7

Science
Quarter 3
Forces, Motion, and
Energy

DO_Q3_Science 7_Module 1-7

Science – Grade 7
Alternative Delivery Mode
Quarter 3 – Forces, Motion, and Energy

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Published by the Department of Education

Development Team of the Module

Writers:
Darlyn Joy Rivera, Richel F. Delos Santos, Efer L. Castro, Froiland V. Verosil,
Genesis G. Mago, Gerald S. Alzate, Maria Carolina A. Madrigalejos, Fernan B. Sibug

Editors:
Irene C. Cular, Marivic S. Ferrer

Reviewers:
Richel Delos Santos, Marivic S. Ferrer, Ritchel G. Galo

Layout Artist:
Gerald S. Alzate, Raphael A. Lopez

Management Team:
Meliton P. Zurbano, Assistant Schools Division Superintendent (OIC-SDS)
Filmore A. Caballero, CID Chief
Jean A. Tropel, Division EPS In-Charge of LRMS
Dr. Maria Lea Q. Prondo, EPS Science

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Office Address: Pio Valenzuela St., Marulas, Valenzuela City

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 What I Need to Know

In this lesson, you will be asked to recall and differentiate the two types of
quantities namely the scalar quantity and vector quantity. Examples for each type of
quantity will be mentioned and each term will be elaborated further as we discuss
the topic for this week.

At the end of the lesson, you are expected to:

• Describe the motion of an object in terms of distance, displacement,
speed, velocity, and acceleration. (S7FE-IIIa-1)

What I Know

Directions: Write the letter of the correct answer on a separate sheet of paper.
1. A cyclist accelerates from 5 m/s to 8 m/s in 3 seconds. What is his
acceleration?
a. 16 m/s2 b. 5 m/s2 c. 1 m/s2 d. 8 m/s2
2. Along a highway, a truck driver travels from 24 m/s to 15 m/s in 12
seconds. What does it indicate?
a. the truck is not moving
b. the speed of the truck is increasing
c. the speed of the truck is decreasing
d. the speed of the truck remains the same
3. How can we say that an object is moving?
a. It changes in position c. It changes in composition
b. It remains on the same place d. None of the above
4. A man walked for half an hour and covered 600 meters. Compute his speed
a. 1 m/s b. 10 m/s c. 4 m/s d. 40 m/s
5. What information you can get in distance time graph?
a. Tells the distance travelled of a moving object
b. Gives the time needed to cover a particular distance
c. States how fast or slow the movement of a moving body
d. All of the above

Lesson
Motion in One Dimension
1
Matter in the universe is either at rest or in motion. Motion occurs when an
object changes its position relative to a reference point. The motion of an object
depends on the reference point that is chosen. It is taken into consideration to

1 DO_Q3_SCIENCE_7_Lesson1
determine if there is motion and the Earth’s surface is used as a common reference
point.
One of the characteristics of living things is movement, so they have the
inherent capacity to move. How about non-living things? Non-living things do not
move but they can be made to move by applying force.

What’s New

Speed can be measured using different devices. These instruments vary with
the job. There are devices for measuring traveling speed, wind speed, acceleration or
engine speed. Police use RADAR and LIDAR to measure traffic speed while
speedometers measure the speed of a car. Accelerometers are also used with car
speed measurements. To know how these instruments function, this module will aid
your understanding in the basic concepts of motion.

What is It

Speed is the rate at which the distance of an object changes in relation to

time. It tells how fast or slow an object changes distance without being particular
about the direction of motion. The faster the object moves, the shorter the time it
takes to cover a distance or vice versa. The speed of an object can be expressed in
the standard metric unit of meter per second (m/s). To compute the speed of a moving
object, divide the distance covered by the object by the amount of time it takes to
travel that distance.
To describe the motion of the object during the entire time of travel, the
average of several speeds is used. The average speed of an object is computed by
dividing the total distance traveled by the total time of travel.

Average Speed (s) = total distance (d) traveled

total time (t) of travel

Speed and direction are two important quantities in describing the velocity of
a moving object. Velocity is speed in a specific direction. A change in velocity may
result from either a change in speed, direction, or both. Velocity is considered as a
vector quantity since it is described by its size and direction. Speed, on the other
hand, is a scalar quantity described by its size alone and not with the direction it
moves.
When a moving object changes speed or direction, it accelerates. Acceleration
is the rate at which velocity changes. It may refer to an object speeding up, slowing
down, or changing direction as it moves. Acceleration is a measure of how quickly
the velocity of an object is changing. If the object increases velocity, acceleration is
positive; if the velocity decreases, acceleration is negative; and if the velocity does not
change, it is called uniform velocity, and the acceleration is zero.

