Science 7 LAS Quarter 3

7
Science
Third Quarter
LEARNING ACTIVITY SHEET
COPYRIGHT PAGE
Learning Activity Sheet in SCIENCE

GRADE 7
Copyright © 2020
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Writers: MARIBEL B. CHAVEZ, MARYBELL H. ONDO, Rizal National High School
EARL AARON O. VILLANOZA,MARY RUTH C. DELA FUENTE CHERRY JOY M. ASUNCION,-Patul National
High School ,
KIMBERLY CLAIRE D. MAGUAD, Rosario National High SchoolDELAILA BARBADO-NAVALTA, MARIE

ANN B. SALES,
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Practice Personal Hygiene at all times
DepEd, Carig Sur, Tuguegarao City
ii
TABLE OF CONTENTS
Lessons Page Number
Describe the motion of an object in terms of distance or 1-12 displacement, speed or

velocity, and acceleration.
Create and interpret visual represent of the motion of 13-18 objects such as tape charts
and motion graph.
Infer that waves carry energy . 19-24
Describe the characteristics of sound wave using the concepts of 25-31

wavelength, velocity and amplitude
Explain color and intensity of light in terms of its wave

32-40
characteristics.
Infer the conditions necessary for heat transfer to occur 41-48
Describe the different types of charging processes 49-53

iii

SCIENCE GRADE 7
Name of Learner: __________________________________ Grade Level: ________
Section: __________________________________________ Date: ______________
LEARNING ACTIVITY SHEET Describing Motion of an

Object Background Information for Learners
Describing the motion of object, there must be a change in position with respect to a reference
point. A position or location of an object must be specified at all times from a reference point.
A reference point of an object is defined as the origin or starting point for measuring motion.
There are many ways of describing motion in our surroundings. One way is to relate the change
of position to distance and time. When you study motion, you will come across the concepts of
distance and displacement, speed and velocity, and acceleration.
Distance refers to the total length of the path travelled by an object. Displacement on the other
hand refers to the shortest distance between the object’s initial position and its point of
destination, it also indicates direction where the object is going.
Fig. 1. Illustration of the difference between distance and displacement.
After knowing the difference between distance and displacement, it is also important to
know the rate of an object that is in motion. It is best described when we include the element of
time.
In science, anything that is being timed is called rate. Thus, to know how fast or slow a body is
moving, we have to get its rate of motion which is commonly referred to as speed. Speed refers
to how fast the object is moving. It tells the distance the object travelled over a period of time.
Velocity and acceleration both describe motion. In Physics, velocity is described as a vector
quantity as it has both magnitude and direction, wherein the magnitude represents speed and
direction shows its direction of motion.
Acceleration is the rate of change of velocity with time. Like velocity, this is a vector
quantity that has a direction as well as a magnitude.
Practice Personal Hygiene at all times 1

Learning Competency with Code
Describe the motion of an object in terms of distance or displacement, speed or
velocity, and acceleration. (S7FE-IIIa-1)
ACTIVITY 1
FACT AND BLUFF
Directions: Write Fact if the statement describes distance or displacement, and write Bluff, if
the statement does not describe Distance or displacement. Write your answer on the space
provided.
______1. Distance is the total length travelled by a moving object.
______2. Displacement is a vector quantity that has both magnitude and direction.
______3. Distance is a scalar quantity since it indicates magnitude only.
______4. Distance has direction.
______5. Displacement is equal to the distance travelled by an object.
______6. Displacement refers to the measure of how far an object.
______7. Distance is the shortest path travelled between the origin and final position.
______8. Distance and displacement are the same.
______9. A man travelled 50 m from his house to the market is an example of distance.
______10. Starting and ending up at the same location results to zero displacement.
ACTIVITY 2
HOW FAR I’LL GO?
Directions: Identify the total distance and displacement based from the illustrations.
Distance= _________
Displacement=_______

2.
50 meters
Friend’s house School
meters
meters
50
50
50 meters
Your house Friend’s house
(Reference point)
Distance=__________
Displacement=_________
3. 50 meters

meters
meters
50
50
50 meters
Your house Friend’s house
(Reference point)
Distance=_________
Displacement=__________

4. 50 meters
meters
meters
50
50
50 meters
Your house
(Reference point) Friend’s house
Distance=________
Distance=__________
ACTIVITY 3
SPEED TEST
Directions: For each situation, identify and calculate the distance travelled, the time that
passed, and the speed.
1. Gary threw a volleyball that travelled 10 m in 3 sec. Calculate the speed of the ball?
2. A cat runs 6 m in 4 s. What is its speed?
3. What is the speed of a car that travels 52 km in 2 h?
4. How long does it take for Angel to reach her friend’s house 50 m away if she has an
average speed of 1.5 m/s?
5. How long does it take for a cyclist to travel 100 m if it goes a speed of 6 m/s?
6. How long will your trip take (in hours) if you travel 350 km at an average speed of 80
km/hr?
7. If Stephen throws the basketball 15 meters in 3 seconds, what is the average speed of the
basketball?
8. How long does it take a mango fruit to fall from a 20m high tree branch at an average speed
of 3 m/s?
9. How fast is the runner if it reached the 100 mark in just 9 s in a race?
10. How far does a ball roll if it rolls at a speed of 4 m/s for 24 s?
No. Distance (d) Time (t) Speed (v)

1
10
ACTIVITY 4
CHALLENGE ME!
Directions: Analyze the situation and answer the questions briefly. Write your answer on the
space provided.
1. A coach wants to find out the speed of the runners on a track team. Tell what simple
equipment the coach needs in order to do this and explain how it should be done.
a. What are the equipment needed by the coach to find out the speed of the runners?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
_______________________________________________________________________
b. What should be done in order to identify the speed of the runner?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
_______________________________________________________________________
ACTIVITY 5 DRAW
ME!
Directions: Draw a happy face ( ) if the statement describes velocity or acceleration and
then draw a sad face ( ), if the statement does not describe velocity or acceleration.
_____1. A car moves 75km/h east in 30s.

