that is slowing down
because the dots are getting closer and closer together. A constant distance between dots
represents a constant velocity and therefore, no acceleration. Dot diagrams for objects moving
with a constant velocity and with an accelerated motion are shown below:
Source: http://www.physicsclassroom.com/Class/1DKin/U1L2b3.gif
Source: https://study.com/cimages/multimages/16/slowingdown.jpg
TAPE CHARTS
The pictures below show diagrams of tape charts showing constant speed and
acceleration.
INTERPRETATIONS
▪ The distance of the dots is equally

distributed.
▪ All lengths of tape in the chart are of equal
length.
▪ The object is moving at a constant speed.
http://www.oneschool.net/Malaysia/UniversityandCollege/SPM/revisioncard/physics/forceand
motion/images/tickertape_clip_image002_000 1.jpg
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The distance between the dots increases uniformly.
▪ The length of the strips of tape in the
chart increasesuniformly.
▪ The velocity of the object is increasing
uniformly. i.e., theobject is moving at a
constant acceleration
http://www.oneschool.net/Malaysia/University andCollege/SPM/revisioncard/physics/forceand motion/images/tickertape_clip_image002_000 3.jpg
The distance between the dots decreases uniformly.

chart decreasesuniformly.
▪ The velocity of the object is decreasing
uniformly, i.e., theobject is decelerating
uniformly.
▪ The distance between the dots decreases uniformly.

chart decreasesuniformly.
▪ The velocity of the object is decreasing
uniformly, i.e. theobject is decelerating
uniformly.
http://www.oneschool.net/Malaysia/Univ
ersityandCollege/SPM/revisioncard/physic
s/forceandmotion/images/tickertape_clip_
image002_0005.jpg
The table below shows representations of velocity and acceleration through ticker tape
diagrams and tape charts.
Source:https://1.bp.blogspot.com/bzAq2piJbh0/VWPeML7AetI/AAAAAAAAATc/1gwYZMOHS2g/s160 0/6.png
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MOTION GRAPHS
Distance-Time Graph
Plotting distance against time can tell you a lot about

motion. The slope of a line in a distance-time graph
determines the speed of an object.
Time is always plotted on the X-axis (bottom of the
graph or the horizontal line). The further to the right on
the axis, the longer the time from the start.
Distance is plotted on the Y-axis (side of the graph or
the vertical line). The higher up the graph, the further
from the start.
If an object is not moving, a horizontal line is shown

on a distance- time graph.
Time is increasing to the right, but it's distance does
not change. It isnot moving. Therefore, it is at rest.
The line on this graph is curving upwards. This

shows an increase in speed, since the line is getting
steeper.
In other words, in a given time, if the distance the
object moves is changed (getting larger), it is
accelerating.
Therefore, a distance-time graph tells us how far an object has moved with time.
▪ The steeper the graph, the faster the motion.
▪ A horizontal line means the object is not changing its position - it is not moving; it is at rest.
A downward sloping line means the object is returning to the start.
Source:https://dryuc24b85zbr.cloudfront.net/tes/resources/6061038/image?width=500&heig
ht=500&version= 1585389381692
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Speed-Time Graphs
Speed-Time graphs are also called Velocity-Time graphs. The slope of the line on a
velocity versus time graph is equal to the acceleration of the object. Speed-Time graphs look
much like Distance-Time graphs. Be sure to read the labels!!
Time is plotted on the X-axis.
Speed or velocity is plotted on the Y-axis.
A straight horizontal line on a speed-

time graph means that speed is
constant. It is not changing over time.
Therefore, it has no acceleration.
A straight line does not mean that the object is not
moving!
This graph shows increasing speed. The moving object

is accelerating.
This graph shows decreasing speed.

The moving object is decelerating.
Both the dashed and solid line show increasing speed.

Both lines reached the same top speed,
but the solid one takes longer. The
dashed line shows a greater
acceleration.
Therefore, a speed - time graph shows us how the speed of a movingobject

changes with time.
• The steeper the graph, the greater the acceleration.
• A horizontal line means the object is moving at a
constant speed with zeroacceleration.
• A downward sloping line means the object is slowing down
Source:https://i.pinimg.com/originals/7b/df/8f/7bdf8fcef5b7ae5f3aedfe1634b94bca.gif
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MELC: Create and interpret visual representation of the motion of objects such as tape charts
and motion graphs.
CG LC/ Code: (S7FE-IIIb-3)
• Describe the speed of an object using tape diagrams and motion graphs
• Interpret the motion of an object using tape charts and motion graphs
• Illustrate visual representation of the object’s motion using
tape charts andmotion graphs
ACTIVITY 1: Describe the tape diagram

Directions: Describe the speed in the tape diagram. Select from the choices below.
□ constant but relatively slow velocity □ speeding up
□ constant and fast velocity □ slowing down
Source: https://study.com/cimages/multimages/16/ticker_tape_diagrams.png
ACTIVITY 2: Let’s Ride the Bus!

Directions: The graph below shows how the speed of a bus changes during its journey. Fill
in the blanks by choosing the correct word/s from the list below to describe the motion during
each segment of the journey:
□ accelerating □ constant speed
□ decelerating □ at rest
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https://www.google.com/search?q=speed+time+graph+with+bus&source=lnms&tbm=isch&sa=X&ved=2ahUKEwj
C3NuQ4b31AhURZt4KHUUxBFAQ_AUoAXoECAEQAw&biw=1920&bih=969&dpr=1#imgrc=s06WLShxYV5tTM
1. Segment 0-A: The bus is ____________. Its speed changes from 0 to 10 m/s in 5
seconds.
2. Segment A-B: The bus is moving at a ___________ of 10 m/s for 5 seconds.
3. Segment B-C: The bus is ___________. It is slowing down from 10 m/s to rest in 3
seconds.
4. Segment C-D: The bus is ____________. It has stopped.
5. Segment D-E: The bus is ____________. It is gradually increasing in speed.
6. Segment E-F: The bus is moving at of 5 m/s for 4 seconds.
ACTIVITY 3: MATCH THE GRAPH
Directions: Describe the motion of the car in each graph. Choose your answers from the list
below. For those boxes without graphs you are going to create your representation using the
given description. Write the number of the description in the box under the graph. BE
CAREFUL WITH THE LABELS!
Description:
1. The car is stationary.
2. The car is traveling at a constant speed.
3. The speed of the car is decreasing.
4. The car is coming back.
5. The car is accelerating.
6. The car is slowing down.
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time time
Graph A: Graph B: Graph C: The car is stationary.
time time
Graph D: The car is coming back. Graph E: Graph F:
time
Graph G: Graph H: Graph I: The car is traveling at
a constant speed.
REFLECTION:
I have learned that
I wish to ask my teacher about
Textbooks:
Asuncion, A., et. al., (2017). Science Learner’s Material. Philippines:
FEP PrintingCorporation.
Madriaga, E., et. al., (2017). Science Links: Worktext for scientific and
technologicalliteracy. Philippines: Rex Bookstore.
21
Module:
Verano, T. (2020). Science 7. Quarter 3 Week 3: Motion Graphs,
Schools Division ofCamarines Sur.
Internet Sources:
M. Poarch- 2003: https://science-class.net
“Representing Motion.” Physics: Principles and

