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Science
Color and Intensity of Light

Quarter 3 - Module 5
Alternative Delivery Mode
Quarter 3 - Module 5 : Color and Intensity of Light
First Edition, 2020

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ownership over them.
Published by the Department of Education – Division of Bohol
Schools Division Superintendent: Bianito A. Dagatn, EdD, CESO V 
Education Program Supervisor: Engr. Hermenilda B. Gracio, PhD

Development Team of the Module

Authors :
Module 1-2 Jonna Mae L. Talagsa
Module 3-4 Divina M. Lumayag
Module 5-7 JF Win Joy B. Mascariñas
Reviewers :
Module 1-2 Marvin G. Bongato, EdD
Module 3-4 Josefina B. Maramba
Module 5-7 Lyra D. Lofranco
Management Team :
Chairperson : Bianito A. Dagatan, EdD, CESO V
Schools Division Superintendent
Co-Chairpersons : Casiana P. Caberte, PhD
Assistant Schools Division Superintendent
Marina S. Salamanca, PhD
: Assistant Schools Division Superintendent
Members : Carmela M. Restificar, PhD, CID Chief
Josephine D. Eronico, PhD, EPS-LRMDS
Engr. Hermenilda B. Gracio, PhD, EPS-Science
Jocelyn Rotersos, Division Librarian

Printed in the Philippines by

Department of Education – Division of Bohol
Office Address: 0050 Lino Chatto Drive Barangay Cogon, Tagbilaran City, Bohol
Telephone Nos.: (038) 412-4938; (038) 411-2544; (038) 501-7550
Telefax: (038) 501-7550
E-mail Address: deped.bohol@deped.gov.ph
 7
Science
Quarter 3 - Module 5
Color and Intensity of Light

This instructional material was collaboratively developed and reviewed

by educators from public schools. We encourage teachers and other
education stakeholders to email their feedback, comments, and
recommendations to the Department of Education at deped.bohol@
deped.gov.ph.
We value your feedback and recommendations.

Department of Education ● Republic of the Philippines

Table of Contents

COVER PAGE
COPYRIGHT PAGE
TITLE PAGE
TABLE OF CONTENTS

Lesson 1 – Behavior of Light

What I Need to Know 1

What’s In 2
What’s New 2
What is it 3
What’s More 3
What I Have Learned 4
What I Can Do 4

Lesson 2 - Electromagnetic Spectrum

What I Need to Know 5

What’s In 6
What’s New 6
What is it 7
What’s More 8
What I Have Learned 8
What I Can Do 8

Key to Answers 10
References 11
What This Module is About

Introductory Message
Welcome to the Science 7 Alternative Delivery Mode (ADM) Module on Color and
Inentsity Light
This module was collaboratively designed, developed and reviewed by educators
from public schools to assist you, the teacher or facilitator, in helping the learners
meet the standards set by the K to 12 Curriculum while overcoming their personal,
social, and economic constraints in schooling.

To the facilitators:
As a facilitator, you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

To the parents:
As a vital partners in education, your support to your children’s learning at home, is
a great factor to ensure that they will become succesful in what they do. As a
parents, you are expected to monitor your children’s progress while they are
accomplishing the tasks in this module while at the same time, ensuring that they
learn independently.

The objectives set for this learning material will be certainly accomplished with your
steadfast guidance and support.

To the learners:
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.
Furthermore, it is our objective that you will have fun while going through this
material. Take charge of your learning pace and in no time, you will successfully
meet the targets and objectives set in this module which are intended for your
ultimate development as a learner and as a person.
How to Learn from this Module
To achieve the objectives cited above, you are to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.

Icons of this Module

This part contains learning objectives that
What I Need to are set for you to learn as you go along the
Know module.

