Science8 Q1 M4 Grade 10

8
Science
Quarter 1 – Module 4:
Sound, Light, Heat
and Temperature
Science– Grade 8 (PHYSICS)
Alternative Delivery Mode
Quarter 1 – Module 4: Sound, Light, Heat and Temperature
First Edition, 2020
Republic Act 8293 section 176 states that: No copyright shall subsist in any work of
the Government of the Republic of the Philippines. However, prior approval of the government
agency or office wherein the work is created shall be necessary for exploitation of such work
for profit. Such agency of office may, among other things. Impose as a condition the payment
of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.
Development Team of the Module

Writers: Loida C. Aragon, Iluminado B. Ariola, Elymor L. Baynosa, Rowena M. Estrada
Editors:
Reviewer: : Jennifer S. Mirasol
Illustrator : Mary Trixia Elyonne L. Baynosa
Layout Artist: : Mary Luz V. Manalili,EdD, Jhen Redeem B. Dignos
Plagiarism Detector Software : PlagiarismDetector.com
Grammar Software : CitationMachine.com
Management Team:
Schools Division Superintendent : Wilfreda D. Bongalos, PhD, CESO V
Assistant Schools Division Superintendent : Marcelita S. Dignos, EdD, CESO VI
Curriculum Implementation Division Chief : Oliver M. Tuburan, EdD
EPSVR- Science : Jennifer S. Mirasol
EPSVR- LRMDS : Teresita A. Bandolon
ADM Coordinator : Marigold J. Cardente
Printed in the Philippines by Department of Education- Division of Lapu-Lapu City

Department of Education – Region VII Central Visayas
Lapu-Lapu City Division
Office Address: B. M. Dimataga Street, Poblacion, Lapu-Lapu City
Telefax: (032) 410-4525
E-mail Address: oliver.tuburan@deped.gov.ph
8
Science
Quarter 1– Module 4:
Sound, Light, Heat
and Temperature
Introductory Message
For the facilitator:
Welcome to the Science Grade 8-Physics Module on Sound, Light , Heat
and Temperature!
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.
In addition to the material in the main text, you will also see this box in the body
of the module:
Notes to the Teacher

This module is self-explanatory. You are
expected to encourage, assist and keep
track of the learners as they do the tasks
included in the module.
Notes to the Learners

As you go over to this weekly module, you
will be guided on the essential lessons you
need to know as a Grade 8 student. You are
expected to learn more independently.
Answer the activities and assessment with
outmost honesty.
Notes to the Facilitator/Parent

This module is self-explanatory. Please give
time to explain every lesson for
clarifications and provide proper guidance
to the learner in order to finish the task
given with utmost honesty and sincerity.
SCIENCE 8_Q1 PHYSICS PAGE 1

This module has the following parts and corresponding icons:
What I Need to This will give you an idea of the skills or

Know competencies you are expected to learn
in the module.
This part includes an activity that aims
What I Know
to check what you already know about
the lesson to take. If you get all the
answers correct (100%), you may decide
to skip this module.
This is a brief drill or review to help you
What’s in
link the current lesson with the previous
one.
In this portion, the new lesson will be
What’s New
introduced to you in various ways such
as a story, a song, a poem, a problem
opener, an activity or a situation.
This section provides a brief discussion
What is It
of the lesson. This aims to help you
discover and understand new concepts
and skills.
This comprises activities for
What’s More
independent practice to solidify your
understanding and skills of the topic.
You may check the answers to the
exercises using the Answer Key at the
end of the module.
What I Have This includes questions to process what
Learned you learned from the lesson.
This gives the general statement of the

Generalization
lessons discussed.
What I
This section provides an activity which
Can Do
will help you transfer your new
knowledge or skill into real life
situations or concerns.
Assessment This is a task which aims to evaluate

your level of mastery in achieving the
learning competency.
Answer Key This contains answers to all activities in
the module.