Problems. Glencoe Science.
https://www.taylor.kyschools.us/userfiles/1215/Classes/9415/Chap2main.pdf
“Motion.”https://www.livingston.org/cms/lib9/NJ01000562/Centricity/Domain/1
355/Motion%2 0Notes%20PPT%20STUDENT%20KEY.pdf
Diagrams: Analyzing Motion and Acceleration." Study.com.
April 22, 2015.https://study.com/academy/lesson/ticker-
tape-diagrams-analyzing-motion
“Describing Motion with Diagrams: Ticker Tape Diagrams.” The Physics

Classroom.https://www.physicsclassroom.com/class/1DKin/Lesson-2/Ticker-
Tape-Diagrams
https://www.google.com/search?q=speed+time+graph+with+bus&source=lnms&tbm=isch&
sa=X&ved=2ahUKEwjC3NuQ4b31AhURZt4KHUUxBFAQ_AUoAXoECAEQAw&biw=1920
&bih=969&dpr=1#imgrc=s06WLShxYV5tTM
https://www.cusd80.com/cms/lib/AZ01001175/Centricity/Domain/8456/motion%20graphs%
20summary%20key.pdf
https://www.google.com/url?sa=i&url=https%3A%2F%2Fslideplayer.com%2F
slide%2F9558
302%2F&psig=AOvVaw2BCfZPimjfkN0q59yb_pqS&ust=1642680817270000
&source=imag es&cd=vfe&ved=0CAwQjhxqFwoTCMjSiI
flvfUCFQAAAAAdAAAAABAl https://byjus.com/physics/distance-time-
velocity-time-graph/ https: notes.o//classrg.in/class7/science-7/motion-and-
time/graphical-representation-motion-2/
ANSWER KEY:
ACTIVITY 1: Describe the tape diagram

1. speeding up
2. constant and fast velocity
3. slowing down
4. constant but relatively slow velocity
22
ACTIVITY 2: Let’s Ride the Bus!
1. Segment 0-A: The bus is ACCELERATING. Its speed changes from 0
to 10 m/s in 5seconds.
2. Segment A-B: The bus is moving at a CONSTANT SPEED of 10 m/s for 5 seconds.
3. Segment B-C: The bus is DECELERATING. It is slowing down from 10
m/s to rest in 3seconds.
4. Segment C-D: The bus is AT REST. It has stopped.
5. Segment D-E: The bus is ACCELERATING. It is gradually increasing in speed.
6. Segment E-F: The bus is moving at a CONSTANT SPEED of 5 m/s for 4 seconds.
ACTIVITY 3: MATCH THE GRAPH
time time
Graph C: The car is
Graph A: Sentence No. 3 Graph B: Sentence No 6
stationary.
time time
Graph D: The car is comingback. Graph E: Sentence No 2 Graph F: Sentence No 3
time
Graph I: The car is traveling at a
Graph G: Sentence No 5 Graph H: Sentence No 5.
constant speed.
23
DEVELOPMENT TEAM
Author/ Writer: Jay L. Albaytar

24
SMILE
Learner’s Packet
Name: _________________________________________ __________________________
Section: _________________________________ Date: __________________________
SCIENCE 7
(Q3_LP4)
We were surrounded by so many types of sounds, but are they all the same? They
vary in many ways. Sounds have classifications and distinctions before we can tell if it is
pleasant to hear or is already a noise. Today, we will learn what makes a sound-a sound and
how it exists and perceived by humans.
MELC: Describe the characteristics of sound using the concepts of wavelength, velocity,
and amplitude.
CG LC/ Code:
Specifically aims to:
4. Define and describe sound waves
5. Describe how organisms like humans receive sound
ACTIVITY 1: MIND MAP

Directions: Think for a second and list down your thoughts and ideas on how you
define sound. Use the diagram below.
25
______
______ ______
Sound
_____ ______
GUIDE QUESTIONS: Choose and underline the correct answer in every option in each item.
1. What type of wave does sound wave belong?
Example
Option: Longitudinal Wave or Transverse Wave?
2. Sound can travel in all media but not in a vacuum.
Option: True or False
3. Sound is produced when an object vibrates.
4. No medium, no sound
5. What type of wave does sound belong?
Option: Mechanical Wave or Electromagnetic wave?
HOW DO WE HEAR SOUNDS?

Try to clap your hands, or pluck a string of your guitar, what is produced? Sounds!
Have you ever wondered how we hear sounds or how sounds are being transmitted
or propagated? Well, let’s have a short overview on the parts of the ear that perform a
special task as a sensitive sound detector. The human ear is divided into three major parts:
the outer ear, the middle ear, and the inner ear.
(https://cdn.britannica.com/04/14304-050-1A5E3289/structures-outer-ear.jpg)
26
The outer ear called pinna collects the sound waves and focuses them into the ear
canal, this canal transmits the sound waves to the eardrum. At the end of the eardrum
membrane or tympanum. It separates the outer and the middle ear physically. Air vibrations
set the eardrum membrane in motion that causes the three smallest bones
(hammer,anvil.stirrup) to move. These three bones convert the small-amplitude vibration of
the eardrum into large-amplitude oscillations. These oscillations are transferred to the inner
ear through the oval window. Behind the oval window is a snail-shell shaped liquid-filled organ
called the cochlea. The large-amplitude oscillations create waves that travel in liquid. These
sounds are converted into electrical impulses, which are sent to the brain by the auditory
nerve. The brain interprets these signals as words, music, or noise.
ACTIVITY 2: WORM ZONE

Directions: List down the parts of the ear in a correct sequence from how it transmits
sounds.Start from the direction of the worm.
Pinna Eardrum Ear Canal Cochlea

Tympanum hammer,anvil,stirrup
Characteristics of Sounds
How can we distinguish sounds based on their characteristics?
ACTIVITY 3: WORD SEARCH

Directions: Complete the word search puzzle. Use the clues to help you identify the
words.
Clues
1. Sound wave is a _____________ that requires medium to travel.