2 DO_Q3_SCIENCE_7_Lesson1
 The equation for acceleration is:
Where:
acceleration (a) = vf – vi vf = final velocity
t vi = initial velocity
t =time

What’s More

Activity 1: Describing Motion

Objectives
In this activity, you should be able to:
• Define motion
• Differentiate distance from displacement.
• Compare and contrast speed from velocity
• Define acceleration
• Solve some word problems
• Apply and appreciate concepts learned in daily life experience
Materials
Set of pictures, Table with data, Graph, Problem Set
Procedure
A. Motion
1. Using the illustration, describe motion.
____________________________________________________________________

2. How can we say that a body is moving?

____________________________________________________________________
3. Give 5 human activities that indicate motion.
____________________________________________________________________
B. Distance and Displacement
1. Using the illustration at the
right side, determine the
distance by counting the total
path the bear travelled. (1 side
is equal to 1 unit or m). To
find the displacement of an
object, count the path covered
from initial to final position
and indicate the direction
(NESW). Write your
observation.
2. Differentiate distance from displacement
____________________________________________________________________

3 DO_Q3_SCIENCE_7_Lesson1
C. Speed and Velocity
1. Using the table at the
right side, compute
the speed and velocity
using the formula
given. Complete the
data by answering the
last column and
answer the guide
question.

2. Differentiate speed
from velocity.
____________________________________________________________________
3. From the given above, determine whether the following suggests speed
or velocity. Write S for speed and V for velocity.
a. An elevator moving for 30m from the first floor to the third floor for
5 mins.
b. A man walked for half an hour and covered 600 meters.
c. A ball dropped 30m above a building is found on the ground 3
seconds after.
d. The news reported that the speed of Hanging Habagat is 20 km/hr.
e. A sprinter finishes a 400-meter race after 2 minutes and 16
seconds.
4. Using the triangle method,
determine the formula for

d = __________

t = __________

D. Acceleration
1. Analyze the given table and plot the values of x and y.

2. Interpret the graph by supplying the missing word/s:

a. From point A to B, the velocity is __________________
b. From point B to C, the velocity is __________________
c. From point C to D, the velocity is __________________
d. From point D to E, the velocity is __________________

4 DO_Q3_SCIENCE_7_Lesson1
 3. Using the formula of acceleration, answer the word problem.
a. A car advertisement states that a certain car can accelerate from
rest to 120 km/hr in 0.5 hour. What is the acceleration of the
car?

What I Can Do

Traffic signs have their own meaning. With symbols and less word, they give
message to the pedestrians who are passing on a particular street. What do you think
is the message of SPEED LIMIT sign would like to convey?
__________________________________________________________________________________
__________________________________________________________________________________

Assessment

Directions: Write the letter of the correct answer.

1. Along a highway, a truck driver travels from 24 m/s to 15 m/s in 12
seconds. What does it indicate?
a. the truck is not moving
b. the speed of the truck is increasing
c. the speed of the truck is decreasing
d. the speed of the truck remains the same
2. A car advertisement states that a certain car can accelerate from 100
km/hr to 120 km/hr in 0.5 hour. What is the acceleration of the car?
a. 40 km/hr2 b. 0 km/hr2 c. 10 km/hr2 d. 20 km/hr2
3. A plane traveled for about 2.5 hours at a velocity of 1200 km/hr,
Southwest. Determine the displacement of the plane.
a. 3000 km, Southwest c. 3000 km, Northwest
b. 480 km, Southwest d. 480 km, Southeast
4. Study the picture at the right side. At what
points the moving object shows acceleration?
a. 2 to 35 c. 35 to 7
a. 7 to 2 d. 2 to 55
5. What is the displacement of a car traveling at
a velocity of 55 km/hr to the East for 2 hours?
a. 110 km, East b. 110 km c. 27.5 km, East d. 27.5 km

What I Need to Know

Everything around us may be described as at rest or in motion. Most living

things have the capacity to move. Non-living things do not move but, they can be
made to move through the application of force.