At the end of this module you will also find:
This is a list of all sources used in

developing this module.
References
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part
of the module. Use a separate sheet of paper in answering the exercises.
2. Answer the pre-test to determine your prior knowledge about the
concepts included in this module.
3. Read the instruction carefully before doing each task.
4. Perform all the activities provided in this module for you to gain more
knowledge about the topics.
5. Finish the task at hand before proceeding to the next.
6. Answer the post-test after each lesson to determine how much you
have understand and gained from the lesson.
7. Observe honesty and integrity in doing the tasks and checking your
answers.
8. Return this module to your teacher/facilitator once you are through
with it.
If you encounter any difficulty in answering the tasks in this module, do
not hesitate to consult your teacher or facilitator. Always bear in mind that
you are not alone.
We hope that through this material, you will experience meaningful

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

What I Need to Know
This module will give you the range of information needed in the learning
process. This will allow you to explore and learn more about the key concepts
in Physics including sound, light, heat and temperature. These are interrelated
concepts. In this module, other forms of energy such as sound, light and heat
will be discussed. The differences between heat and temperature will be tackled
also.
The activities are designed recognizing the learners’ level of learning

capabilities. The lessons are crafted following the standard sequence of the
course. The order of the lessons in this might be different to the textbook that
you are using.
The module is divided into three lessons, namely:

• Lesson 1 - Sound
• Lesson 2 – Light
• Lesson 3 – Heat and Temperature
After going through this module, you are expected to:
1. Investigate the effect of temperature to the speed of sound.

2. Explain the hierarchy of colors in relation to the energy of visible
light.
3. Differentiate between heat and temperature at the molecular level.

What I Know
Direction: Choose the letter of the best answer. Write your answer on a
separate sheet of paper.
1. Which material does not let sound waves travel?

A. air C. water
B. steel D. vacuum
2. What certain condition can sound waves travel faster?
A. When the air is warm C. Neither the air is warm nor cold
B. When the air is cold D. Either the air is warm or cold
3. Which material can sound travel the fastest?
A. Ice C. Water
B. Steam D. Vacuum
4. Why can you hear noises at a long distance away over water at night?
A. There are fewer other noises at night.
B. Water transmit sound better at night.
C. Sound bounces off water better at night
D. Sound waves are bent towards the cool air over the water.
5. Which of the following is TRUE about sound?
A. Sound does not travel through air.
B. Gases are better conductors of sound than liquids.
C. Hotter areas transmit sound better than colder areas.
D. Sound travels fastest in gases and slowest in solids.
6. How are the colors of light arranged?
A. Based on its consistency
B. Based on its attractiveness
C. Based on its frequency and energy
D. Based on its heat and temperature

7. What happens when light crosses the boundary of two media with varying
optical density?
A. Its speed changes. C. Its appearance changes.
B. Its direction changes. D. Its temperature changes
8. What happens to the energy of the colors of light as the frequency
increases?
A. energy decreases C. energy disappears
B. energy increases D. there is no change
9. What is the relationship between wavelengths and frequencies of the
different colors of light?
A. directly proportional C. there is no relationship
B. inversely proportional D. it is the unchanged
10. Which of the following is NOT TRUE about the dispersion of sunlight by a
prism?
A. Red is the most bent color in the spectrum.
B. White light consists of waves of varying length.
C. Different wavelengths travel with different speed from one
medium to another.
D. Different wavelengths correspond to different colors.
11. How is heat different from temperature?
A. Temperature measures the hotness or coldness of an object while
heat is the thermal energy of the object.
B. Temperature is affected by the size of the object while heat is related
to the kinetic energy of the object.
C. Temperature tells us the hotness of an object while heat tells us the
mass of the object.
D. All the above.
12. What happens to the temperature of water when an ice cube is added into
it?
A. It becomes warmer C. It increases
B. It decreases D. it remains the same

13. Which is TRUE about heat transfer?
A. Heat is transferred from higher temperature to lower temperature
B. Heat is transferred from lower temperature to higher temperature
C. Heat is transferred from higher temperature to greater temperature
D. Heat is transferred from lower temperature to greater temperature
14. How is the amount of heat transferred relates with the change in its
temperature?
A. The temperature increases as the object absorbs heat.
B. The temperature decreases as the object absorbs heat.
C. The temperature increases as the object releases heat.
D. There is no relationship between heat and temperature.
15. How is the mass of the material affects the amount of heat it can transfer?
A. The massive the object is, the lesser amount of heat it can transfer.
B. The massive the object is, the greater amount of heat it can transfer.
C. The lighter the object is, the greater amount of heat it can transfer.
D. The object’s mass does not affect the amount of heat it can transfer.
✓ Answer Key on Page 33
Your score tells you whether to proceed or skip the module.