2. ______ is the description of how high or low the sound seems to a person.
3. ______ refers on how loud or soft a sound is perceived to be.
4. ______ is produced when an object vibrates.
5. Sounds can travel in all media but not in ________.
6. _______ the strength or power of a wave signal.
7. The higher the sound source vibrates, the higher the ________.
8. A type of wave which a sound wave belong, whose particles vibrate parallel to the
direction in wave travels is called ________.
9. The amplitude of a sound wave is its ________.
10. The shorter the________, the higher the frequency, and the higher the pitch, of the
sound.
27
A C B D F M G H J A O P P N M A Q Q W A S F Q R E
F M G D S A E F R T G H S O U N D W A V E S X F G
R E P I Y H L C H G H M L Y Y S G H F K G F R F D
Q F A L F G E W H D A F A A R T Y H A J Q Y A K L
W R Y R I T F G H A A Q W E F T Y H G F T D R D R
Z E H G H T U T U L N N G I T U D I N A L W A V E
X Q G G H N U Z Z N M I K L O P A D F G H S Z H D
B A F D G H H D H J K S C Z T Y A H F S A G Y S F
E S D T Y F G F E D Y D H A D S D H F G A F D H I
G S S F R E Q U E N C Y F G L O S S A S E P F F F
J A W E F G C G J D H D H H H W Q F B Y T I F H B
I I N T E N S I T Y T D O T D T A D G H F T Y H H
U I S G H C G W Q Q Q Y G T Y N U V I P Y C Y U G
U Y F R U T T T Y O I N L U Y E J G E U U H D G J
O T H Y U F J D J D E G G H Y S B J G D S G H J F
D I J G G H Y S H L D D F D D S S S T E D S S S E
F U A L O U D N E S S T Y F G Y U B V S I O P L B
K K A H G S G V S F F F D S D F S O U N D G F D S
L J L H J V A G C B F F F F F D A G T G G F U F S
Z H P Q W W R T Y U Y U O A A V A C U U M V U A M
Characteristics of Sounds
In which media does sound travel fastest ?
https://keystagewiki.com/images/thumb/c/cb/ParticleModelSolidLiquidGas.png/500px-
ParticleModelSolidLiquidGas.png
Spacing of particles of the medium like solid, liquid and gas is an important factor on
how fast sound would be transmitted. Sound waves are transmitted easier in liquids.
28
Between liquid and solids, however, the particles of solid are even closer together than the
particles of liquid; therefore, sound travels even faster in solids than in liquid. Since different
media transmit sound differently, sound travels at different speeds in different materials.
Since solid is the best transmitted of sound, sound travels fastest in solids and slowest in
gases.
How can we distinguish sound?
Pitch refers to the highness or lowness of sound. It is dependent on the frequency of
sound wave. The higher the frequency, the higher the pitch of the sound produced.
Speed of sound is dependent on factors like temperature, humidity, and air pressure.
High temperature brings much faster sound, on the other hand, increased humidity makes
sounds slower.
Loudness is how soft or how intense the sound is as perceived by the ear and
interpreted by the brain.
Sound Intensity refers to the amount of energy a sound wave carries. High
amplitude sounds usually carry large energy and have higher intensity while low amplitude
sound carries lesser amount of energy and have lower intensity.
ACTIVITY 4: THE FINAL SHOW
Objectives:
After performing this activity, you should be able to:
1. Create musical instruments using locally available materials.
2. Use these instruments to compose tunes.
Materials needed:
● It varies and depends on what is available at home that can be used in creating any
sound instrument.
Procedure:
1. Look for local materials which you can use to create different musical instruments.
2. Come up with your own composition using the instruments you have created.
3. Through a recorded video presentation, you are to play and sing at least 2 songs
(any song of your choice and your original composition)
4. Check the rubric included to become familiar with the criteria for which you will be
rated.
Task/Criteria 4 3 2 1 Score
Improvised/loc -Makes use of -Makes use of -Makes use of -Makes use of
alized musical local or local materials local materials local materials
instruments indigenous only. only. only.
materials
-The improvised -The improvised -The sound
-The improvised instruments instruments produced by
instruments the improvised
29
produce good produced good produce fair instruments is
quality sound quality sound. quality sound. not clear and
comparable to distinct.
standard
musical
instruments.
Composition -The original -The original -The original -The original

composition has composition has composition has composition
a good melody. fair melody and fair melody and has fair melody
the lyrics the lyrics and the lyrics
-The lyrics provided are provided are not provided
provided are thematic and thematic but neither
thematic and meaningful. meaningful. thematic nor
meaningful. meaningful.
Performance -He/she was -He/she was -He/she was -He/she was
able to able to able to use the able to use the
successfully use successfully improvised improvised
the improvised use the musical musical
musical improvised instruments, but instruments,
instruments. musical some were out but most were
instruments. of tune. out of tune.
-He/she was
able to provide -He/she was -He/she was -The group
good quality able to provide able to provide was able to
rendition or fair rendition fair rendition. provide fair
performance rendition.
Total
APPLY WHAT YOU HAVE LEARNED!

Directions: Read the questions carefully. Encircle the letter of the correct answer.
1. Which statement best describes sound?

a. Sounds cannot travel in a vacuum
b. Sound is a disturbance that travel through a medium
c. Sound travels at different speeds in different materials.
d. When matter vibrates or moves back and forth very quickly, sound is made.
e. Both a and c
f. D only
f. All of the above
2. It refers on how loud or soft a sound is perceived to be.
a. Loudness b. Pitch c. Sound Intensity d. Compression
3. Which statement is not true about sound?
a. Sound travels fastest in solids and slowest in gases.
b. Sound cannot travel in a vacuum
c. Sound waves are example of longitudinal waves
d. Sound waves are transverse waves
4. In which state of matter does sound travel fastest?
a. Solid b. Liquid c. Gas d. Plasma
30
5. It refers to the highness or lowness of the sound.
a. Loudness b. Pitch c. Sound Intensity d. Compression
6. What are the three main sections of the ear?
a. Middle Ear b. Outer Ear c. Inner Ear d. All of the above
7. Sound waves is classified as:
a. Mechanical Wave c. Transverse Wave
b. Longitudinal Wave d. Both a and b
B. Complete the sentence by choosing the correct word from the given choices.
8. Increased humidity makes sound travel ______. (Slower, faster)

9. High temperature brings much _______ (slower, faster) sound.
10. Sound can travel in all media but not in _________ (steel, vacuum)
REFLECTION

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
● Ann, K. (n.d.). Sound grade 7. SlideShare. Retrieved January 19, 2022, from
https://www.slideshare.net/mae2388/sound-grade-7
● Science Learner’s Material, First Edition 2017 Unit 3-Module 3 Sound Pg. 204-216
● Third Quarter:Physics_Contextualized and Inquiry Based Daily Lesson Plans in
Science 7, pg. 173-221
ANSWER KEY:
ACTIVITY 1: MIND MAP

A. Answer may vary
B. 1.Longitudinal wave 2. True 3. True 4. True 5. Mechanical Wave
31
ACTIVITY 2: WORM ZONE
Pinna – Ear canal- Eardrum- Tympanum- Hammer, anvil, stirrup- Cochlea
ACTIVITY 3
ACTIVITY 4
Refer on the “Final Show” Criteria
APPLY WHAT YOU HAVE LEARNED