_____2. The wind moves at 120 km/h north of east.
_____3. Neil walks 3m along the highway.
_____4. A bus travels 50m/s.
_____5. A car travels a distance of 50 km from Manila to Batangas in 30 min.
_____6. A boat moves at the rate of 3.5km/h in still water.
_____7. The light travels approximately at 300 000 000m/s.
_____8. The motorcycle has a constant velocity of 50km/h in 20s.
_____9. An airplane flies a distance of 150 km in an easterly direction. ____10.
Richard runs 1500m/s south of west.
ACTIVITY 6
I CAN DO IT!
A. Directions: In a 500-m run competition, the following data was recorded. Solve for
velocity using the formula, v=d/t, wherein: v=velocity, d=displacement, t=time
PLAYERS d(m) t (s) v(m/s)

Marione 500m 53
Hannah 500m 60
William 500m 55
Princess 500m 58
Axel 500m 63
B. Directions: Fill in the missing data using the above equations
Displacement (km) Time (h) Velocity (km/h)

300 5 ______
_____ 2.5 15
375 ______ 6
1500 25 ______
_____ 5.5 35
ACTIVITY 7
AM I UNIFORMLY ACCELERATING?
Directions: Analyze the data for motion of a car along the positive x direction.

Point Velocity v (m/s) Time t (s)
A 0 0
B 10 1
C 20 2
D 30 3
E 40 4
F 50 5
G 60 6
What to do:
a. Plot v against t, (t on the x axis)

b. Find the slope of the graph. (Note: Slope = change in y divided by the change in x;
Y2Y1/X2-X1 )
c. Determine what the slope represents.
a. Plot v against t
b. Find the slope
Slope AB: 10m/s – 0m/s

1s – 0s
= 10m/s/s
Slope BC: 20m/s – 10m/s

2s – 1s
= 10m/s/s
Slope CD: 30m/s –2 0m/s

3s – 2s
= 10m/s/s

Slope DE: 40m/s – 30m/s
4s – 3s
= 10m/s/s
Slope EF: 50m/s – 40m/s

5s – 4s
= 10m/s/s
Slope FG: 60m/s – 50m/s

6s – 5s
= 10m/s/s
c. What does the slope represent?

The slope represents a uniformly accelerated motion.
ACTIVITY 8 WHAT’S UP?

MOVING FAST…MOVING SLOW!
Directions: The figure below shows the Velocity vs. Time graph of a delivery truck moving in
a straight highway in the same direction. Analyze the graph and answer the following:
a. Determine the slopes of the lines AB, BC, CD, DE, EF, FG, GH, HI
b. Interpret your results in (a)
c. Describe the motion of the truck during those periods indicated in the graph
a.
Slope AB: 5m/s – 0m/s

1s – 0s
= 5m/s/s
Slope BC: 10m/s – 5m/s

2s – 1s
= 5m/s/s
Slope CD: 15m/s – 10m/s

3s – 02s
= 5m/s/s
Slope DE: 15m/s – 15m/s

4s – 3s
= 0m/s/s
Slope EF: 0m/s – 15m/s

5s – 3s
= -15m/s/s
Slope FG: 10m/s – 0m/s

6s – 5s
= 10m/s/s
Slope GH: 15m/s – 10m/s

7s – 6s
= 5m/s/s
Slope HI: 20m/s – 15m/s

8s – 7s
= 5m/s/s
b. How do you interpret your results in (a)?

The results in (a) show the motion of a delivery truck moving along a straight highway. The
motion of the truck is not uniformly accelerated.
c. How do you describe the motion of the truck during those periods indicated in the graph?
The car is moving at constant acceleration. Suddenly, it stops. Next, it moves so fast until it
is moving again at constant acceleration.
Reflection:
In the activities presented about motion, I have learned that
Distance refers to the total length of the path travelled by an object. Displacement on the other
hand refers to the shortest distance between the object’s initial position and its point of
destination, it also indicates direction where the object is going.

References:
Printed Resources
Abistado, Jonna M. et.al (2013) Science Links 7. Sampaloc , Manila: Rex Bookstore,
Inc. Asuncion, Alvie J. et.al (2017) Science 7. Pasig City, Philippines: Department of
Education
Laurente, Jomar Aries T. et.al (2015) Science for the 21st Century Learners 7. Makati
city, Philippines: Diwa learning System, Inc.
Lee Johnson. March 14, 2018. What is the Difference between Velocity and
Acceleration.
Macalad, Ernest P. et.al (2011) Exploring the Realms of Science Physics. Valenzuela
City, Philippines:Jo-Es Publishing house, Inc.
Online Resources Retrieved

from:
https://images.app.goo.gl/1GPyuzHfFrgFfJR4A
https://nroer.gov.in/5943f3f94975ac013d36fa53/course/activity_player/5943f4224975a
c013d36fc63/5943f4234975ac013d36fc75/ https://sciencing.com/what-is-the-
difference-between-velocity-and-acceleration-
13710473.html

Answer Key

Prepared by:
MARIBEL B. CHAVEZ
MARYBELL H. ONDO
Writer
SCIENCE GRADE 7
Name: _________________________________________ Grade Level: ____________
Date: __________________________________________ Section: ________________
LEARNING ACTIVITY SHEET Visual Representation of Motion

Background Information for Learners
Motion means movement. In ever day life we see some objects at rest and some others
in motion. Rotation and revolution of Earth, continuous expansion of the Universe, ball rolling
down the hill, a train travelling along the tracks are all examples of motion.
Motion is a continuous change in the position of an object with respect to a stationary
object. It is described in terms of displacement, distance, velocity, acceleration, time, and
speed.
A moving object may not always be in a uniform motion. The rate at which an object moves
can be different. Objects moving with different rate will take a different amount of time to
cover a given distance. One of the ways of measuring the rate of motion of an object is by
using tape charts and motion graphs.
This module will provide you the scientific knowledge and skills necessary to describe
motion along a straight path. You will learn to describe the motion of objects in terms of
position, distance travelled, and speed. You will also learn to analyze or represent motion of
objects using charts, diagrams, and graphs. While these all provide the same information about
the motion of objects, you will find out that one may be more helpful than the other depending
on your objective.
Learning Competency Code

Create and interpret visual representation of the motion of objects such as tape charts
and motion graphs. (S7FE – IIIb – 3)
ACTIVITY 1
DESCRIBE ME
DIRECTIONS: Describe the velocity of each ticker timer below and encircle the correct
answer.
1. The diagram shows a ticker tape that has been pulled by a moving grocery cart. The
grocery cart is moving with
Direction of motion
a. constant velocity c. increasing velocity

b. decreasing velocity d. accelerating

2. A car is dripping oil while it is travelling, what is the acceleration of the car?
Direction of motion
a. uniform acceleration c. constant acceleration

b. uniform deceleration d. none of the above
3. What is the velocity of the object below base on the ticker tape diagram?
Direction of motion
a. constant velocity c. increasing velocity

b. decreasing velocity d. uniform acceleration
4. What is the acceleration of the object in the diagram below?
a.
a.
a.
a.
a.
uniform acceleration
b.
uniform deceleration
c.
uniform velocity
d.
uniform speed
5. Which of the following statements is TRUE about the diagram in item number 4?
a. the distance of the dots is equally distributed

b. the object is moving at a uniform deceleration
c. the distance of the dots is increasing uniformly
d. all of the above
ACTIVITY 2 MEASURE ME
A. Directions: Determine the time, velocity, and acceleration of each of the ticker timer
tape samples below.
1.