5 DO_Q3_SCIENCE_7_Lesson2
 In this learning material you will acquire scientific knowledge and skills to
describe motion as it travels in a straight path. You will find out how objects move
in terms of position, distance travelled, and speed. You will be able to represent
motion of objects using charts, diagrams, and graphs.

At the end of the lesson, you are expected to:

• Describe the motion of an object in terms of distance or displacement,
speed or velocity, and acceleration. (S7FE-IIIa-1.9 - S7FE-IIIa-1.11)

What I Know

Directions: Write the letter of the correct answer.

_____1. Eliana Marie is standing beside a school building. She walks 10 steps away
from it. Did she move?
a. Yes, because she walked.
b. No, because she stopped after walking ten steps.
c. No, because she is still close to the school building.
d. Yes, because she changed position with respect to the school building.
_____2. If a rolling toy car covers 4 m in 8 s, what is its average speed in m/s?
a. 0.5 b. 1 c. 2 d.4
_____3. If we add direction to speed, what quantity will be formed?
a. distance b. velocity c. displacement d. time
_____4. What distance is covered by a toy car in 1 min if its speed is 3 m/s?
a. 3 m b. 2 m c. 60 m d.180 m
_____5. Rizza is initially at rest. She walks 4 m forward then 2 m backward. What is
the total distance she traveled?
a. 0 m b. 2 m c. 4 m d. 6 m

Lesson
Acceleration of Moving Objects
2
Have you gone to amusement parks and rode on a roller coaster? If a roller
coaster is moving, does velocity is change all the time? All moving objects change
their velocity. Velocity refers to speed with direction. It is also defined as a vector
measurement of the rate and direction of motion. We can relate acceleration here
and it is another vector quantity. Acceleration is called the rate of change of velocity
of an object.

Examples of acceleration are a volleyball hit by player and a bicycle that starts to
move.

Mathematically, ▲v vf - vi
a= t = t
wherein:
a = acceleration v= velocity
t= time vf= final velocity
vi= initial velocity

6 DO_Q3_SCIENCE_7_Lesson2
From the equation above, the SI unit of acceleration is
a= m/s = m/s²
s
Other units of acceleration are ft/s², km/h², and mi/h².

Sample problem:
An electric bicycle starts from rest and attains the speed of 20 m/s in 10
seconds. How far has the electric bicycle traveled in 10 seconds?

Given: vi = 0
vf = 20 m/s
t = 10 s

What is asked:
d = distance

Solution: d = v * t
Wherein: d = distance
v = velocity
t = time
Formula will be derived,
d= vi + vf t= 0 + 20 m/s (15 s)
2 2

= (10 m/s) (10 s)

d = 100 m

What’s New

Objectives
• Define acceleration
• Describe the motion made by an object.
• Calculate the acceleration of a moving object.

There are three considerations for which a moving object accelerates.

(a) There is a change in the magnitude of velocity. The moving object speeds
up or slows down.
(b) There is a change in the direction of the moving object. The object either
turns left or right.
(c) There is a change in both the magnitude of velocity and the direction of the
moving object.

7 DO_Q3_SCIENCE_7_Lesson2
 What is It

Directions: Observe the picture below and answer the guide questions.
Acceleration

At rest After 5 seconds V= 15 m/s

V=0

V = 10 m/s After 5 seconds V= 20 m/s

Deceleration

V = 15 m/s After 5 seconds V= 0

V= 20 m/s After 5 seconds V = 10 m/s

Guide Questions:
1. How acceleration takes place?
___________________________________________________________________________
2. How deceleration takes place?
___________________________________________________________________________
3. Cite 2 examples of application of acceleration.
___________________________________________________________________________
4. Why other vehicles run faster than others?
___________________________________________________________________________

What’s More

Directions: Complete the paragraph below. Write your answer on your notebook.
The motion of object is said to be accelerating when: it speeds up, 1. ________
down (usually called deceleration), or changes 2. ___________. Acceleration is the rate
of change of 3. __________ at a certain period of time. The formula for determining
the acceleration is 4. ______. The unit for acceleration is 5. ________. Negative
acceleration is known as 6. __________.