1.f 2. A 3. D 4. A 5. B..6. D. 7.D
8. Slower 9. Faster 10. Vacuum
DEVELOPMENT TEAM
Author/ Writer: Aleth Rose N. Canale
32
SMILE
Learner’s Packet
Name: _________________________________________ __________________________
Section: _________________________________ Date: _________________________
SCIENCE 7
(Q3_LP5)
In the previous module, you have learned the different types of waves, specifically
sound waves, it’s characteristics, and properties. Now, you will learn about light and color that
begins with Isaac Newton (1642-1726) and a series of experiments that he published in 1672.
He is also the first to understand the rainbow resolving it into its component colors the well-
known ROYGBV; red, orange, yellow, green, blue and violet. You also learned that a sound
wave is a mechanical wave that needs a medium to be propagated, but what about light which
was then believed to exist as a particle and as a wave. But what do you think? Is light really a
wave or a particle? Well, let’s find out and learn more about light.
The visible light region - the very narrow band of wavelengths located to the right of
the infrared region and to the left of the ultraviolet region. Though electromagnetic waves exist
in a vast range of wavelengths, our eyes are sensitive to only a very narrow band. Since this
narrow band of wavelengths is how humans see, we refer to it as the visible light spectrum.
Normally when we use the term "light," we are referring to a type of electromagnetic wave that
stimulates the retina of our eyes. In this sense, we are referring to visible light, a small
spectrum from the enormous range of frequencies of electromagnetic radiation. This visible
light region consists of a spectrum of wavelengths that range from approximately 700
nanometers (abbreviated nm) to approximately 400 nm. Expressed in more familiar units, the
range of wavelengths extends from 7 x 10-7 meter to 4 x 10-7 meter. This narrow band of visible
light is affectionately known as ROYGBIV.
Each individual wavelength within the spectrum of visible light wavelengths is
representative of a particular color. That is, when light of that wavelength strikes the retina of
our eye, we perceive that specific color sensation. Isaac Newton showed that light shining
through a prism will be separated into its different wavelengths and will thus show the various
colors that visible light is comprised of. The separation of visible light into its different colors is
known as dispersion. Each color is characteristic of a distinct wavelength; and different
wavelengths of light waves will bend varying amounts upon passage through a prism. For
these reasons, visible light is dispersed upon passage through a prism. Dispersion of visible
light produces the colors red (R), orange (O), yellow (Y), green (G), blue (B), and violet (V). It
is because of this that visible light is sometimes referred to as ROY G. BIV. (Incidentally, indigo
33
is not actually observed in the spectrum but is traditionally added to the list so
that there is a vowel in Roy's last name.) The red wavelengths of light are the
longer wavelengths, and the violet wavelengths of light are the shorter
wavelengths. Between red and violet, there is a continuous range or spectrum
of wavelengths. The visible light spectrum is shown in the diagram below.
https://www.sciencelearn.org.nz/resources/47-colours-of-
light?fbclid=IwAR3RtgsciVwLCd3tRBNTq9kL9OODkIxZ8WJ48DDnoMZQuGR7D0nCiPU-lKQ
When all the wavelengths of the visible light spectrum strike your eye at the same time,
white is perceived. The sensation of white is not the result of a single color of light. Rather, the
sensation of white is the result of a mixture of two or more colors of light. Thus, visible light -
the mix of ROYGBIV - is sometimes referred to as white light. Technically speaking, white is
not a color at all - at least not in the sense that there is a light wave with a wavelength that is
characteristic of white. Rather, white is the combination of all the colors of the visible light
spectrum. If all the wavelengths of the visible light spectrum give the appearance of white,
then none of the wavelengths would lead to the appearance of black. Once more, black is not
actually a color. Technically speaking, black is merely the absence of the wavelengths of the
visible light spectrum. So when you are in a room with no lights and everything around you
appears black, it means that there are no wavelengths of visible light striking your eye as you
sight at the surroundings.
Our eyes are sensitive to a very narrow band of frequencies within the enormous range
of frequencies of the electromagnetic spectrum. This narrow band of frequencies is referred
to as the visible light spectrum. Visible light - that which is detectable by the human eye -
consists of wavelengths ranging from approximately 780 nanometer (7.80 x 10-7 m) down to
390 nanometer (3.90 x 10-7 m). Specific wavelengths within the spectrum correspond to a
34
specific color based upon how humans typically perceive light of that wavelength. The long
wavelength end of the spectrum corresponds to light that is perceived by humans to be red,
and the short wavelength end of the spectrum corresponds to light that is perceived to be
violet. Other colors within the spectrum include orange, yellow, green, and blue. The graphic
below depicts the approximate range of wavelengths that are associated with the various
perceived colors within the spectrum.
https://commons.wikimedia.org/wiki/File:EM_Spectrum_Properties_reflected.svg
MELC: Explain the color and intensity of light in terms of its wave characteristics.
CG LC/ Code: (S7LT-2e-f-5)

1. Identify sources of light.
2. Construct a color spectrum wheel.
3. Describe the characteristics of colors of light according to frequency,
wavelength and energy of the different colors of light
4. Relate frequency, wavelength and energy of the different colors of light
ACTIVITY 1: SOURCES OF LIGHT-NATURAL OR ARTIFICIAL?
INSTRUCTIONS/ GUIDE QUESTIONS: Study and answer the following

activities carefully.
35
Sources of Light Type of Sources
Natural Light Source Artificial Light Source
1. Sun
2. Candles
3. Jellyfish
4. Torches
5. Candles
6. Laser
7. Glowworms
8. Glowsticks
9. Star
10. Lightning
ACTIVITY 2: EXPLORING LIGHT POWER THROUGH MY SPECTRUM WHEEL

Objectives:
1.To construct a spectrum wheel using a pattern.
2.To explore the characteristics of light such as energy, frequency, and wavelength.
Materials:
Spectrum Wheel Pattern Cardboard
Button fastener Glue/paste
Pair of Scissor
Procedure:
Task 1: CONSTRUCTING A SPECTRUM WHEEL
Safety is a must! Please handle all sharp objects with care. Be careful!
1. Using a pair of scissors, cut the circular patterns that would make up the wheel. (The pattern
is provided in the next pages)
2. Cut along the lines to form the two rectangular windows drawn on the top wheel. The small
window near the center of the wheel should be completely cut out and removed.
3. Punch a hole into the center of the two wheels together. You may use a button fastener to
hold the two wheels securely in place, one on top of the other, but they should be free to
rotate relative to each other.
4. When you see a region of the EM spectrum show up in the open window and the “W, F, E”
that corresponds to that region showing up under the flaps, then you know that you have
done it right.
36
https://dochub.com/eveliasadullo/mqNjP3BVWre8yYK9yGzLkp/module-6-colors-of-light-g8
37
https://dochub.com/eveliasadullo/mqNjP3BVWre8yYK9yGzLkp/module-6-colors-of-light-g8
38
Task 2: EXPLORING LIGHT’S ENERGY, FREQUENCY AND WAVELENGTH
Directions: Using the color spectrum wheel you have constructed in Task 1, complete the
table below by filling in the energy, frequency, and wavelength values of the
following colors of light as reflected in the spectrum wheel windows.
Colors Frequency(f) Wavelength(λ) Energy
THz Nm eV
Red
Orange
Yellow
Green
Blue
Violet
Guide Questions
1. Which color has the shortest wavelength? longest wavelength? ____________________
2. Which color registered the lowest frequency? highest frequency? ___________________
3. How would you describe the relationship between the frequency and wavelength of the
colors of light?
________________________________________________________________________
4. How would you describe the relationship between the frequency and energy of the colors
of light?
________________________________________________________________________
5. To conclude, how would you describe the relationship between the frequency and
wavelength and energy of the colors of light?
________________________________________________________________________
Keep in Mind
● Light, a form of electromagnetic radiation, travels in waves. The range of the

electromagnetic spectrum we can see is called visible light
● Light Intensity refers to the strength or amount of light produced by a specific

light source. It is the measure of the wavelength-weighted power emitted by a
source. It is also the measure of the average power associated with waves and
is generally measured as the power per unit area. The more the light waves
spread out, the less intense the light.
● We perceive relative intensity as brightness. Brighter light corresponds to

higher intensity. In this lab, you will assume the power output of either the
flashlight or the laser pointer is constant for a given trial.
39
● The intensity or brightness of light as a function of the distance from the light
source follows an inverse square relationship. Suppose you were to use a light
meter to measure an initial intensity I, or brightness, a distance r from a light
source. Suppose that sometime later the brightness of the light is either greater
or lesser; if the intensity diminished you would know that the source was
moving away from you and if it became brighter, you would know that the
source was moving towards you (assuming the light source itself remained the
same).
● There is an inverse relationship between distance and light intensity – as the

distance increases, light intensity decreases. This is because as the distance
away from a light source increase, photons of light become spread over a wider
area.
ASSESSMENT
I. Visible light, also known as white light like SUNLIGHT,consists of components of