20 m
note: 1 tick = 0.02 s
2.
15 m
note: 1 tick = 0.05 s
B. Direction: Determine the acceleration of the ticker timer tape sample below.
1. n=7
tick = 1 s
2m 5m
ACTIVITY 3 GRAPH DESCRIPTION

A. Directions: Describe the following graph below. Write your short description in the box
beside the graph.

1.
Distance (cm)
0
Time (sec)
2.
Distance (cm)
0
Time (sec)

3.
Velocity (m/s)
0
Time (sec)
Directions: Refer to the graph below to answer each question.
1. In which is the car accelerating from rest? _____

2. In which section is the car’s acceleration negative? _____
3. How far does the car travel during section “b”? _____
4. What is the acceleration of the car at section “d”? _____
Reflection
In the activities presented about tape charts and motion graphs, I have learned that
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

References
Science Grade 7 Learning Material Internet
Resources:
http://docshare04.docshare.tips/files/22225/222251406.pdf
https://kiddey.weebly.com/uploads/3/7/8/7/37873247/3-10a_-
_motion_graphs_wkstkey.pdf

Answer Key
Prepared by:
EARL AARON O. VILLANOZA

Writer
SCIENCE GRADE 7
Name of Learner: ______________________________ Grade Level: ____________ Section:
_______________________________________ Date: __________________
LEARNING ACTIVITY SHEETS WAVES

Every day you come across on different types of waves. The sound you hear when the
school bell rings depend on sound waves. The rainbow you see after the rain depends on light
waves. A tiny wave can travel across the water in a glass, while a huge wave can travel across
the ocean. Sound waves, light waves, and water waves seem very different from one another.
So what exactly is a wave?
A wave is a disturbance that carries energy from one place to another. Matter is NOT
carried with the wave. A wave can move through matter (called a "medium"), but some waves
do not need a medium to be able to move. If a wave needs a medium, we call it a mechanical
wave. If a wave can travel without a medium, (for example, through space), we call it an
electromagnetic wave. One good example of energy transfer by waves is the wave caused by an
earthquake. The ground shakes from side to side and up and down as the wave move through it.
The ground does not travel with the wave but it is the energy that travels in a wave. In the case
of an earthquake, the kinetic energy from the movement of the ground is being transferred. The
waves crashing in the shore trying to knock you down is another good example. Ocean waves
travel from the middle of the ocean to the shore, one after another.
Now that you have basic understanding on how waves transfer energy, let us now move
to the fundamental indicators of the wave’s energy:
1. Frequency – the number of waves passing a point in a certain time; measured in wave
per second or Hertz (Hz); the higher the frequency, the closer the waves and the greater
the energy
2. Amplitude – the distance from the center line or from rest position to crest (highest
point) or trough (lowest point); the energy of the wave varies directly to its amplitude
3. Wavelength – the distance between two successive crests or troughs; measured in
meters (m); a higher frequency causes a shorter wavelength and greater energy
4. Speed – the measure of the distance a wave travels in a certain amount of time; it is
determined by the type of wave and the nature of the medium.

Infer that waves carry energy. (S7LT-IIIc-4)
ACTIVITY 1
WAVE OF LIFE
Directions: Follow the instructions given below. Observe how wave is produced and answer
the questions that follow.
Materials: plastic chair (preferably light weight), colored ribbon, rope (at least 1 meter long)
Procedure:
1. Tie a ribbon in the middle of a rope. Tie one end of the rope into a plastic chair.

2. Hold the loose end of the rope in your hand and stand far enough away from the chair to
stretch the rope.
3. Make a wave by moving your hand up and down quickly.
4. Observe what happens.
Guide Questions:
1. What makes the rope move?

______________________________________________________________________
____________________________________________________________________
2. What makes the ribbon move?
______________________________________________________________________
____________________________________________________________________
3. Does the wave move the ribbon to the end of the rope?
______________________________________________________________________
____________________________________________________________________
4. Describe the movement of the ribbon. Is the vibration of the ribbon in the same
direction of the wave?
______________________________________________________________________
____________________________________________________________________
ACTIVITY 2
GUESS WHAT?
Directions: Name the different parts of a wave described in the statements given below.
(Note that the broken line in the middle represents the rest position)
1. Point E to Point G
__ __ __ __ __ __ __ __ __ __
2. Point D
__ __ __ __ __
3. Point C
__ __ __ __ __ __
4. Point B to D
__ __ __ __ __ __ __ __ __ __
5. Rest position to Point B
__ __ __ __ __ __ __ __ __
6. Point G
__ __ __ __ __ __
7. Center line to Point C
__ __ __ __ __ __ __ __ __
8. Point F
__ __ __ __ __
ACTIVITY 3
WAVE OF ART
Directions: Draw the following waves according to the given wavelength and amplitude and
answer the guide questions that follow. One unit equals one box in the grid. Use pencil to avoid
erasures.
1. A wave with a wavelength of 6 units and amplitude of 2 units.
2. A wave with a wavelength of 2 units and amplitude of 4 units.
Guide Questions:
1. What are the differences between Wave 1 and Wave 2?
______________________________________________________________________
______________________________________________________________________
___________________________________________________________________
2. Compare their energy based from the amplitude and wavelength.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
__________________________________________________________________

ACTIVITY 4
WHICH WAVE IS IT?
Directions: Observe the different waves and answer the following questions. Identify which
wave is described.
____1. longest wavelength