This is an assessment as to your level of

knowledge to the subject matter at hand,
What I know
meant specifically to gauge prior related
Knowledge
This part connects previous lesson with that
of the current one.
What’s In

An introduction of the new lesson through

various activities, before it will be presented
What’s New
to you

These are discussions of the activities as a

way to deepen your discovery and under-
What is It
standing of the concept.

These are follow-up activities that are in-

tended for you to practice further in order to
What’s More
master the competencies.

Activities designed to process what you

What I Have have learned from the lesson
Learned

These are tasks that are designed to show-

case your skills and knowledge gained, and
What I can do
applied into real-life concerns and situations.
 This is a task which aims to evaluate your
level of mastery in achieving the learning
Assessment
competency.

In this portion, another activity will be given

Additional to you to enrich your knowledge or skill of
Activities the lesson learned. This also tends
retention of learned concepts.
This contains answers to all activities in the
module.
Answer Key

At the end of this module you will also find:

References This is a list of all sources used in developing this

module.

The following are some reminders in using this module:

1. Use this module with care. Do not put unnecessary mark/s on any part of the module.
Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities included
in the module.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
7. If you encounter any difficulty in answering the tasks in this module, do not hesitate
to consult your teacher or facilitator. Always bear in mind that you are not alone.
8. We hope that through this material, you will experience meaningful learning and gain
deep understanding of the relevant competencies. You can do it.
 Science7
FORCE, MOTION AND ENERGY
Q3 Module5

Lesson 1 Behavior of Light

What I Need To Know

Learning Competency: Explain color and intensity of light in terms of its wave
characteristics. (S7FE-IIIf-10)
Objectives: At the end of this module, you will be able to:
1. Demonstrate that light travels in a straight paths.
2. Distinguish among transparent, translucent, and opaque objects in
relation to light.
3. Describe the relationship between light intensity and the distance from the
source of light.

What’s In

Have you experience playing with shadows and creating the shapes of some
objects by projecting shadows of your hands on the wall? Shadow playing is usually
done during night time, especially when there is no electricity using flashlight or
candles as a source.
A shadow is formed when you block the path of light. Light does not bend
around corners so whenever there is an object that blocks some of the light, a
shadow is created. This proves that light travels in straight paths. However,
diffraction or bending of light happens around edges equal or smaller than the
wavelength of light.
Try this and explore on what shapes you can form with the use of your hand.

What’s New

Activity 1 – See you through!

Objective: After this activity, you should be able to distinguish among transparent,
translucent, and opaque objects in relation to light.

Materials:
Flashlight or candle (source of light)
Plastic cellophane Cardboard Sunglasses
Glass Plastic bottle Clothes

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Procedure:
This could be done at night or in a closed room with curtains in such a way
light can not penetrate inside to create a dark room. Use a flashlight or a candle as
a source of light shine in through each of the materials.
Plastic cellophane

Glass Plastic cellophane Cardboard

Plastic bottle Sunglasses Clothes

Classify the materials based on your observation.

Transparent Translucent Opaque
(Light pass through and (Light pass through and (Light can not pass
that we wan clearly see that we can partially see through and we can not
through them) through them) clearly see through them)

What Is It
TRANSMISSION OF LIGHT
Light can pass through, bounce off, or be absorbed by matter. Light easily
passes through air. It can pass through glass and water. Matter that transmits light
that strikes it is said to be transparent. Other materials like frosted glass allows some
light to pass through but you cannot clearly see objects through them are called
translucent. Matter that reflects or absorb but do not transmit light is said to be
opaque.