colors. These colors are often observed through a triangular glass prism. Complete
the diagram below by naming the appropriate colors that would result during the
dispersion of white light.
II. Direction: Encircle the letter of the correct answer.
1. ROYGBIV is the basic component of white light. Which color of light carries the
highest energy?
a. Blue b. green c. orange d. Red
2. Which of the following is NOT true about the nature of light?
a. Light is an electromagnetic wave
b. Light is a mixture of ROYGBIV colors of light
c. Light is a form of energy that travel in space
d. Light has a constant speed of 3x10^8 m/s in any medium
40
3. Which of the following is NOT an electromagnetic wave?
a. Infrared b. Radio c. Sound d. X-ray
4. There is an inverse relationship between distance and light intensity – as the
distance increases, light intensity ___________.
a. Increases b. Decreases c. doubled d. Tripled
5. Based on the spectrum wheel of colors, how are frequency and wavelength related in
each specific region of the spectrum?
a. As the frequency increases, the wavelength decreases
b. As the frequency increases, the wavelength increases
c. As the frequency decreases, the wavelength decreases
d. As the frequency decreases, the wavelength increases
III. Matching Type. Match Column A to Column B
Column A Column B
1.It is the quantity of visible light emanating a.Brightness
from a point source within a solid angle of one
steradian.
2. A qualitative expression of light intensity b.Light Intensity
3.An arrangement of electromagnetic waves c.Visible Spectrum
based on increasing frequencies
4.The region in the electromagnetic spectrum d. Luminous Body
that is visible to the human eye, otherwise
known as visible light.
5.Referring to a body/object that can produce e.Electromagnetic Spectrum
its own light.
REFLECTION

_________________________________________________________________________

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
● Newton and the Color Spectrum. (n.d.). Webexhibits. Retrieved January 25, 2022, from
http://www.webexhibits.org/colorart/bh.html
41
● What is Light Intensity? - Definition from Maximum Yield. (2021, October 4). Maximum
Yield. Retrieved January 25, 2022, from
https://www.maximumyield.com/definition/2036/light-intensity
● Friedman, K. (2018, September 6). How is the Brightness of Light Determined?
Lumitex. Retrieved January 25, 2022, from https://www.lumitex.com/blog/light-
brightness
● Scientific calculations - distance and light intensity - Higher only - Photosynthesis -
AQA - GCSE Combined Science Revision - AQA Trilogy. (n.d.). BBC. Retrieved
January 25, 2022, from https://www.bbc.co.uk/bitesize/guides/zs4mk2p/revision/7
● Home. (n.d.). BBC. Retrieved January 25, 2022, from https://www.bbc.co.uk/bitesize
● Light Intensity and Distance | Science project | Education.com. (n.d.). Education.com's.
Retrieved January 25, 2022, from https://www.education.com/science-
fair/article/relationship-between-distance-light-intensity/
● Sources of Light | Examples of Sources of Light | Examples of Reflectors. (n.d.).
k8schoollessons.com. Retrieved January 25, 2022, from
https://k8schoollessons.com/sources-of-light/
● Physics Tutorial: Visible Light and the Eye's Response. (n.d.). The Physics Classroom.
Retrieved January 25, 2022, from
https://www.physicsclassroom.com/class/light/Lesson-2/Visible-Light-and-the-Eye-s-
Response
● https://m.jagranjosh.com/articles/amp/ncert-exemplar-solution-for-cbse-class-10-
science-chapter-human-eye-and-colourful-world-part-iii-1496382119-
1?fbclid=IwAR3Cfi_8rHSgjPKrgbTMwk4sqYQkAdrZ4UaGqwCTUrrs4DA-
aRX3Iw3xMfo
● Science Learner’s Material, First Edition 2017 Unit 3-Module 4 Light Pg. 220 -242
ANSWER KEY:
ACTIVITY 1: Task2: EXPLORING LIGHT’S ENERGY,

FREQUENCY AND WAVELENGTH
Sources of Type of Sources
Light Natural Artificial
Light Light
Source Source
1. Sun /
2. Candles /
3. Jellyfish /
4. Torches /
5. Candles /
6. Laser /
7. Glowworms /
8. Glowsticks / Assessment:
9. Star /
I. Red, Orange, Yellow, Green, Blue, Violet
10. Lightning /
II. 1.A 2. D 3. C 4. B 5. D
III. 1.B 2. A 3. E 4. C. 5. D.
42
DEVELOPMENT TEAM
Author/ Writer: Lorena Basco
43
SMILE
Learner’s Packet
Name: ___________________________________________________________________
Section: _________________________________ Date: _________________________
SCIENCE 7
(Q3_LP6)
Heat, Thermal Energy and Temperature

Like any other forms of energy, Thermal energy can be transformed into other forms
or transferred to other objects or places. Heat is a form of energy that refers to the thermal
energy that is “ïn transit” or in the process of being transferred. While Temperature describes
the average kinetic energy of molecules within the material or systems and is measured in
Celsius, Kelvin or Fahrenheit using Thermometer.
HEAT TRANSFER
How is heat transferred? You get heat from the sun; a gas or electric stove heats and
cooks food; ice absorbs heat and melts as it cools; a metal spoon left in a pot of boiling water
becomes too hot to hold some time later. These examples show that heat energy can be
transferred from one end of a substance to another or from one object to another. Heat can
be transferred by three separate methods or any combination of the three, namely:
Conduction, Convection and Radiation.
CONDUCTION
The heat energy of an object is due to the movement of its molecular particles. The
particles near the source of heat energy begin to vibrate more rapidly as their energy
increases. As they collide with neighboring particles, some of their energy is transmitted. In
this manner, the increase in heat energy is passed from molecule to molecule until the whole
object becomes hot. This transmission of heat from particle to particle is called
CONDUCTION. Conduction of heat in an object will take place only when one part of the
object has a higher temperature than another part. The part with a higher temperature will
transfer its heat energy to that part with a lower temperature.
When you cook food in metallic pots and pans, heat is conducted from the burning fuel
to the metallic containers. The metal’s conductivity makes all the parts of the utensil hot even
if only a particular spot of the pot is heated.
44
CONVECTION
Heat transfer by conduction can take place in solids and fluids.
Convection on the other hand, takes place only in fluids because it
involves the movement of particles themselves from one place to another.
An increase in temperature of a pot of water being heated, as
shown in figure 1.1, increases the velocity of the molecules at the Figure .1 Convection current in a
fluid
bottom causing the expansion of the liquid. This expansion of the Source:
liquid makes it less dense so that it will rise to the surface. The cooler https://www.clipartmax.com/max/m2i8b1
N4b1N4A0H7/
and denser liquid at the surface will sink. This process will continue until all the molecules of
water acquire a common temperature. The continuous circulation of the molecules of water
when heated is called CONVECTION CURRENT. Convection is defined as the transfer of
heat in liquids or gases by means of current set up within the heated fluid.
RADIATION
In Conduction, the mode of heat transfer is accomplished through actual motion of
molecules of the substance while Convection in gas or liquid is through those surrounding the
heated substance. In each method, a material, either a liquid, solid or a gas is required.
RADIATION, on the other hand, takes place even in the absence of material.
Heat from the sun travels through space by radiation. This form of heat, radiant heat,
is thought to be produced by the internal vibration of particles that make up a body that is the
source of heat (like the sun). When sunlight falls on your skin, it is absorbed and it increases
the energy of the molecules of the skin, causing a rise in the temperature of the skin. Some
objects like transparent glass, allow the radiant heat to pass through almost entirely with little
effect on them. When radiant energy shines on an object, some of it may be reflected, and the
rest may be absorbed. While some objects may absorb all of it.
MELC: Infer the conditions necessary for heat transfer to occur

CG LC/ Code: S7LT-IIIh-i-12
1. How is heat transferred between objects and places?