____2. shortest wavelength
____3. highest frequency
____4. lowest frequency
____5. 2 waves with almost the same amplitude
____6. shortest amplitude
____7. highest energy
For 7-9. There are three members of a family. The dad has a deep, low voice. The mom has
a medium-high voice, and the baby has the highest voice.
____8. represents baby’s voice
____9. represents mom’s voice
____10. represents dad’s voice
Reflection
In the activities presented about waves, I have learned that
____________________________________________________________________________
____________________________________________________________________________
_________________________________________________________________________
References
Online Resources
https://byjus.com/physics/waves/
https://www.bbc.co.uk/bitesize/guides/z8rxsbk/revision/3
https://www.ducksters.com/science/physics/properties_of_waves.php

https://www.paulding.k12.ga.us/cms/lib/GA01903603/Centricity/Domain/3888/wave%20w
orksheet%20answer.pdf
http://www.studyphysics.ca/newnotes/20/unit03_mechanicalwaves/chp141516_waves/less
on44.htm
https://www.teachengineering.org/lessons/view/clem_waves_lesson02
https://www.uek12.org/Downloads/Waves%20Light%20and%20Sound%20Packet.pdf
Photo Credits
http://mgeer0206.blogspot.com/
https://www.effinghamschools.com/cms/lib4/ga01000314/centricity/domain/702/489-
494.pdf
https://www.paulding.k12.ga.us/cms/lib/GA01903603/Centricity/Domain/3888/wave%20w
orksheet%20answer.pdf

Answer Key
Prepared by:
KIMBERLY CLAIRE D. MAGUAD

Writer
SCIENCE GRADE 7
Name of Learner: _____________________________ Grade Level: ____________
Section: ____________________________________ Date: _________________
LEARNING ACTIVITY SHEET

Characteristics of Sound Waves
We communicate with each other through sound. It enables us to send a message to

someone, aids us in letting out our emotions and serves as a channel for our enjoyment.
But wait, can you imagine this world without sound? We would have enjoyed the chirping of
birds, laughing of kids, whispering of trees and listening to music. But what if all of them
would have sounded the same? Some would have become annoying and unwanted.
That is why studying the characterisitics of sound wave becomes very interesting. Why
each sound sounds different from the others?
Features of a Sound Waves
We know that sound is a form of energy. Sound travels in the forms of waves. Its nature,
however, is different from that of electromagnetic waves. We cannot see sound waves, but we
can measure all their properties.
Sound is composed of waves of compression and rarefaction which are detected by the ears.
These waves move through the air or other substances, strike our eardrums and are “heard” by
our brains. The compressions and rarefactions of a longitudinal sound wave can be compared
to the parts of a transverse wave (see Figure 2 and 3).
Figure 2. A transverse wave consisting of its different parts

Figure 3. A longitudinal wave consisting of compressions and rarefactions
The size of a compression indicates how much energy the sound wave has. This means
that a sound wave with a high amplitude will have large compressions. A sound wave with a
low amplitude will have small compressions.
Characteristics of Sound
Do you noticed the vibration of the speakers as you increase the volume of your stereo?
How do sound waves change as you increase its volume?
a. Loudness
The loudness of a sound also refered to as volume, is determined mainly by the
amplitude of the sound wave. Volume can be increased or decreased by increasing or
decreasing amplitude of the sound waves. Higher amplitude means molecules have
higher energy and they can travel larger distance, thus giving loudest sound. b. Pitch
The pitch of a sound is the perception of highness or lowness. It depends almost
completely on the frequency of the sound wave. The high frequency waves produce
high pitch sound and low frequency waves produce low pitch sound.
Hertz (Hz) is a unit to measure frequency and so pitch is measured in hertz. A
human ear can hear sounds of frequencies ranging from 20 Hz to 20,000 Hz, known
as audio frequency range. Above 20, 000Hz is called ultrasonic sound while below
20 Hz is called infrasonic.
Take note also, that there is a change in frequency or pitch of a sound if there is
movement of either the source or the listener, or both. This phenomenon is called
the Doppler effect, named after the Austrian physicist Christian Doppler (1803-
1853) who discovered it.
c. Quality or Timbre
Timbre or tone color or tone quality of a sound is used to distinguish between
two different sounds that have the same pitch and loudness. Tone quality is very
important since it helps us to identify what produced the sound.
Learning Competency and Code
Describe the characteristics of sound wave using the concepts of wavelength, velocity
and amplitude. (S7LT-IIId-7)
ACTIVITY 1
WHERE I AM?
Directions: Identify the parts of a wave and draw your own diagrams of waves.
A. In the diagram below, identify the parts of a wave by using the provided definitions.

#____ = crest The highest point of the wave above the line of origin.
#____ = trough The lowest point of the wave below the line of origin.
#____ = line of origin Signifies the original position of the medium.
#____ = wavelength The distance between two consecutive crests.
#____ = amplitude The distance from the line of origin to a crest or trough of a wave.
ACTIVITY 2
TELL ME THE DIFFERENCE
Directions: Study the wave graph below. Describe the amplitude of sound by completing the
sentence below.
1. Soft sound has __________ amplitude.
2. _________sound has large amplitude.
ACTIVITY 3
HOW LOUD AM I?
Directions: As sound waves travel farther from their source, the more spread out their energy
becomes as illustrated in the figure below.

Q: Why can low-amplitude sounds like whispers be heard only over short distances?
___________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
________________________________________
ACTIVITY 4
TRUE OR FALSE
Directions: Write TRUE if the statement is correct and write FALSE if it is incorrect. Write
your answer before each item.
_____ 1. All sounds begin with vibrations in matter.

_____ 2. Sound waves generally travel most quickly through gases.
_____ 3. Sounds can travel through air and water but not through solids.
_____ 4. Sound waves travel more quickly in warm air than cold air.
_____ 5. The amount of water vapor in the air affects the speed of sound through air.
_____ 6. Sounds that are too high in frequency for humans to hear are called infrasound. _____
7. As distance from a sound source increases, the area covered by the sound waves decreases.
_____ 8. As the decibel level of sounds gets higher, the pitch of the sounds always gets higher.
_____ 9. The intensity of sound waves is the same regardless of distance from the sound
source. _____ 10. Some animals can hear sounds with frequencies as high as 100,000 Hz.
ACTIVITY 5 BEST
CHOICE!
Directions: Choose the letter of the best answer.
Consider the diagram below in order to answer questions #1-2.