SPEED OF LIGHT
Light travels with a speed of about 300 million m/s in a vacuum. Light from the
sun takes only 8 minutes to travel to earth. Nothing travels faster than the speed of
light. When light passes through a medium, it travels more slowly. The speed of light
vary depending on the medium through which it passes.
Table 1: Speed of Light in Different Mediums
Medium Speed of Light (x108 m/s) Medium Speed of Light (x108 m/s)
Vacuum 2.997925 Quarts 2.05
Air 2.997047 Glass 1.96
Ice 2.29 Diamond 1.24
Water 2.25

INTENSITY OF LIGHT
Have you observed that light appears to be brighter when you are near to the
source and dimmer when you are far away? It is because the brightness depends on
how far you are from the source. The particle nature of light explains why the
brightness or intensity of light changes with distance.
Particles of light travel in a straight line from the source. Since the intensity of
light is related to the number of photons, light is brighter when you are close to the
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 light source because at the source all the particles of light are closer together.
Farther from the source of light goes dimmer as it spreads out. The quality that
measures the amount of light illuminating a surface is called intensity. The intensity
of light depends on the amount of light or the number of photons that passes a
certain area.

What’s More
Activity 2: At home!
We usually control intensity, color and the area of spreading of light in order
to get the effect you want at home. In your study area, you use bright lamps for
reading but dimmer light in bedroom. What other places or areas we need to use
bright light and dim lights?
Bright lights Dim Lights
1. 1.
2. 2.

What I Have Learned

Activity 3: Try This!

LIGHT transmitted fully through

transmitted partially through

Absorbed or reflected
has characteristics such as

Which depends on the distance from the light source

Which depends on frequency and wavelength

What I Can Do

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 Activity 4: This it it!
1. What are the three classifications of matter in terms of the way they allow
light to pass through them?__________________, __________________,
_______________
2. What is the speed of light through a vacuum? __________________
3. What affects the speed of light? _____________________________
4. What is quality that measures the amount of light illuminating a surface?
______________

Science7
FORCE, MOTION AND ENERGY
Q3 Module5
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 Lesson 2 Electromagnetic Spectrum

What I Need To Know

Learning Competency: Explain color and intensity of light in terms of its wave
characteristics (S7FE-IIIf-10)
Objectives: At the end of this module, you will be able to:
1. Explain the color and intensity of light in terms of its wave characteristics.
2. Identify the location of visible light in the electromagnetic spectrum.

What’s In
Activity 1: What you know about me?
The Electromagnetic Spectrum

Figure 1Electromagnetic spectrum showing wavelengths and frequencies

Direction: Fill in the blanks:

1. ____________________ is the complete range of electromagnetic waves
placed in order of increasing frequency.
2. The electromagnetic spectrum is made up of radio waves, microwaves,
____________, __________________, ________________, x-rays and
gamma rays.
3. ___________ are electromagnetic waves with wavelengths shorter than
those of ultraviolet rays and it is used to capture images of bones inside
the body.

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 What’s New
Activity 2 – Complete me up!
Direction: Arrange the electromagnetic waves based on decreasing wavelength and
increasing frequency.

Microwaves x-rays infrared ultraviolet rays

Radio waves gamma rays

Visible
Light
Longest wavelength (λ) Shortest wavelength (λ)
Lowest frequency (ƒ) highest frequency (ƒ)

What Is It

Electromagnetic waves are waves that are capable of traveling through a

vacuum. Unlike mechanical waves that require a medium in order to transport their
energy, electromagnetic waves are capable of transporting energy through the
vacuum of outer space. Electromagnetic waves are produced by a vibrating electric
charge and as such, they consist of both an electric and a magnetic component.
Electromagnetic waves exist with an enormous range of frequencies. This
continuous range of frequencies is known as the electromagnetic spectrum. The
entire range of the spectrum is often broken into specific regions. The subdividing of
the entire spectrum into smaller spectra is done mostly on the basis of how each
region of electromagnetic waves interacts with matter. The longer wavelength, lower
frequency regions are located on the far left of the spectrum and the shorter
wavelength, higher frequency regions are on the far right. Two very narrow regions
within the spectrum are the visible light region and the X-ray region. You are
undoubtedly familiar with some of the other regions of the electromagnetic spectrum.
The visible light spectrum is the section of the electromagnetic spectrum that
is visible to the human eye. It ranges in wavelength from approximately 400 nm (4 x
10-7 m) to 700 nm (7 x 10-7 m). It is also known as the optical spectrum of light. Our
eyes perceive different wavelengths of light as the rainbow hues of color, thus this
narrow bands of visible light is known as ROYGBIV. Each color of light is
characteristic of a distinct wavelength. The wavelength (which is related to frequency
and energy) of the light determines the perceived color. The energy that an
electromagnetic wave carries increases with frequency so shorter waves like those
violet light vibrate at higher frequencies and carry greater amount of energy.