2. What are the conditions needed for heat transfer to occur between objects?
3. Describe the three methods of heat transfer.
ACTIVITY 1: In this activity you will use your sense of touch to determine the relative
hotness and coldness of water in a container and the following materials.
2pcs of coffee cups or drinking glass

2 identical bowls or container
Tap water and hot water
45
INSTRUCTIONS:
1. Label the cups and bowl as shown in figure 1.
2. Half fill cups 1, 2 and bowl 1 with tap water. Half fill bowl 2 1 2
with hot water but NOT hot enough to burn your fingers.
Careful in handling hot water.
3. Carefully place cup 1 in bowl 1 and cup 2 in bowl 2. 1 2
4. Dip your finger carefully in each container to determine the Set up 1 Set up 2
relative hotness or coldness of the water. Use different Figure 1.2
fingers for each container. Possible initial observation or at
0 minute was given for you already. See table 1 below.
5. Repeat your observations after 2, 4,6, 8 and 10 minutes. Record your observations
on the table below using an arrow down ( ) for cooling down and arrow up ( ) for
warming up. If there is no change in the temperature write the word “CONSTANT”.
Table 1. Observations on the relative coldness or hotness of water in the container
Relative Temperature of water
Container At 0 minute After After After After After
Initial temp. 2 min. 4 min. 6 min. 8 min. 10 min.
Cup 1 Normal
temp./room
temp.
Set-up
Bowl 1 Normal
1
temp./room
temp.
Cup 2 Normal
temp/room
Set-up
temp.
2
Bowl 2 Hot
GUIDE QUESTIONS:
1. In which setup did you find changes in the temperature of water inside the
containers?
2. In which setup is heat transfer taking place between the containers?

3. What is then the condition necessary for heat transfer to take place between objects?
4. What happens to the temperature of hot water in bowl 2 after 2 minutes?
5. What happens to the temperature of water in cup 2 after 2 minutes?
6. Are there changes in the temperature of water in setup 1?
7. Until when do you think heat transfer will continue to take place between the
containers?
8. If heat is related to temperature, what is then the direction of heat transfer between
objects?
46
ACTIVITY 2: HOT OR COLD?
INSTRUCTIONS:
This activity will allow you to observe heat conduction and be able to compare heat
conductivities of different materials. As you perform this activity an adult must be present. Be
extra careful in handling hot water.
You will need the following materials:
● Hot water
● Bowl
● 3 Spoons (1wooden spoons, 1 plastic spoon and 1 metal spoon)
(If there is no wooden spoon at home, you may use wooden chopstick instead
or any small piece of wood)
1. Position three spoons inside the small bowl such that only the half portion of the spoons
will be submerged in water when you fill up the bowl with hot water.
2. Carefully pour boiling water into the bowl until almost full.
3. Wait for a few minutes then, carefully touch each spoon. Compare the relative coldness
and hotness of each spoon.
GUIDE QUESTIONS:
1. Did you observe any changes in the temperature of the 3 spoons?

________________________________________________________________
2. Which kind of spoon feels the warmest? Which spoon feels the coldest?
________________________________________________________________
3. What method of heat transfer takes place?
________________________________________________________________
4. Which among the materials is the best conductor of heat?
________________________________________________________________
5. Which among the materials is not a conductor of heat?
________________________________________________________________
ACTIVITY 3: MOVE UP or MOVE DOWN
INSTRUCTIONS:
In this activity you will explore heat transfer in liquids called Convection. Convection current
that is usually observed at home is the water being heated in a pot on a stove. As the water
at the bottom becomes hot, it begins to rise to the top displacing the colder water that was
originally there. This colder water moves to the bottom where it is heated before moving up
again.
You will need the following to observe convection current in liquid.
● Ice cube tray
● Water
● Food coloring or dye
● Clear drinking glass or jar
1. Mix food coloring with enough water to mold at least 2 pieces of ice cubes. Use dark
colored food coloring such as blue or any darker color for better results.
2. Pour the colored water in an ice cube tray then put inside the freezer. You can wait
overnight to ensure that it is frozen solid before the next step.
47
3. Fill a clear glass with warm water.
4. Add one colored ice cube to the glass of warm water.
5. Observe what happens.
GUIDE QUESTIONS:
1. Describe the movement of the food coloring or dye when the frozen colored ice cube
was dropped in the warm water. Why does this happen?
___________________________________________________________________
___________________________________________________________________
2. You have just observed another method of heat transfer, called convection. In your
own words, describe how convection takes place? How is this process different from
conduction?
___________________________________________________________________
___________________________________________________________________
ACTIVITY 4: LET’S TRY THESE
INSTRUCTIONS: Fill in the missing word in the given statement.
Heat transfer occurs between states of matter whenever a temperature difference

exists and heat transfer occurs only in the direction of ________________ temperature,
meaning from a ______________ object to a ___________ object.
Heat can be transferred in three ways: by ________________, by _____________,

and by _______________. ______________ is the transfer through the movement of heat
by a fluid such as water or gas. While ____________________ is the transfer of energy from
one molecule to another by direct contact. This transfer works best in materials that have
molecules that are close to each other like in solids. Unlike these two methods of heat transfer,
________________ is a transfer of heat that does not need any conducting substance to help
with the transfer. When you notice that the sun shine feels warm on your skin is an example
of this heat transfer.
REFLECTION

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
48
Textbooks:
Asuncion, Alvie J, and et.al. 2017. Science 7 Learner's Module. Pasig City: Department of
Education.
Navaza, Delia Cordero, and Bienvenido J. Valdez. 1990. PHYSICS. Quezon City: Phoenix
Publishing House, Inc.
Rebollos, Felizardo, and Rosario S. et al. Jequinto. 1986. College Physics. Metro Manila:
National Bookstore.
Internet Sources:
Cool Science Experiments HQ. 2021. Conducting Heat Science Experiment. Accessed
January 19, 2021. https://coolscienceexperimentshq.com/conducting-heat/.
The Home School Scientist. 2021. Convection Current Experiment. Accessed January 18,
2022. https://thehomeschoolscientist.com/convection-current-experiment/.
ANSWER KEY:
Table 1. Observations on the relative coldness or hotness of water in the container