SCORE
 100% correct – skip the module
 50% to 99% correct – proceed with the
module

What’s In
There are two things that the world possesses- matter and energy.
Energy comes in various forms and can be transferred with or without a
medium. You also learned that energy is not created from anything nor cannot
be destroyed as expressed in the law of conservation of energy.
In module 3, the two forms of mechanical energy were dealt on. In

relation to mechanical energy, other forms of energy will be presented through
engaging hands-on activities. The concept of energy is too broad that an
understanding of its properties and characteristics is considerably done in this
module which is divided into sections.

What’s New
Energy is possessed by different things and can take various forms. It

may be transmitted through waves in different forms like that of sound using
different media (solid, liquid and gas) and without using any medium like that of
an electromagnetic wave which is exhibited by visible light (ROYGBIV).
This module focuses on the propagation of sound through solid, liquid
and gas with respect to their corresponding speed. Not only that the properties
of sound will be highlighted but also the characteristics of light. Since light is a
wave and a particle, it possesses unique properties and characteristics that
would lead us to explain natural phenomena such as blue sky, rainbow and
sunset.
Another highlight of this module is the differences between heat and
temperature at a molecular level. When an object does work, some of its energy
is converted into heat affecting an object’s temperature. As discussed in the
previous module, work is not converted to one form of energy only but a few of
it is converted to heat.
The new lessons will discuss about the basic concept of sound, light,
heat and temperature which are interrelated.
The lessons in this module include:
1. Sound
2. Light
3. Heat and Temperature

What is It
Lesson 1: Sound
Photo Credit: https://www.slideshare.net/nicogranada31/k-to-12-grade-8-science-learner-module
Sound is produced as the energy is transferred leading to the creation

of tunes and music as a form of entertainment. In the entertainment industry,
gadgets and other musical instrument amuse us. Sound is useful in other fields
of sciences like geology and oceanography. It is also vital in health sciences for
medical purposes. More so, some organisms depend on sound for
communication and locomotion such as whales, dolphins and bats.
The speed of sound varies from one medium to another (solid, liquid and
gas). Sound travels faster when the molecules are tightly packed like that of
solids. However, liquids are better conductors of sound than gases. For
instance, if you will strike two stones underwater and on air. Which would
produce louder sound? Yes, the sound produced underwater is louder that the
sound produced on air. With this, the propagation of sound depends on its
medium. This is due to the closeness of molecules in liquids compared to the
dispersed molecules in air. Remember that solids are closely packed, and
liquids are not as tightly packed compared to solids. However, gases are

loosely packed than liquids. Therefore, solids transmit sound best than liquids
and gases. Hence, sound travels fastest in solids and slowest in gases.
Since sound is a mechanical wave, it needs a medium for it to travel.

Hence, sound cannot travel in a vacuum. The absence of matter or medium
means the absence of sound just like in the outer space where air is negligible.
Lesson 2: Light
Photo Credit: https://www.flickr.com/photos/30128971@N08/4654857898
As a kid, you often think of some phenomena such as blue sky, rainbow
and red sunset seemingly natural as they ought to be. However, those
phenomena could be explained further through simple experiments. Since light
behave as a particle and a wave, it has properties and characteristics same as
electromagnetic wave (visible light). In this lesson, refraction of light will be
discussed through series of activities that will lead to the explanation of how
those phenomena occur.

Lesson 3: Heat and Temperature
Photo Credit: by Unknown Author licensed under CC BY-NC
Heat is a form of energy. In thermodynamics, heat is energy in transfer

to or from a thermodynamic system. It is the transfer of energy between objects
or places due to different temperature. You have learned in previous grades
that heat can be transferred through conduction, convection, or radiation, and
that heat transfers either through moving particles or electromagnetic waves.
In this lesson you will learn more about heat transfer, the factors that
affect the amount of heat that an object can absorb or release and describe
how these are related to the amount of heat transferred. You will also learn the
difference between heat and temperature at the molecular level.
Differentiate
between heat and
temperature at the
molecular level.
Photo Credit: http://clipartmag.com/download-clipart-image