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 Fig. 2 The visible light spectrum

What’s More
Activity 2: Direction: Arrange the colors from lowest frequency to
highest fregency and from longest wavelength to shortest wavelength and increasing
amount of energy.
(Red, Blue Yellow, Green, Violet, Orange, Indigo.)
Lowest to highest Longest to shortest Increasing amount of
frequency wavelength energy
1. 1. 1.
2. 2. 2.
3. 3. 3.
4. 4. 4.
5. 5. 5.
6. 6. 6.
7. 7. 7.

What I Have Learned

Activity 3: This it it!
__________________1. To which property is the energy of light directly proportional.

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 __________________2. The color which is having the lowest frequency visible light
wave.
__________________3. The color which is having the shortest wavelength visible
light wave.
__________________4. The section of the electromagnetic spectrum that is visible
to the human eye.
__________________5. It happens to frequency when wavelength increases and
energy decreseas.
Increases violet red visible light frequency decreases

What I Can Do

Activity 4: Let’s check it out!

1. Which region of the electromagnetic spectrum has the highest frequency?
2. What happens to the wavelength as the frequency of light increases?
3. How does frequency relate to the wavelength?
4. How does the amount of energy of light relate with frequency?
5. How does the amount of energy of light relate with wavelength?

Key To Answers
Lesson 1
Lesson 1 Lesson 1
Whats New
What’s What I Have Learned
Tansparent Translucent Opaque
More 1. Transparent
Plastic cellophane Green Glass Cardboard Answers 2. Translucent
8 3. Opaque
Plastic bottle sunglasses clothes
may vary
4. Intensity
5. Color
 Lesson 1
Lesson 2
What I Can Do
What’s In
1. Transparent, Translucent, Opaque
1. Electromagnetic Spectrum
2. 3.0 x 108m/s
2. infrared, visible light, ultraviolet
3. Medium
3. x-ray
4. Intensity

Lesson 2
Whats New
Radio waves Microwaves Infrared Visible light Ultraviolet x-rays Gamma
rays rays

Lesson 2
Whats More
Lowest to highest Longest to shortest Increasing amount of
frequency wavelength energy
1. red 1. violet 1. red
2. orange 2. indigo 2. orange
3. yellow 3. blue 3. yellow
4. green 4. green 4. green
5. blue 5. yellow 5. blue
6. indigo 6. orange 6. indigo
7. violet 7. red 7. violet

Lesson 2 Lesson 2
What I Have Learned What I Can Do
1. frequency 1. Gamma rays
2. red 2. decrease
3. violet 3. inverly proportional / (ƒ) decrease as (λ)increase
4. visible light 4. directly proportional/ amount of energy increase as (ƒ)increase
5. decrease 5. inverly proportional/ amount of energy decrease as (λ) increase

REFERENCES
Department of Education Learners Manual Science for Grade 7. First Edition. 2015.
Breaking through SCIENCE 7, pp. 224-226 , Corazon N. Felicerta & Leticia B. Pinar

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https://www.physicsclassroom.com/class/light

For inquiries and feedback, please write or call:

Department of Education – Division of Bohol

Office Address: 0050 Lino Chatto Drive Barangay Cogon, Tagbilaran City,
Bohol
Telephone Nos.: (038) 412-4938; (038) 411-2544; (038) 501-7550
Telefax: (038) 501-7550
E-mail Address: deped.bohol@deped.gov.ph

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