Relative Temperature of water
Container At 0 minute After After After After After
Initial temp. 2 min. 4 min. 6 min. 8 min. 10 min.
Set-up 1 Cup 1 Normal
temp/room temp. constant constant constant constant constant
Bowl Normal
1 temp/room temp. constant constant constant constant constant
Set-up 2 Cup 2 Normal
temp/room temp.
Bowl Hot
2
Guide questions:
1. In which setup did you find changes in the temperature of water inside the
containers? Set up 2
2. In setup 2
3. For heat transfer to take place, the objects must be of different temperature
4. The temperature of water in bowl 2 decreases after 2 minutes
5. The temperature of water in cup 2 increases.
6. There are no changes in the temperature of water in setup 1
49
7. Heat transfer will continue to take place until both objects reach the same
temperature as the setup 1
8. The direction of heat transfer is from the substance with higher temperature to
substance with lower temperature
ACTIVITY 2
1. Change in temperature was observed in metal spoons only.
2. The metal spoon is warm, but the wood and plastics are not.
3. The method of transfer is conduction.
4. Metal is the best conductor of heat.
5. Wood and plastic are not conductors of heat.
ACTIVITY 3
1. Describe the movement of the food coloring or dye when the frozen colored ice cube
was dropped on the warm water. Why does this happen?
The ice cube is floating in the warm water but as it dissolves the colored water is
moving downward.
Cold water is moving down while the less dense warm water is moving upward.
2. Answers may vary.
ACTIVITY 4
● Decreasing ….. warm or hot …….. cold……..
Conduction ………. Convection ………. Radiation ….
Convection……… Conduction……….. Radiation ……
DEVELOPMENT TEAM
Author/ Writer: Gudelia B. Obelis
50
SMILE
Learner’s Packet
Name: _________________________________________ __________________________
Section: _________________________________ Date: __________________________
Science 7
(Q3_LP7)
In this topic, you are going to learn about electricity, electrical charges and the different
charging processes. Electricity is a form of energy that we encounter in our everyday life. We
need this to operate appliances, gadgets and machines to name a few. Aside from these man-
made devices, the nature of electricity is demonstrated by lightning and the motion of living
organisms which is made possible by electrical signals sent between cells. However, in spite
of the familiar existence of electricity, many people do not know that it actually originates from
the motion of charges.
An electrical charge is an electrical property of matter that creates a force between

objects. But, how can objects be charged? All matter is made up of atom, electricity originates
inside an atom. An atom consists of subatomic particles such as proton (positively charge),
electron (negatively charge) and neutron (no charge). Objects are charged by gaining or
losing electron. When the atom of the object loses electrons, the object becomes positively
charged. When the atoms of the object gain electron, the object becomes negatively charged.
All the charging processes follows the Law of Conservation of Charge which states
that “Charges cannot be created nor destroyed, but can be transferred from one material to
another. The total charge in a system must remain constant.”
MELC:
Describe the different charging processes.
CG LC/ Code: S7LT-IIIj-13
Specific Objectives:
1. Identify the type of charges
2. Describe the different charging processes
51
ACTIVITY 1: GUESS WHAT?
A. Direction: Match column A with column B. Write the letter of the correct answer in the
space provided.
Column A Column B
_____1. Electron a. negatively charged
_____2. Neutron b. neutral (no charge)
_____3. Proton c. smallest unit of matter
_____4. Nucleus d. center of the atom
_____5. Atom e. positively charged
B. Direction: Fill in the Graphic organizer below to assess your prior knowledge and
understanding of the topic Electricity.
ELECTRICITY
C. Direction: Look at the pictures below and answer the given questions.
GUIDE QUESTION:
What does the picture show? Why is hair
is standing like that?
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
Source:https://www.google.com/search?q=static+electricity&sxsrf=AOaemvJs1n_OwQofOQHVYIlvd0Z07qRQtg:16421621183
32&source=lnms&tbm=isch&sa=X&sqi=2&ved=
52
ACTIVITY 2: CHARGED INTERSECTION
(Activity adapted from Science 7 Learner’s Materials)
DIRECTION: Perform the Activity and answer the questions briefly.

Objectives:
1. Distinguish the two types of charges
2. Observe the behavior of charge objects
Materials Needed:
• Strong adhesive tape (transparent)
• Smooth wooden table
• Meter stick
• Piece of wood (1m long) to hold tape strips
• Triboelectric series chart
• Moistened sponge
Procedure:
1. Using a meter stick, pull off a 40 cm to

60 cm 2 pieces of adhesive tape. Label
the tape as tape 2. Then fold a short
section of it (1 cm) to make a non-sticky
“handle” at the end of each tape.
2. Lay the tape adhesive side down and
slide your finger along the tape to firmly
attach it to smooth, dry surface wooden
table.
3. Peel the tape from the surface
vigorously pulling up the handle you have made on one end. See figure 1 below. Make
sure that the tape does not curl up around itself or to your fingers.
4. While holding the tape up by the handle and
away from other objects, attach the tape to
the horizontal wooden piece or the edge of
your table. Make sure that the sticky side
does not come in contact with other objects.
Bring your finger near but not touching, the
non-sticky side of the tape. Take note your
observation. See the figure 2 below.
Question No. 1. Is there any sign of interaction between the tape and the finger?
_________________________________________________________________________
____________________________________________________________________.
5. Drag a moistened sponge across the non-sticky side of the tape. Then, bring closer
again your finger on the tape but not touching it. Take note and record your
observation.
53
Figure 3 Figure 4
Question no. 2. Is there any sign of interaction between the tape and the sponge?
_________________________________________________________________________
_________________________________________________________________________
Key Concepts:
In the Activity 2, when you pulled the tape vigorously from the table, some of the
electrons from the wooden table’s surface were transferred to the tape. This means that
the table has lost some electrons so it has become positively charged while the tape has
gained electrons which made it negatively charged. The process involved is referred to as
charging up material, and in this particular activity the process used is charging by friction.
The Charging Processes:
a. Charging by Friction
▪ rubbing 2 materials against each other may cause them the transfer of electron
from one material to the other.
▪ material that lost electrons becomes positively-charged, while the material that
gained electrons becomes negatively -charged.
b. Charging by Induction –
▪ Charging with no actual contact
▪ temporary because no electrons are transferred and neutrality returns when the
close charged object is removed.
c. Charging by Conduction
▪ contact of a charged object to a neutral object.
▪ permanent since electrons move to the new object until that object is grounded.
Charging by Friction Charging by Induction Charging by Conduction
Source: https://stickmanphysics.com/stickman-physics-home/unit-7-electrostatics/electrostatics-conduction-induction-and-
In the next activity, you will learn about the Triboelectric series and how it is used in
friction
predicting which materials loses or gains electrons.
54
ACTIVITY 3: POSITIVE OR NEGATIVE?
Direction: Perform the activity by predicting if the materials which would lose or gain electrons
when paired up following the Triboelectric series. Complete the table below.
Table 1. List of Materials and their Charge Interaction Based on Triboelectric Series.
Materials Rubbed Material that Charge of Material that Charged of
together loses material after gains material after
electrons losing electrons gaining
electrons electrons
glass and copper
hair and paper
steel and copper
hair and polyester
vinyl and wood
wool and silk
vinyl and wool
Triboelectric Series Chart

Photo Source: https://www.sciencelearn. org.nz/images/3879-triboelectric-series
GUIDE QUESTIONS:
1. Does the charge of the material remain the same when paired up with other
material?__________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
2. What rule could be applied in determining the charged of the materials?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
55
Key Concepts:
The Triboelectric series is a device that could determine the charges of the
materials when rubbed together. The charge of the materials changes based on their
combinations and relative positions in the Triboelectric Series. Materials that are placed
at the upper end of the sequence (e.g. fur, glass and hair) will most likely give up/lose
electrons and become positively charged. However, materials found at the bottom end of
the sequence (e.g. polyester, polyethylene, PVC) gain electrons and become negatively
charged.
In the next activity, you should be able to apply the phenomenon of polarization and
grounding to charge a material by Induction. You will also investigate another method of
charging which depends on conductivity of the materials
ACTIVITY 4A: CHARGE OR NOT CHARGE!

Direction: Perform the activity and answer the

questions briefly. Write your answer on the space
provided.
1. Charge the balloon by rubbing it off your hair. 5a

Make sure your hair is completely dry.
2. Place the charged balloon as near as possible to
the soft drink can without the touching the two
objects as shown in figure 5b
3. Touch the can with your finger at the end opposite 5b
the balloon as shown in Figure 5c.
4. Remove your hand and observe how the balloon
and the can will interact.
GUIDE QUESTIONS:
1. What charge is acquired by the balloon after
rubbing it against your hair?
_________________________________________________________________________
2. What is the purpose of touching in step 3?