What’s More
3.1 Speed of Sound
The speed of sound may differ for different types of solids, liquids, and
gases. For one, the elastic properties are different for different materials. This
property (elastic property) is the tendency of a material to maintain its shape
and not deform when a force is applied to the object or medium. Steel for
example will experience a smaller deformation than rubber when a force is
applied to the materials. Steel is a rigid material while rubber can easily deform
and is known as a flexible material.
What other factors may affect the speed of sound in a medium? What
about temperature? Can the temperature of the medium affect how
sound moves?
The speed of sound in dry air at 0 0C is about 331.5 m/s. However, the speed
of sound in air is not constant. It is basically affected by three (3) different
factors, which are the atmospheric pressure, relative humidity and
atmospheric temperature.
At higher atmospheric pressure sound waves travel faster. This means that
in Baguio where the atmospheric pressure is relatively lower than at sea
level, sound is transmitted slowly as compared to how it is transmitted at
sea level where the atmospheric pressure is relatively higher.
Relative humidity also affects the speed of sound in air. The higher the
relative humidity, the faster the sound is transmitted. This is because at
higher relative humidity, there is more water vapor in the atmosphere which
makes the particles in the atmosphere a little closer than at low relative
humidity. Thus, transmission of sound is better in humid air than in dry air.

Materials Speed of Sound V (m/s)
Air (00C ) 331

He (00C ) 1005
H (200C) 1300
Water 1440
Seawater 1560
Iron and Steel 5000
Aluminum 5100
Hard wood 4000
Table 1: Speed of sound in different materials
Hotter areas transmit sound better than cooler areas. For every degree of rise
in air temperature above 0oC, the speed of sound in air increases by 0.6 m/s.
In symbols;
v = [331.5 + 0.6(T)] m/s
where:
v = speed of sound in air at a particular
temperature
T = temperature of the atmosphere
Sample problem:
At an atmospheric temperature of 40oC, what is the speed of sound in air?
v = [331.5 + 0.6(T)] m/s

v = [331.5 + 0.6 (40)]
v = 355.5 m/s
This is slightly faster than the speed of sound in dry air at 0oC which is only
about 331.5 m/s.
Try this problem!
Problem: What is the speed of sound in air of temperature 25ºCelsius?
________________________________________________________

3.2
The colors of the rainbow...The colors of light
Materials Objective
At the end of the activity,
a sunny window
you will be able to infer that:
plastic container filled with
1. white light is made up of
water
many different colors of light;
2 sheets of white paper and
a small mirror 2. each of these colors of light
penlight bends differently when it
prism strikes objects like a prism
stack of books
Procedure
Part A: ROY G. BIV on paper using a bowl of water

1. Place the bowl near the window. Make sure that there is plenty of
sunlight in that part of the window.
2. Set the mirror partway into the water facing the light as shown in the
figure on the right.
3. Hold the piece of paper up to intercept the reflected beam.
4. Adjust the position of the mirror until you see color bands on the piece
of paper.
Part B: ROY G. BIV using a prism

1. Position a stack of books near the window where there is plenty of
sunlight.
2. Place a white sheet of paper on top of the stack of books.
3. On top of this sheet place the prism. Make sure that sunlight from
the window reaches the prism.

4. Position the prism until a rainbow or the colors of light appear on
the white sheet of paper.
5. Use the table below to note the refractive indices of the colors of
light in acrylic or crown glass
Material/ Color of light λ (nm) n

Acrylic
• Red 650 1488
• Orange 600 1490
• Yellow 550 1497
• Green 500 1495
• Blue 450 1502
• Violet 400 1508
Crown Glass
• Red 650 1512
• Orange 600 1515
• Yellow 550 1518
• Green 500 1520
• Blue 440 1525
• Violet 400 1530
Q1. Arrange the observed colors as to how they appear on the paper.
___________________________________________________________
___________________________________________________________
Q2. What happens to the position of the different colors after passing
through the prism?
___________________________________________________________
___________________________________________________________
Q3. Why is the prism or water able to separate the colors of white light?
___________________________________________________________
___________________________________________________________
Q4. Compare the results of part A and B. Are there any differences? What
might account for the differences?
___________________________________________________________
___________________________________________________________

Q5. What did you observe with the indices of refraction of the colors of
light in the acrylic prism?
___________________________________________________________
___________________________________________________________
Q6. How do the indices of refraction account for the arrangement of colors
of light?
___________________________________________________________
___________________________________________________________
Dispersion is a special kind of refraction which provided us colors of

light. This phenomenon is observed when white light passes through a
triangular prism. When white light enters a prism, separation into different colors
is observed. The refractive indices of the different colors of light indicate that
light of different colors travels at different speeds in the prism which accounts
for the different degrees of bending. Thus, blue light with greater refractive
index refracts more and appears at the bottom of the red light.