8 DO_Q3_SCIENCE_7_Lesson2
 What I Can Do

When you are travelling either riding or driving, is there a need to change
velocity? Why or why not?
__________________________________________________________________________________

Assessment

Directions: Write the letter of the correct answer on a separate sheet of paper.
____1. How acceleration happens in an object?
a. go faster b. slow down c. change direction d. All of the above
____2. Which of the following quantities describe when a truck slows down to stop?
a. speed b. velocity c. acceleration d. all of the above
____3. Which quantity is present when a motorcycle turns in a corner?
a. direction b. speed c. velocity d. acceleration
____4. When a baseball is thrown 90 miles per hour towards home plate, what
quantity would that be?
a. direction b. speed c. velocity d. acceleration
____5. When a truck is moving 20 m/s, what quantity would that be?
a. direction b. speed c. velocity d. acceleration

What I Need to Know

You must know how to analyze situations first. Identify the given quantities.
Then put into tables and plot the graph. It is important that you know the units of
the quantities. Interpret the relationship of the quantities.
There are graphs that show an object moving with constant velocity,
decreasing velocity, acceleration, and at rest.

At the end of the lesson, you are expected to:

• Create and interpret visual representation of the motion of objects such
as tape charts and motion graphs. (S7FE-IIIb-3)

9 DO_Q3_SCIENCE_7_Lesson3
 What I Know

Directions: Write the letter of the correct answer on a separate sheet of paper.
_____1. Which graph describes an object moving with constant speed?

_____2. Which of the following differentiates scalar and vector quantities?

a. Scalar gives only magnitude while vector gives direction.
b. Scalar gives direction while vector gives magnitude and direction.
c. Scalar gives magnitude and direction while vector gives direction only.
d. Scalar gives only magnitude while vector gives magnitude and direction.
______3. On a velocity vs. time graph, what represents a line that crosses the x axis?
a. The time is not moving
b. The velocity is increasing
c. The object is accelerating
d. The object is changing direction
_______4. When a velocity is vector, what must be included?
a. units
b. direction
c. magnitude
d. magnitude and direction
______5. What does a horizontal line on a speed-time graph indicate?
a. constant speed
b. constant velocity
c. constant distance
d. constant acceleration

Lesson Determine X and Y Axes of a Motion

3 Graph
Objectives
• Determine the x and y axes of a motion graph
• Plot points that show motion of an object moving in a constant speed
on an xy graph.

Part A
Directions: In this diagram, the positions of the traveling bus are shown in different
intervals of time. Answer the guide questions below.
Timer: 0 s 10 s 20 s 30 s

0 m 5m 10 m 15 m
Fig. 3.1. Position of a travelling bus at different time intervals

10 DO_Q3_SCIENCE_7_Lesson3
Guide Questions:
1. What is the initial position of the bus? final position?
________________________________________________________________________
2. What is the position of the bus at 10 seconds?
________________________________________________________________________
3. At what time is the position of the bus equal to 10 meters?
________________________________________________________________________

Part B
Directions: Convert the diagram in Fig. 3.1 to graph by following the guide below.
Fill it up using the data in Fig. 3.1. Note that the positions of the bus
are shown every 10 seconds.
Time (s) Position of the bus (m)
0 0

Graph the data to show the time duration of how the bus travel in relation to its
position.

Part C
Directions: Write 10 words from the word hunt. Describe each using the table below.

V E L O C I T Y
E A R A L A C S
C S P E E D O I
T T W E S T M R
O M O T I O N A
R S H T R O N B
C I R C U L A R
S T R A I G H T

FORMED WORDS OWN CONCEPTS/DEFINITION

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

11 DO_Q3_SCIENCE_7_Lesson3
 What’s New

There are some important ideas to consider. Motion refers

to the change in position of an object with respect to a reference
point. Acceleration refers to the rate of change in speed or velocity
of an object. An object is considered accelerating if it is slowing
down, speeding up or changing direction.
For a distance and time graph, the formed slope pertains to
the value of speed. Average velocity represents the velocity of the
object throughout its travel. It is obtained by dividing the total
displacement by the total time elapsed.
If an object does not change its position at a given time
interval, then it is at rest, or its speed is zero or not accelerating.
If an object covers equal distance at equal intervals of time, then
it is moving at constant speed and still not accelerating. If an
object covers varying distances at equal intervals of time, then it
is moving with changing speed or velocity. It means that the object
is accelerating. Figure 3.2:
Distance-Time
Graph

What is It

How can we say that an object is in motion? How do we describe the motion
of an object? These are few questions to encounter in studying motion and
constructing and interpreting visual representations of moving objects. There are few
misconceptions to correct:
1.Motion is not relative.
2.Distance and displacement mean the same thing.
3.Speed and velocity mean the same thing.
4.When the object is moving, it is accelerating.