_________________________________________________________________________
3. Where you able to charge the soft drink can?
_________________________________________________________________________
4. What process of charging is demonstrated in the activity?
_________________________________________________________________________
5. What is the charge of the soft drink can?
_________________________________________________________________________
56
ACTIVITY 4B: PASS THE CHARGE!
Direction: Do the activity by yourself and answer the questions below briefly.
Procedure:
1. Repeat all steps in Activity 4A.
2. Let the charged can set-up touch a neutral can
set-up as shown in the figure.
3. Separate the two set-ups then observe how the
charged balloon interacts with the first and
second set-up.
GUIDE QUESTIONS:
6. Where you able to charge the can in the second set-up?
_________________________________________________________________________
7. What process of charging is illustrated in the activity? Figure 6.

_________________________________________________________________________
8. What charge is acquired by the can in the second set-up?
_________________________________________________________________________
ACTIVITY 5: WHICH IS WHICH?

Direction: Identify the Charging Processes (Friction, Induction or Conduction) shown in
every picture
1. 2. 3.
4. 5. 6.
Photo source: https://www.google.com (images)
57
REFLECTION:
1. I learned that
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. I enjoyed most on
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. I want to learn more on
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
REFERENCES FOR LEARNERS:
Textbooks:
Department of Education (2017). Science 7 Learner’s Material. First Edition.
Department of Education-Bureau of Learning Resources (DepEd-BLR) pages: 262-
275
Department of Education (2017). Science 7 Teachers Guide. First Edition. Department

of Education-Bureau of Learning Resources (DepEd-BLR)
Internet Sources:
https://www.youtube.com/watch?v=FTCBMO3KknA
https://stickmanphysics.com/stickman-physics-home/unit-7-
electrostatics/electrostatics-conduction-induction-and-friction
Photo sources:
https://www.google.com (images)
ANSWER KEY:
Activity 1: Guess What?

A. 1. a 2. b 3. e 4. d 5. c
B. The answer may vary
58
C. The picture shows a person touching a Van de Graaf generator and receiving excess
positive charges, the repulsion of these positive like charges cause the strand of hair
to repel other strand of hair and to stand up.
Activity 2: Charged Intersection
Answers to Questions:
1. Yes, the tape will be attracted to the finger.
2. Interactions observed earlier will be greatly reduced or will be non-existent.
Activity 3: Positive or Negative?

Materials Rubbed Material that Charge of Material that Charged of
together loses electrons material after gains electrons material after
losing gaining
electrons electrons
glass and copper glass positive copper negative
hair and paper paper Positive hair negative
steel and copper steel Positive copper negative
hair and polyester hair Positive polyester negative
vinyl and wood wood Positive vinyl negative
wool and silk wool Positive silk negative
vinyl and wool wool Positive vinyl negative
Answers to Questions:
1. It changes depending on the location of the material it is paired up within the
Triboelectric Series.
2. Materials that are placed at the upper end of the sequence (e.g. fur, glass and hair)
will most likely give up/lose electrons and become positively charged. However,
materials found at the bottom end of the sequence (e.g. polyester, polyethylene, PVC)
gain electrons and become negatively charged.
Activity 4A: Charge or Not Charge? Activity 4B: Charge or Not Charge?
Answers to Questions: Answers to Questions:
1. Negative Charge 1. Yes, the can in the second set-up will
2. By touching the can, a path provided for be charged since excess charges has
the charges to be transferred. This is an been transferred to it from the can in
example of grounding. the first set-up.
3. Yes, the soft drink can will be charged. 2. Charging by Conduction
4. Charging by Induction 3. The can in the second set-up has
acquired a net positive charge.
Activity 5: Which is which?
1. Induction 3. Conduction 5. Friction
2. Induction 4. Friction 6. Conduction
59
DEVELOPMENT TEAM
Author/ Writer: AMY C. TALAVERA

Content Editor: ROWENA C. MUÑOZ, PhD
Language Editor: MYLA M. BOBIS
Lay-out Artist: KAREN S. LEGSON
Education Program Supervisor: JADE O. ALBERTO, EdD
60

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SMILE

(SIMPLIFIED MODULE INTENDED FOR LEARNING ENCOUNTERS)

Section: _________________________________ Date: __________________________

BACKGROUND INFORMATION FOR LEARNERS

Motion is a change in position with respect to a reference point. What is a reference

LEARNING COMPETENCY WITH CODE

MELC: Describe the motion of an object in terms of distance or displacement, speed

ACTIVITY 2: MY DAY AT THE PARK

ACTIVITY 3: MY HOME TO CHURCH

Write T if the statement is true, Write F if the statement is false.

ACTIVITY 4: LET US CALCULATE!

Answer the following:

In this activity, I learned that ……

I want to ask my teacher about

REFERENCES FOR LEARNERS

ACTIVITY 2: MY DAY AT THE PARK

ACTIVITY 3: MY HOME TO CHURCH

ACTIVITY 4: LET US CALCULATE!

Section: _________________________________ Date: __________________________

BACKGROUND INFORMATION FOR LEARNERS

We live in a world where everything is in constant motion. A toddler learns to walk; a

MELC: Describe the motion of an object in terms of distance or displacement, speed

CG LC/ Code: S7FE-llla-1

ACTIVITY 1: WHERE CAN YOU FIND ME?

ACTIVITY 2: HOW FAST ARE YOU?

Task B. Speed, Velocity and Acceleration Calculations

Part I. Speed Calculations:

Equation Substitute the given into Final answer with Units

Part 2 - Velocity Calculations

Equation Substitute the given into Final answer with Direction

Part C. Acceleration Calculations

Equation Substitute the given into Final answer with Direction

Instructions/Guide Questions: Sort the given statements or facts under

Speed in a The rate of change of

A car traveling A person walking

A snail moving 10 A rabbit hopping A horse galloping

A plane traveling 500 A baseball thrown 90 A truck slowing Turning a corner

Rubric for scoring:

Output Student made an in-depth Student tried to make Student failed to

I have learned that

I wish to ask my teacher about

REFERENCES FOR LEARNERS:

K to 12 Most essential Learning Competencies (2020), Department of Education

ACTIVITY 1: WHERE CAN YOU FIND ME?

ACTIVITY 2: HOW FAST ARE YOU?

Part Item Equation Substitute the Final answer Direction

2 S = d/t S = 60m/0.5s 120m/s No direction

2 1 V= 2km/2hrs 10km/hr south

2 a = Vf – Vo/t a = 23m/s-8m/s 5m/s 2 North

Section: Date: _____________

BACKGROUND INFORMATION FOR LEARNERS

Motion, is a change in position measured by distance and time, is something that we

Ticker Tape Diagram or Dot Diagram

Analyzing a Ticker Tape Diagram

▪ The distance of the dots is equally

http://www.oneschool.net/Malaysia/University andCollege/SPM/revisioncard/physics/forceand motion/images/tickertape_clip_image002_000 3.jpg

The distance between the dots decreases uniformly.

▪ The distance between the dots decreases uniformly.

Plotting distance against time can tell you a lot about

Section: _______ Date:

Section: _______ Date:

Section: _______ Date:

Section: _________ Date: _

Section: _________ Date: _