1. The wavelength of the wave in the diagram above is given by letter ______.
2. The amplitude of the wave in the diagram above is given by letter _____.
3. Indicate the interval that represents one full wavelength.
a. A to C b. B to D c. A to G d. C to G
4. An ocean wave has an amplitude of 2.5 m. Weather conditions suddenly change such that
the wave has an amplitude of 5.0 m. The amount of energy transported by the wave is
__________.
a. halved b. doubled c. quadrupled d. remains the same
5. A tennis coach paces back and forth along the sideline 10 times in 2 minutes. The
frequency of her pacing is ________ Hz.
a. 5.0 b. 0.20 c. 0.12 d. 0.083
ACTIVITY 6 CHECK YOUR

UNDERSTANDING
Directions: Answer briefly but substantially.
1. Imagine you observe two fireworks explode. You hear the explosion of one as soon as
you see it. However, you see the other firework for several milliseconds before you hear the
explosion. Explain why this is so.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
________________________________________________________________________
2. You observe two musical instruments that you cannot identify. One plays high-pitch
sounds and the other plays low-pitch sounds. How could you determine which is which without
hearing either of them play?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
________________________________________________________________________
Reflection
What I have learned from the given activities?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
________________________________________________________________________

References
Books
Macalalad et.al.2011.Exploring the Realms of Science.Physics.JO-ES Publishing House, Inc.
Valenzuela City
Physics: Properties of Waves.Retrieved: May 20, 2020
Online Resources
https://brainly.in/question/260616 www.ducksters.com/science/physics/propertiesof
waves.php https://flexbooks.ck12.org/cbook/ck-12-physics-flexbook-
2.0/section/12.3/primary/lesson/intensity-and-loudness-of-sound-ms-ps
https://www.ck12.org/section/characteristics-of-sound-::of::-sound-worksheets-::of::-ck-
12physical-science-for-middle-school-workbook/
Answer Key
2 . Loud sound has large amplitude.

smallamplitude.
1 . Soft sound has
Activity 2:TELL ME T HE DIFFERENCE
wave.
#__4_ = amplitude The distance from the line of origin to a cresttrough
or of a
#__3_ = wavelength The distance between two consecutive crests.
#__1_ = line of origin Signifies the original position of the medium.
#__2_ = trough The lowest point of the wave below the line of origin.
#__5_ = crest The highest point of the wave above the line of origin.
A. In the diagram below,identify the parts of a wave by using the provided definitions.
Activity 1:WHERE I AM?

33 Practice Personal Hygiene at all times
SCIENCE GRADE 7
Writer
MARIE ANN B. SALES
DELAILA B. NAVALTA
Prepared by:
Activity 3:HOW LOUD AM I
Answer:The sound waves already have so little energy spreading
that them out over a
wider area quickly reduces their intensity below the level of hearing.
Activity 4: TRUE OR FALSE
1. True
2. False
3. False
4. False
5. True
6. False
7. False
8. True
9. False
10. True
Activity 5: BEST CHOICE!
1 .A
2 .D
3 .D
4 .C
5 .D
Activity 6.CHECK YOUR UNDERSTANDING
1 . Sound and light both travel at definite .speed
The speed of sound is slower than the
speed of light. The first firework is probably near,
very so the speed difference is not
noticeable. The second firework is farther y, awa
so the light arrives at your eyes noticeably
sooner than the sound wave arrives at your ears.
2 . Compare their sizes. High-pitch instruments are generally smaller than-pitch
low
instruments because they generate a smaller wavelength.
Name: ___________________________________________ Grade Level: ____________
Date: ____________________________________________ Section: ________________
LEARNING ACTIVITY SHEET Color and Characteristics of

Light Wave

Do you still remember Sir Isaac Newton? What about Christian Huygens? Did you meet them
in your earlier grades? These people were the first to study about light. In this learning activity
sheet, you will learn about light. You will also find out that there are different sources of light
and that light exhibits different characteristics and properties.
Sir Isaac Newton believed that light behaves like a particle while Christian Huygens
believed that light behaves like a wave. A third scientist, Max Planck came up with what is
now known as the Dual-Nature of Light. He explained that light can be a particle and can also
be a wave. To complete our knowledge about the nature of light, James Clark Maxwell
proposed the Electromagnetic Theory of Light.
While these scientists dig deep into the nature of light and how light are propagated, let
us be more familiar with ordinary materials we use as common sources of light. The Sun for
example is known as a natural source of light. Sun is also considered as a luminous body (an
object capable of producing its own light). Other sources are the lamps, bulbs, and candles.
These are the artificial sources.
Energy transformation is needed to convert or transform forms of energy to light or
other forms. In bulbs, electrical energy is converted to light. In lamps, chemical energy is
transformed to light.

Explain color and intensity of light in terms of its wave characteristics. (no code in the
MELC)
ACTIVITY 1 MY
COLOR CREATION
Directions:
White light appears white; it is made up of the colors of the rainbow. The colors can be
separated by shining light through a prism or a triangular glass object. This separation is called
dispersion. This can be observed in a rainbow, when sunlight is refracted by droplets of water.
Use crayon, colored pencils or any coloring materials available in your home to fill in
the color spectrum below. Then complete the corresponding color in the spectrum.

O_____
R__
Y_____
WHITE
G____
LIGHT
B___
I____
_
PRISM V_____
TRY THIS!
Make your own prism by shining light down through a glass of water onto white paper below,
or shine a light on the back of a CD.
Be patient and experiment until you get the angle just right. Draw what you observe
below.
Guide Questions:
1. Explain what happens when light passes through a glass of water onto white paper
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. Explain how dispersion of light takes place in a

rainbow.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________ ACTIVITY 2
SPIN A COLOR WHEEL
Procedure:
1. Using a compass or any circular materials available in your home, draw a circle
with a diameter approximately 10 cm on white card board.
2. Cut out the circle (be careful in using sharp materials to avoid injuries).
3. Using a pencil, divide the circle into eight ( 8 ) equal parts.
4. Color the parts with the seven (7) colors of the spectrum (leave one section white).

5. Make a hole in the center of the circle.
6. Push a pencil through the hole and twist it to spin your spectrum (make sure that
your pencil is on a sheet of rough paper so that you do not mark the desk/ or any
surface).
Guide Questions:
1. What color does your disc make when you spin in?
_____________________________________
2. How did this happen?