What’s More

Directions: Complete the paragraph below. Write your answer in a separate sheet
of paper.
The position of an object can be represented in many ways like using
descriptions or visuals, like 1. ________or 2. __________. When you plot the quantities
like time and position, it is called as 3. ___________graph. You can describe the
relationship of the two and interpret the data gathered. If both values are increasing,
we can say that the object moving in a 4. _______ speed.

12 DO_Q3_SCIENCE_7_Lesson3
 What I Can Do

Directions: Write the letter of the correct answer on a separate sheet of paper.
1. The graph in the right side represents
the motion of an object. According to the
graph, as time increases, the velocity of
the object _____.
a. Increases
b. Decreases
c. Remains the same
2. The displacement-time graph in the right
side represents the motion of a cart
initially moving forward along a straight
line. During which interval is the cart
moving forward at constant speed?
a. AB c. BC
b. CD d. DE

Assessment

Directions: Write the letter of the correct answer on a separate sheet of paper.
_____1. On a distance time-graph, what does a horizontal mean?
a. constant speed b. increasing speed c. zero speed d. decreasing speed
_____2. You and your friends traveled 60 km to Tagaytay. If the travel time was 2.5
hours, what was the average speed of your vehicle during the trip?
a. 24km/h b. 28km/h c. 30 km/h d. 32 km/h
______3. An airplane travels from Manila to Cebu. It covers about 600 km in 50 min.
What is the airplane’s average speed?
a. 12 km/min b. 0.3 km/min c. 0.83 km/min d. 0.90 km/min
_______4. The cheetah, the fastest of land animals, can run 274 m in
8.65 s at its top speed. What is the cheetah’s speed?
a. 31.68 m/s b. 2 m/s c. 30 m/s d. 31 m/s
_______5. How much time will it take for a bug to travel 5 meters across the floor if it
is travelling at 1 m/s?
a. 4 s b. 3 s c. 5 s d. 6 s

What I Need to Know

This module was designed and written with you in mind. It is here to help you
master the nature of waves. The scope of this module permits it to be used in many
different learning situations. The language used recognizes the diverse vocabulary

13 DO_Q3_SCIENCE_7_Lesson4.A
level of students. The lessons are arranged to follow the standard sequence of the
course. But the order in which you read them can be changed to correspond with
the textbook you are now using.

The module is divided into two lessons, namely:

• Lesson 4.1 – Waves: An Energy Carrier
• Lesson 4.2 – Characteristics of Sound Waves

After going through this module, you are expected to:

• Infer that waves carry energy; and
• Describe the characteristics of sound using the concepts of wavelength,
velocity, and amplitude. (S7FE-IIId-7).

What I Know

Directions: Write the letter of the correct answer on a separate sheet of paper.
1. What do you call the periodic disturbance that moves away from a source and
carries energy with it?
a. air c. wave
b. vibration d. electricity
2. Mechanical waves transport energy from one place to another through
a. Alternately vibrating particles of the medium
b. Particles traveling with the wave
c. Vibrating particles and traveling particles
d. None of the above
3. What is the direction of individual particles of the medium in a transverse
wave?
a. move in circles
b. move in ellipses
c. move parallel to the direction of travel
d. move perpendicular to the direction of travel
4. What type of wave is energy emitted from the sun?
a. infrared c. mechanical wave
b. ultraviolet wave d. electromagnetic wave
5. How do we know that waves carry energy?
a. Waves can set other objects at rest.
b. Waves can produce another substance.
c. Waves can set other objects into motion.
d. Waves can transform an object to another.

Lesson
Wave: An Energy Carrier
4.A
Waves are present in our daily lives. There are other materials where waves
also occur: When you play a guitar and strum it, vibration of the strings produces
sound waves. When you switch on the light in a dark room with light, light waves

14 DO_Q3_SCIENCE_7_Lesson4.A
cover the room. Water, sound, and light differ in nature in our physical world, but
each of them takes part in forming the basic properties of wave.