3.3
The color spectrum wheel
Objectives
At the end of the activity, you will be

able to infer that:
1. light is composed of colors of
different frequencies and
wavelength;
2. the frequencies of the colors of
light are inversely proportional to
the wavelength;
3. the product of the frequency and
the wavelength of the colors of
light is a constant;
4. the arrangement of colors of light
shows the hierarchy of the
color’s corresponding energy.
Procedure
Part 1: Color Wheel

1. Cut the two art files that make up the wheel on the next pages.
2. Cut along the lines drawn on the top wheel. Cut the 2 sides as shown. The
small window near the center of the wheel should be completely cut out
and removed.
3. Punch a hole at the center of the two wheels. You may use a button fastener
to secure the two wheels together 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 color spectrum show up in the open window
and the "W,F, E" that correspond to that region showing up under the flaps,
then you know that you have done it right.

NOTE: Please print this page in colored ink.
https://dochub.com/eveliasadullo/mqNjP3BVWre8yYK9yGzLkp/module-6-
colors-of-light-g8?pg=10

Part 2: Characteristics of Light
1. Try out your Color Spectrum Wheel by positioning the innermost of the
flaps on COLOR SPECTRUM. This will simultaneously position the other
flaps to WAVELENGTH, FREQUENCY, and ENERGY.
2. Turn the upper wheel and observe the combinations.
3. Fill in the table below with the corresponding combinations you have
observed using your Spectrum Color Wheel.
Frequency Wavelength Frequency x Energy

(Hz) (m) wavelength (eV)
Red
Orange
Yellow
Green
Blue
Violet
4. You will need to convert the equivalents of frequencies to Hz, the

equivalent wavelengths to meters, and Joule to eV.
Note the following equivalents:
Terra (T) is a prefix for 1012 (1 THz = 1 x 1012 Hz)
nano (n) is a prefix equivalent to 10-9 (1 nm = 1 x 10-9 m)
1 eV = 1.6 x 10-19 Joule
Q1. Which color has highest frequency? shortest wavelength?
___________________________________________________________
___________________________________________________________
Q2. Which color has the lowest frequency? longest wavelength?
___________________________________________________________
___________________________________________________________

Q3. What did you notice with the wavelengths and frequencies of the
___________________________________________________________
___________________________________________________________
Q4. How about the products of frequencies and wavelengths?
___________________________________________________________
___________________________________________________________
Q5. Is there an increase of frequency from Red to Violet?
___________________________________________________________
Q6. What did you notice with the corresponding energies from Red to
Violet?
___________________________________________________________
___________________________________________________________
Q7. How does frequency relate with energy?

___________________________________________________________
___________________________________________________________
A prism is needed to break the white light into the different colors of
light. With the different refractive indices of the colors of light, bending is also
different for each of the colors of light. Blue light is bent most. Thus, a rainbow
starts with the RED light being at the topmost and ends with the VIOLET light
being on the bottom of the bow? However, you saw the Blue at the bottom since
Violet light is not very visible.

3.4 Dye in water
Objective
At the end of this activity,
you should be able to
explain the scattering of the
dye in water at different
temperatures.
Procedure
1. Fill the three containers separately with cold water, tap water, and hot
water.
2. Measure the temperature of the water in each container. Record your
measurements in the table below.
Data for Activity 3.4
Container Temperature (◦C) Observation
Container 1
Container 2
Container 3
3. With the dropper, place a drop of dye into the center of each container as
shown in Figure 1.

Figure 1. Adding dye in water.
(Note: It is better if you place drops of dye into the three samples
simultaneously.)
4. Carefully observe and compare the behavior of the dye in the three
containers. Write down your observations in the given table
Q1. What similarities and differences did you observe when a drop of dye
was added to each container?
___________________________________________________________
___________________________________________________________
Q2. In which container did the dye scatter the fastest? In which di it
scatters the slowest?
___________________________________________________________
___________________________________________________________
Q3. How do you relate the temperature of the water to the rate of scattering
of the dye?
___________________________________________________________
___________________________________________________________

Read This…
You learned in your previous grade level

that moving objects possess kinetic
energy. All the objects that are moving
possess kinetic energy. Even the very small
things that you cannot see, like the particles
of objects, are also moving and have kinetic
energy.
The rate of scattering of the dye throughout the water differs in each
container. It can be inferred that the speed of the particles of water varies in
each container. Since kinetic energy depends on speed, the kinetic energies of
the particles also vary.
Q4. In which container is/are the particles of water moving fastest? In which
container are the particles moving slowest?
___________________________________________________________
___________________________________________________________
Q5. How is temperature related to the speed of the particles?