_____________________________________
_____________________________________
_____________________________________
_____________________________________

3. Attach in this activity sheet your color wheel. Refer to the scoring rubrics
below.
My Color Wheel
SCORING RUBRICS
4 3 2 1 SCORE
Organization Student’s Student’s work Student’s Student did

and Clarity work is neat is neat yet, work is not color
and readable. needs messy. his/her
improvement. wheel.
Following Student Student Student Student did

Directions followed all followed most followed few not follow
procedure of the procedure procedure
listed on the procedure listed listed on the listed on the
activity sheet. on the activity activity sheet. activity
sheet. sheet.
TOTAL
ACTIVITY 3 CHARACTERISTICS
OF LIGHT

Directions:
A. 1. Label all the parts of the color spectrum found in the visible light. Write your
answers on the boxes provided below.
2. Using the coloring materials used in Activity 2, color the different regions of your
color spectrum based on your answers below.
1. 3. 5. 7.
2. 4. 6.
VISIBLE LIGHT
✓ Largest ✓ Shortest
wavelength wavelength
✓ Lowest ✓ Highest
frequency frequency
✓ Least energy ✓ Most energy
B. Refer to the color spectrum above:

Answer the following questions:
• How will you arrange the colors in order of increasing wavelength?
______________________________________________________ •
How will you arrange the colors in order of decreasing frequency?
______________________________________________________ •
How will you arrange the colors in order of increasing energy?
______________________________________________________
• Explain the relationship of frequency of the color from its energy?
___________________________________________________________________
___________________________________________________________________
• Explain the relationship of color wavelength to its color frequency?
___________________________________________________________________
__________________________________________________________________

Guide Questions:
1. What happens to white light when it passes through a prism?
____________________________________________________________________________
____________________________________________________________________________
2. Do all colors of light travel at the same speed? Why do you say so?
____________________________________________________________________________
____________________________________________________________________________
3. Do all colors have the same energy? If no, which colors have the highest energy and the
least energy, respectively?
____________________________________________________________________________
____________________________________________________________________________
4. Consider the light from the light bulb illustrated above:

a. Which color corresponds to the longest wavelength? Shortest wavelength?
________________________________________________________________
b. Which color corresponds to the strongest energy? Weakest energy?

________________________________________________________________
c. Explain the relationship between wavelength and energy of light.

________________________________________________________________

d. Which color has the fastest speed? Slowest speed?
________________________________________________________________
ACTIVITY 5 FIND
THE COLORFUL CODE
Directions:
Let’s have a game! This game will test whether you are familiar on how color and
intensity of light is applied in terms of its wave characteristics!
In this code, each symbol stands for one of two letters. Use the magic code below to decipher
about color and characteristics of light.
MAGIC COD ES Δ A-B
# C-D Φ Ю G-H Ψ
E-F I-J
Β K- Υ M-N Ω O-P π
L
Q-R
Ж Θ U- Ξ W- ¶
V X
S-T Y-Z
1 # ΨЖΩΦπЖΨΩΥ 2 πΔΨΥΔΩΞ
Separation of colors through a When sunlight is refracted by

prism or a triangular glass object. droplets of water.
Θ Ψ ΩΒ ΦЖ
4 Φ πΦ π Θ Φ Υ # ¶
3
A color withshortest wavelength Number of light waves that pass a

with highest frequency. point in space.

5 Ξ Δ Θ Φ Β Φ Υ ЮЖЮ
MY ANSWERS:
1. ____________________
2. ____________________
Number of light waves that pass a 3. ____________________
point in space. 4. ____________________
5. ____________________
Reflection
In the activities presented about color and characteristics of light, I have learned that
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
References
Printed Resources:
Learner’s Material in Science Grade 7
Online Resources:
https://slideplayer.com/slide/4551203/ https://www.chegg.com/homework-
help/questions-and-answers/chivi-1045- worksheets-chapter-31-nature-light-
learning-objectives-31-relate-wavelength- fre-q40758928
https://www.education.com/worksheet/article/prism/
https://www.tes.com/teaching-resource/making-white-light-6092958

Section: _________________________________________ Date: _____________________
Name of Learner: ________________________________ Grade Level: ________________
SCIENCE GRADE 7
Writer
MARIO JAMES S. DELA CRUZ
Prepared by:
ACTIV
ITYRed, 1 Orange, Yellow,
Guide
Green, Blue, Indigo,
1 . The lightprocess
Questio
Violet
2 Dispersion
ns: .scattered called
in of light takes place
ACTIV when
the sunlight is refracted by
dispersion.
Guide
ITY 2
droplets of water.
1 .
Questio
ns:2.Wh The rapid spinning of the color wheel
Thisite tes the
causes theillusion
colors to that they’re
“blend” into
3 blendin Answer
.each actually
other.white. Yes, it is
gACTIV
crea mayexpected.
ITYA. 3
vary.
2 . 1.
3 Red .Ora
4 .Yell nge
5 Gre.ow
6 . en Blu
7Indigo
.e
B.Viol* Violet, Indigo, Blue,
*Violet, Indigo, Blue,
Green,
et Yellow, Orange,
*Red Red, Orange,
Green, Yellow, Yellow,
*Green, The frequency
Orange, Blue,
RedIndigo, of light is
* The wavelength
directly
Violet proportional of light
fromisits
ACTIVinversely proportional to its
energy.
GITYQue 4
frequency.
1 ui stio . It
8
2 de . No. They all 10
ns: disper m
3 travel
.ses.The highest=
in space at /
4 3.00x . a.
violet, the least=s
b.
Red,
red
c. The relationship of wavelength
Violet
violet
,d. They
light to
ofred allits energy is inverse
ACTIV travel at the
proportion
1 ITY.same 5 speed
2 .Dispe
3 Rain .
rsion
4 Viol .
bow
5 .Frequ
et
Wavel
ency
Answer Key
ength
LEARNING ACTIVITY SHEET Heat Transfer Background
Information for Learners
Energy can exist in many forms and heat is one of the most interesting. Heat is often
hidden, as it only exists when in transit, and transferred by a number of distinctly different
methods. Heat transfer touches every aspect of our lives and helps us understand how the
universe functions.
Heat transfer is related to change in temperature or change in the relative hotness or
coldness of an object. Whenever there is a temperature difference, heat transfer occurs.
Heat transfer mechanisms can be grouped into 3 broad categories:
1. Conduction- the energy from the object of higher temperature is transferred to the other
object through their particles that are close or in contact with each other.
2. Convection- occurs when heat is transferred through a gas or liquid by the hotter
material moving into a cooler area.
3. Radiation- the transfer of energy from the sun across nearly empty space.

Infer the conditions necessary for heat transfer to occur. (S7LT-IIIh-i-12)
ACTIVITY 1 START-UP!
Directions: Read the statement carefully and choose the best answer.
For items 1-5: The illustration on the right shows a sweet couple making a noodle soup using a
pan made of metal. Use the illustration to answer the question below.
1. How does heat travel through the pan?

Heat travels through the pan by _________________
a. Conduction c. Dispersion
b. Convection d. Radiation
2. How does heat travel through the soup?