___________________________________________________________
___________________________________________________________
Q6. How is temperature related to the kinetic energy of particles?

___________________________________________________________
___________________________________________________________

What I Have Learned
Supply the missing blanks in the concept map.
Energy
Can be in the form of
Is an
Sound Electromagnetic
wave
is best transmitted in
has this property wherein

as it bends, its speed
changes from one medium
to another
while doing work, some is

converted into
Temperature

Generalization
The following concepts about sound, light, heat and temperature are drawn
out based on the given activities.
Sound
✓ Sound is a longitudinal wave. It is also considered as a mechanical
wave.
✓ Sound can be transmitted in solid, liquid or gas. It is best transmitted
in solids and poorest transmitted in gases.
✓ Sound cannot be transmitted in vacuum.
✓ Sound is slower than light. It travels only about 331.5 m/s in dry air.
✓ The speed of sound depends on temperature. It increases by 0.6 m/s
for each degree rise in temperature.
Light
✓ When light moves from one medium to another of a different density, the
speed changes, bringing about changes in the direction of the refracted
ray with respect to the normal line. This is known as refraction.
✓ Refraction of light, however, may result in a display of colors of light
when it passes through materials that can have varied refractive indices
for every wavelength of color that passes through them.
✓ A glass prism, for example, has varied refractive indices per wavelength
of color resulting in different bending angles of the refracted colors of
light with respect to the normal line. This phenomenon is better known
as dispersion.
✓ With the concept of dispersion, colors of light are hierarchically arranged
as ROYGBIV according to frequency and energy of the colors of light.
✓ Red happens to have the lowest frequency and the least energy.
✓ Energy and frequency increases as one moves from red light towards
violet light.

✓ This display of colors of lights by dispersion of white light is one of the
consequences of refraction of light aside from the apparent depth
mentioned above.
Heat and Temperature
✓ Heat is a form of energy while temperature is not.
✓ Temperature is a measure of the average kinetic energy of the particles

and does not depend on the mass of the object.
✓ Metals have low specific heat capacity. This makes them easy to heat
up and cool down.
✓ Heat Capacity (c) is the amount of heat needed by a material to increase

its temperature by a degree.
✓ Any gain in kinetic energy caused the temperature to increase.
✓ Thermal expansion is the tendency of matter to change in volume in

response to a change in temperature.

What can I Do
To further assess your understanding, you are provided with the

following application questions.
1. Which would best transmit sound best: steel, water, or gas? Explain.
____________________________________________________________
____________________________________________________________
2. Can you hear an approaching spaceship if you are in space? Why or why
not?
____________________________________________________________
____________________________________________________________
3. Why is the sky blue?
____________________________________________________________
____________________________________________________________
4. How does hot air heats you up in a campfire?
____________________________________________________________
____________________________________________________________

Assessment
Direction: Choose the letter of the best answer. Write your answer on a
separate sheet of paper.
1. Which of the following is TRUE about the transmission of sound?

A. Sound is transmitted faster during winter.
B. Sound is transmitted faster during summer.
C. The transmission of sound is not affected by seasons.
D. There is not enough evidence to confirm it.
2. Which of the following is TRUE about sound?
A. Sound does not travel through air.
B. Gases are better conductors of sound than liquids.
C. Hotter areas transmit sound better than colder areas.
D. Sound travels fastest in gases and slowest in solids.
3. Why can you hear noises at a long distance away over water at night?
A. There are fewer other noises at night.
B. Water transmit sound better at night.
C. Sound bounces off water better at night
D. Sound waves are bent towards the cool air over the water.
4. Which material can sound travel the fastest?
A. Ice C. Water
B. Steam D. Vacuum
5. What certain condition can sound waves travel faster?
A. When the air is warm C. Neither the air is warm nor cold
B. When the air is cold D. Either the air is warm or cold
6. What happens to the energy of the colors of light as the frequency
increases?
A. energy decreases C. energy disappears
B. energy increases D. there is no change

7. What is the relationship between wavelengths and frequencies of the
A. it is directly proportional C. there is no relationship
B. it is inversely proportional D. it is the same
8. Which of the following is NOT TRUE about the dispersion of sunlight by a
prism?
A. Red is the most bent color in the spectrum.
B. White light consists of waves of varying length.
C. Different wavelengths travel with different speed from one
medium to another.
E. Different wavelengths correspond to different colors.
9. What property of light depends on the frequency or wavelength of radiation
that reaches the eye?
A. color B. diffraction C. interference D. refraction
10. What property is responsible for the bending of light as it passes from one
medium into another of different optical density?
A. diffraction C. Reflection
B. Dispersion D. Refraction
11. What will happen to a material that is heated?
A. It contracts C. It glows
B. It expands D. None of the these
12. How is the mass of the material affects the amount of heat it can transfer?
A. The massive the object is, the lesser amount of heat it can transfer.
A. The massive the object is, the greater amount of heat it can transfer.
B. The lighter the object is, the greater amount of heat it can transfer.
C. The object’s mass does not affect the amount of heat it can transfer.
13. How is the amount of heat transferred relates with the change in its
temperature?
A. As the object absorbs heat, its temperature increases.

B. As the object absorbs heat, its temperature decreases.
C. As the object releases heat, its temperature increases.
D. There is no relationship between the amount of heat transferred and
temperature.

14. What happens to the molecules of a substance as it gets cooler?
A. The molecules move faster.
B. The molecules move slower.
C. The molecules stop moving.
D. The molecules will disappear.
15. What happens to the temperature of water when an ice cube is added into
it?
A. It becomes warmer C. It increases
B. It decreases D. it remains the same

Answer Key

References
Beiser, A. (1991). Modern technical physics. USA: Addison-Wesley Publishing
Company, Inc.
Carter, J. (1974).Physical science:a problem-solving approach.

Massachusetts: Gin and Company.
Cohen, M. (1992). Discover science. Metro Manila: Academe Publishing

House.
Georgia State University. Department of Physics and Astronomy. (2013).

Retrieved from http://www.phy-ast.gsu.edu.
Halliday, D., Resnick, R. and Krane, K. (1994). Fundamentals of physics.

Singapore: John Wiley & Sons Inc.
Hewitt, P. (1989). Conceptual physics (6th Ed.) London: Scoot, Foresman and
Company
Heuvelen, A. (1986). Physics: a general introduction (2nd Edition). Sta. Cruz,

Manila: UNI-ED Inc.,
Hwang, Fu-kwun. (n.d.). Colors. Retrieved from http://users.hal-

pc.org/~clement/Simulations/Mixing%20Colors/rgbColor.html
Jones, E. and Childers, R. (1999). Contemporary college physics. New York:

Mc Craw-Hill Co.
Morales, M.P., . (2000). WorkText in Physical Sciences. Manila: PNU Press.
Padua, A. L. & Crisostomo, R. M. (1999). Science and technology IV: Physics.

Quezon City: S.D. Publications, Inc.
Payawal, P. (1992). Discoverer science. Quezon City: Academe Publishing

House
Salmorin, L. M. &Florido, B. (2003). Science and technology IV. Quezon City:

Abiva Publishing House Inc.
Santos, G. C. & Ocampo, J. P. (2003). Science and technology IV: Physics.

Manila: Rex Bookstore, Inc.
Sotto, R. L. (2005). Science in today’s world: Physics. Makati: SIBS Publishing

House, Inc.
Young, Hugh. D. (1996). University physics (9th Edition). NY : Addison-Wesley
Pub. Co.
DepEd. Science and Technology IV. SEDP Series. (1992). Philippines: Book
Media Press, Inc.
Defining power in Physics. Retrieved from https://www.thoughtco.com/power-

2699001
Energy. Retrieved from
https://www.kullabs.com/classes/subjects/units/lessons/notes/note-
detail/880
Georgia State University. Department of Physics and Astronomy. (2013).
Retrieved from http://www.phy-ast.gsu.edu.
Hwang, Fu-kwun. (n.d.). Colors. Retrieved from http://users.hal-
pc.org/~clement/Simulations/Mixing%20Colors/rgbColor.html
Potential energy. Retrieved from https://www.solarschools.net/knowledge-
bank/energy/forms/potential
Release the rainbow. (2013). Retrieved from
http://www.optics4kids.org/home/futurescientists/easy/release-the-
rainbow/
Republic of the Philippines. Department of Education. Science 7 Learner’s
Materials. Retrieved from
https://dochub.com/eveliasadullo/jo3xELpR3Ox318RJBa7nrX/module-
3-activities-g8
Republic of the Philippines. Department of Education. Science 8 Learner’s
Materials. Retrieved from
https://www.physicsclassroom.com/class/sound/u11I2c.cfm
Tracing, R. (n.d.). S369 AP physics. Retrieved from