Heat travels through the soup by ________________
a. Conduction c. Dispersion
b. Convection d. Radiation
3. In what direction does heat travel through the soup?

a. From top to bottom c. both A and B
b. From bottom to top d. neither A nor B
4. Which of the following explains why the man is able to hold the handle of the pan with his
bare hands?
I. The handle is made of good insulator of heat
II. The handle has low thermal conductivity
III. The handle has high thermal expansion
a. I and II only c. II and III only
b. I and III only d. I, II, and III

5. Which of the following methods of heat transfer is NOT taking place in the given situation?
a. Conduction c. Radiation
b. Convection d. None of them
ACTIVITY 2
PUZZLE DAZZLE
Directions: Fill in the crossword puzzle using the important concepts related to
heat transfer. Use the given clues across and down to complete the
numbered grid below
ACTIVITY 3
PICTURE MANIA
Directions: Identify the method of heat transfer that takes place in each illustration. Write the
method of heat transfer underneath the picture.

Grilling food . Using hair dryer
Making toast in a toaster. A spoon in a cup of hot soup
Heat leaves the coffee cup Laying out sun.
Boiling water Hot air balloon
Ice Melting . The cause of weather systems on earth
ACTIVITY 4
CONDUCTION, CONVECTION, RADIATION
Directions: Write down the ways in which a vacuum flask reduces heat transfer in the table
below:

Part of Flask Processes reduced
(eg ‘conduction’)
ACTIVITY 5 WARM
ME UP, COOL ME DOWN!
Directions: Study the illustration below using the texts from the word box. Complete the
statement about heat transfer. You can use the words twice to complete each sentence.
1.
cold day hot day
rise radiates
warm air ceiling

2.
7.
los
t Roof
6. 3.
radiated attic air
5
4.
Convection conducted

1. On a __________, the sun _________ heat to the roof.
2. _________radiates_________to the ceiling.
3. Heat is _________through the ceiling and_________into the home.
4. On a _________, convection causes warm air inside your room to_________.
5. Heat is ______________ from the ____________ to the ceiling.
6. Heat is conducted through the_________ to the _________.
7. _________causes warm to rise and the heat is _________.
Reflection
I learned that heat transfer is very important because

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
References
Printed Resources
Alvie J. Asuncion, Leticia V. Catris, Cerlina M. Maramag, and Marie Paz E. Morales,
Grade 7 Student Modules for 3rd and 4th Quarter MISOSA 4. Methods of Heat
Transfer.
Science and Technology I: Integrated Science Textbook for First Year. Villamil, Aurora
M., Ed.D. 1998. P. 97. *

Science and Technology IV: Physics Textbook for Fourth Year. Rabago, Lilia M.,
Ph.D., et al. 2001. P. 187. *
Retrieved from: https://www.slideshare.net/nairamode/g7-science-student-modules-
3rd4th-qrtr
Photo Credits https://www.bpihomeowner.org/blog/technically-speaking-principles-heat-

transfer http://www.creekventuresllc.net/industry-updates/why-do-r-values-matter-and-
how-dothey-affect-energy-efficiency/
https://openstax.org/books/college-physics/pages/14-introduction-to-heat-and-
heattransfer-methods
https://www.slideshare.net/nairamode/g7-science-student-modules-3rd-4th-qrtr
Answer Key
Activity #2 Puzzle Dazzle
.d 5
.a 4
.b 3
.b 2
.d 1
Activity #1 Start -Up!

49 Practice Personal Hygiene at all times
Activity #3 Picture Mania
1. Grilling food 2. Using hair dryer
Radiation
Convection
3. Making toast in a toaster 4. A spoon in a cup of hot soup
Radiation Conduction
5. Heat leaves thecoffee cup 6. Laying out sun
Convection Radiation
Boiling water Hot air balloon
Convection Convection
Ice Melting
.
The cause of weather systems on earth
. Con duction
Convection
Conduction
Name of Learner: __________________________________Grade Level: _________
SCIENCE GRADE 7
Writer
MARY RUTH C. DELA FUENTE
Prepared by:
Activity #4
Conduction, Convection, Radiation
Part of Flask Processes reduced(eg
‘conduction’)
Outer cup/cup conduction & convection
Plastic cap Convection & conduction
Shiny mirror radiation
surfaces
Vacuum Conduction & convection
Sponge conduction
Air conduction
Plastic case conduction
Activity #5 Warm me Up, Cool me Down!
Section: _________________________________________ Date: _______________
LEARNING ACTIVITY SHEET Charging Process
Charging means gaining or losing electron. Matters can be charged in three ways,
charging by friction, charging by contact and charging by induction.
Types of Charging Processes
1. Charging by Friction- When you rub one material to another, they are charged by
friction. Material losing electron is positively charged and material gaining electron is
negatively charged. Amount of gained and lost electron is equal to each other. In other words,
we can say that charges of the system are conserved.
2. Charging by Conduction/ Contact- There are equal numbers of electrons and protons in
a neutral matter. If something changes this balance, we can say it is charged. Look at the
following picture;
In this picture, negatively charged rod touches to the neutral sphere and some of the
electrons pass to the sphere. As a result, neutral sphere is charged by contact. If the rod is
positively charged, then some of the electrons of sphere pass to the rod and when we separate
them, sphere becomes positively charged. Picture given below shows the flow of electrons
from sphere to the rod.
3. Charging by Induction- We can also charge conductors without contact. Examine the
given picture, it shows this type of charging.
A and B conductors are neutral at the beginning. When we put a positively charged plate near
them, it attracts the electrons in the conductors. Electrons move to the left part and protons
stays.
Thus, when we separate plates A and B they are charged by induction, A is negatively charged
and B is negatively charged. Be careful, there is no contact, they are charged only by induction.
Learning Competency with Code:

Describe the different types of charging processes. (S7LT-IIIj-13)

ACTIVITY 1 HUNT
US WITH YOUR PEN!
Directions: Search and strikethrough (cross something out by drawing line through it) the
following words on the box below.
ATOMS ATTRACTION
ELECTRONS PROTONS
CHARGING FRICTION INDUCTION
CONDUCTION NEUTRAL
POSITIVE
A C R O U I N Y C N O I T
C O N D U C T I O N G O N
H P O S T C A P O N F N I
A S P R O F R I C T I O N
R I E R G O T I O N N B D
T E L E O C T R O N E C U
O P E R A T O M S C U H C
P E C R A R O N T U T A T
S P T C T R U N S F R R I
C T R O N S I P S R A G O
A P O S I T I V E S L I N
S I N D U C T I O N T N O
P O S E L E C T I O R G G
ACTIVITY 2
MATCH US
Directions: Match for the description in column A with the items in column B. Write
the letter of your choice in the box provided for before Column A.
Answer A B
1. It is a method of charging a neutral object a. Atoms
without direct contact to a charged object.
2. This charging method happens when friction b. Charging

causes gaining or losing of electrons.
3. It is a method of charging which involves the c. Electrons
contact of a charged object to a neutral object.
4. This means gaining or losing electrons. d. Charging by
Friction
5. These are the building blocks of matter. e. Charging by