http://www.shs.d211.org/science/faculty/MJP/s369/light/docs/RayDiagr
ams.htm
What is kinetic energy? Retrieved from

https://www.khanacademy.org/science/ap-physics-1/ap-work-and-
energy/kinetic-energy-ap/a/what-is-kinetic-energy
Work, Energy and Power(n.d). Retrieved from
https://www.physicsclassroom.com/class/energy
file:///D:/Module%203%20Activities%20G8.pdf
https://www.scienceinschool.org/2012/issue24/energy
https://www.helpteaching.com/questions/Heat_Transfer/Grade_8
https://www.ducksters.com/science/quiz/heat_questions.php
https://sciencing.com/activities-teaching-hot-cold-temperature-8115744.html
For inquiries or feedback, please write or call:

Department of Education
Region VII, Central Visayas
Division of Lapu-Lapu City
B.M. Dimataga St, Poblacion, Lapu-Lapu City, Cebu

Telefax: (032) 410-4525 9(((9(((032) 410-4525
Email Address: oliver.tuburan@deped.gov.ph

Science8 Q1 M4 Grade 10

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Science8 Q1 M4 Grade 10

Uploaded by

Copyright:

Available Formats

8

Development Team of the Module

Printed in the Philippines by Department of Education- Division of Lapu-Lapu City

Notes to the Teacher

Notes to the Learners

Notes to the Facilitator/Parent

SCIENCE 8_Q1 PHYSICS PAGE 1

What I Need to This will give you an idea of the skills or

This gives the general statement of the

Assessment This is a task which aims to evaluate

SCIENCE 8_Q1 PHYSICS PAGE 2

This is a list of all sources used in

The following are some reminders in using this module:

We hope that through this material, you will experience meaningful

SCIENCE 8_Q1 PHYSICS PAGE 3

The activities are designed recognizing the learners’ level of learning

The module is divided into three lessons, namely:

After going through this module, you are expected to:

1. Investigate the effect of temperature to the speed of sound.

SCIENCE 8_Q1 PHYSICS PAGE 4

1. Which material does not let sound waves travel?

SCIENCE 8_Q1 PHYSICS PAGE 5

SCIENCE 8_Q1 PHYSICS PAGE 6

✓ Answer Key on Page 33

Your score tells you whether to proceed or skip the module.

SCIENCE 8_Q1 PHYSICS PAGE 7

In module 3, the two forms of mechanical energy were dealt on. In

SCIENCE 8_Q1 PHYSICS PAGE 8

Energy is possessed by different things and can take various forms. It

The lessons in this module include:

SCIENCE 8_Q1 PHYSICS PAGE 9

Photo Credit: https://www.slideshare.net/nicogranada31/k-to-12-grade-8-science-learner-module

Sound is produced as the energy is transferred leading to the creation

SCIENCE 8_Q1 PHYSICS PAGE 10

Since sound is a mechanical wave, it needs a medium for it to travel.

Photo Credit: https://www.flickr.com/photos/30128971@N08/4654857898

SCIENCE 8_Q1 PHYSICS PAGE 11

Photo Credit: by Unknown Author licensed under CC BY-NC

Heat is a form of energy. In thermodynamics, heat is energy in transfer

Photo Credit: http://clipartmag.com/download-clipart-image

SCIENCE 8_Q1 PHYSICS PAGE 12

3.1 Speed of Sound

SCIENCE 8_Q1 PHYSICS PAGE 13

Air (00C ) 331

Table 1: Speed of sound in different materials

v = [331.5 + 0.6(T)] m/s

Problem: What is the speed of sound in air of temperature 25ºCelsius?

SCIENCE 8_Q1 PHYSICS PAGE 14

Part A: ROY G. BIV on paper using a bowl of water

Part B: ROY G. BIV using a prism

SCIENCE 8_Q1 PHYSICS PAGE 15

Material/ Color of light λ (nm) n

SCIENCE 8_Q1 PHYSICS PAGE 16

✓ Answer Key on Page 33

Dispersion is a special kind of refraction which provided us colors of

SCIENCE 8_Q1 PHYSICS PAGE 17

At the end of the activity, you will be

Part 1: Color Wheel

SCIENCE 8_Q1 PHYSICS PAGE 18

SCIENCE 8_Q1 PHYSICS PAGE 20

Frequency Wavelength Frequency x Energy

4. You will need to convert the equivalents of frequencies to Hz, the

Q1. Which color has highest frequency? shortest wavelength?