Induction
f. Charging by
Conduction
ACTIVITY 3
WHICH OF US
Directions: Read each item carefully then write on the space before each item the letter that
corresponds to your best answer.
_____1. Materials are considered good conductors because A.

the protons are relatively mobile.
B. they are positive and always attract electrons.
C. all of their electrons can be completely removed from the nucleus.
D. some of their electrons are free to roam through the atomic structure.
_____2. Which of the following groups of materials are considered good conductors?
A. glass, rubber, aluminum, ceramic, copper
B. glass, rubber, ceramic, dry wood
C. silver, rubber, aluminum, ceramic, wet wood
D. aluminum, copper, gold, silver
_____3. Which of the following groups of materials are considered good insulators?
A. glass, rubber, aluminum, ceramic, copper
B. glass, rubber, ceramic, dry wood
C. aluminum, copper, gold, silver
D. silver, rubber, aluminum, ceramic, wet wood
_____4. When an object is attracted to a negatively charged balloon, its charge must be
A. Positive B. Negative
C. Either negative or neutral D. Either positive or neutral
_____5. A positive and negative charge are held near each other. When they are released, the
force on each particle will most likely
A. increase B. decrease
C. remains unchanged D. Both A & B
ACTIVITY 4
FILL ME IN
Directions: Fill each blank with the most appropriate word.
1. ____________ are negative charges.
2. ____________ are positive charges.

3. ____________ or uncharged object has balanced positive and negative charges.
4. ____________ permit charges to flow freely within it.
5. ____________ are materials that hinder the free flow charges within it.
6. ____________ charging can happen where an object can be charged without actual
contact to any other charged object.
7. ____________ is the process of removing excess charges on an object.
8. ____________ is a means of providing a path between the charged object and a
ground.
9. ____________is necessary in electrical devices and equipment since it can prevent
the build-up of excess charges where it is not needed.
10. A ____________ can be any object that can serve as an “unlimited” source of
electrons so that it will be capable of removing or transferring electrons
from or to a charged object in order to neutralize that object.
ACTIVITY 5
TELL ME IF I AM RIGHT OR WRONG
Directions: Write TRUE if the statement is correct. If it is incorrect, change the underlined
word with the appropriate word. Write all answers on the space provided before each item.
_________1. Different objects are made of different types of atoms or combination of atoms.
_________2. The presence of different atoms in objects provides similar electrical properties.
_________3. If atoms of a material have a high electron affinity, then the material will have a
relatively high attraction for electrons.
_________4. When a rubber balloon is rubbed on the hair, the hair and the balloon attract each
other.
_________5. Rubbing a rubber balloon on hair is an example of charging by induction.
_________6. Different materials have the ability to give up or hold their electrons.
_________7. In charging by induction, the charged object must be away from the neutral
object.
_________8. Charging by induction makes a neural metal sphere becomes charged as a result
of direct contact to a positively charged aluminum plate.
_________9. A Styrofoam has a higher ability to give up its electrons than a leather.
________10. A rubber and a Teflon have the greater ability to gain electrons than a glass and
human hair.
Reflection:
What I have learned in the activities provided about charging processes?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
References:
Learners’ Module in Grade 7 Science Unit 3 Module 6, page 71
STARBOOKS DOST Digital Library K to 12 Materials Grade 7 Science
Internet Source
https://www.physicstutorials.org/home/electrostatics/types-of charging
Answers Key
Prepared by:
EDGARDO T. ANDRES
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7

LEARNING ACTIVITY SHEET

Learning Activity Sheet in SCIENCE

Regional Government Center,

Carig Sur, Tuguegarao City,

3500Regional Office No. 02

Schools Division SuperiAsst. Schools Division Superintendent: ntendent : CHERRY S. RAMOS,

KIMBERLY CLAIRE D. MAGUAD, Rosario National High SchoolDELAILA BARBADO-NAVALTA, MARIE

UCHERRY BAWIGA, Santiago North Central School LYSSES DAQUIOAG, Principal 2 ,

Layout Artists: MAY FLOR VIRAY, Santiago West Central SchoolJENELYN

Focal Persons: LEILANIE P.

Printed by: Curriculum and Learning Management Division

Describe the motion of an object in terms of distance or 1-12 displacement, speed or

Infer that waves carry energy . 19-24

Describe the characteristics of sound wave using the concepts of 25-31

Explain color and intensity of light in terms of its wave

Infer the conditions necessary for heat transfer to occur 41-48

Describe the different types of charging processes 49-53

Practice Personal Hygiene at all times

Practice Personal Hygiene at all times

LEARNING ACTIVITY SHEET Describing Motion of an

Fig. 1. Illustration of the difference between distance and displacement.

Practice Personal Hygiene at all times 1

Practice Personal Hygiene at all times 2

Friend’s house School

Friend’s house School

Practice Personal Hygiene at all times 3

Friend’s house School

No. Distance (d) Time (t) Speed (v)

_____1. A car moves 75km/h east in 30s.

PLAYERS d(m) t (s) v(m/s)

B. Directions: Fill in the missing data using the above equations

Displacement (km) Time (h) Velocity (km/h)

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a. Plot v against t, (t on the x axis)

b. Find the slope

Slope AB: 10m/s – 0m/s

Slope BC: 20m/s – 10m/s

Slope CD: 30m/s –2 0m/s

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Slope EF: 50m/s – 40m/s

Slope FG: 60m/s – 50m/s

c. What does the slope represent?

ACTIVITY 8 WHAT’S UP?

Slope AB: 5m/s – 0m/s

Slope BC: 10m/s – 5m/s

Slope CD: 15m/s – 10m/s

Slope DE: 15m/s – 15m/s

Slope EF: 0m/s – 15m/s

Slope FG: 10m/s – 0m/s

Slope GH: 15m/s – 10m/s

Slope HI: 20m/s – 15m/s

b. How do you interpret your results in (a)?

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Online Resources Retrieved

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LEARNING ACTIVITY SHEET Visual Representation of Motion

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