What’s New

What are waves? How waves carry energy? Try to wave and observe the motion
of your hand. Do you make a side-to-side motion with the palm of your hand? Do
you do an up-and-down motion with your hand? Describe your personal hand wave.
The repetitive motion that you do with your hand while waving is called a
vibration. A vibration causes wave.

What is It

A wave is a periodic disturbance that moves away from a source and carries
energy. For example, earthquake waves show us that the amount of energy carried
by a wave can do work on objects by exerting force that move objects from their
original position.
Two Classifications of Wave according to medium:
a. Mechanical Wave are waves that require a material medium to
propagate such as, sound, water, earthquake and waves in a stretched
string.
b. Electromagnetic Wave are waves that do not require material or
medium to propagate. Example of this is the Electromagnetic (EM)
Spectrum.

Basic structures of wave:

• Wavelength refers to the distance between any successive identical
parts of the wave.
• Crest is the highest point of the wave
• Trough is the lowest point of the wave
• Home is the equilibrium position
• Amplitude is the maximum displacement of a vibrating particle on
either side of its normal position when the wave passes
• Frequency of a series of periodic waves is the number of waves that
pass a particular point every one second.

15 DO_Q3_SCIENCE_7_Lesson4.A
 What’s More

Activity 4.1.A: Let’s Make Waves!

Objective
In this activity, you draw different types of waves and describe how they are
produced.
Materials
Rope (at least five meters long), coil spring or slinky, basin filled with
water, paper boat
Procedure
Mechanical Waves
A. Transverse Wave
Straighten the rope and place it above a long table. Hold one end of the
rope and vibrate it up and down. You will observe a pulse. Draw three
sketches of the rope showing the motion of the pulse at three subsequent
instances (snapshots at three different times). Draw an arrow to represent
the direction of the pulse’s motion.

Time 1

Time 2
Time 3
Q1. What is the source of wave pulse?
__________________________________________________________________
Q2. Describe the motion of your hand as you create pulse.
__________________________________________________________________
Q3. Describe the motion of pulse with respect to its source.
__________________________________________________________________
B. Longitudinal Wave
Connect one end of a long table to the wall. Place a coil spring on top
of the table. Attach one end of the coil spring to the wall while you hold the
other end.
Do not lift the coil spring. Ask a friend to vibrate the end of the coil
spring by doing a back-and-forth motion parallel to the length of the
spring. Observe the waves along the coil spring. Draw how the coil spring
looks like as you move it back-and-forth.
Q4. Describe the direction of your hand as you move the coil back-and-
forth.
__________________________________________________________________
Q5. Describe the motion of vibration produced in the coil as you move
your hand back-and-forth.
__________________________________________________________________
C. Surface Wave
Place a basin filled with water on top of the table. Wait until the water
becomes still or motionless. Place the paper boat on the surface. Create

16 DO_Q3_SCIENCE_7_Lesson4.A
 periodic waves by tapping the surface of the water at regular intervals.
Observe the paper boat.
Q6. Do waves set the paper boat in motion? What causes the object’s
motion?
__________________________________________________________________
Q7. If you exert more energy in creating periodic waves by tapping the
surface with greater strength, how does it affect the movement of the
paper boat?
__________________________________________________________________
Observe the figure below:

Figure 4.1.A

Q8. As shown in the figure, the passage of a wave across the surface of
a water involves the motion of particles following a ___________
pattern about their original positions.
Q9. Does the wave transport water molecules from the source of the
vibration? Explain your answer using the figure.
_________________________________________________________________
When you created waves using a rope in part A, you were able to
observe a moving pattern. In this case, the medium of the wave
propagation is rope.
Q10. What is the medium of wave propagation in part B and part C?
__________________________________________________________________

Electromagnetic Waves
Examine the figure of Electromagnetic Spectrum below:

Figure 4.2.A
Q11. Enumerate the different electromagnetic waves from the chart.
__________________________________________________________________

17 DO_Q3_SCIENCE_7_Lesson4.A
Activity 4.2.B: Wave’s Anatomy
Objective
In this activity, you will identify the quantities used in describing periodic
waves.
Materials
• Figure 4.3.A: Periodic Wave
• Figure 4.4.A: Frequency of a Sinusoidal Wave
Procedure
A. Measuring the wavelength of a wave
The wavelength (λ) of wave refers to the distance between any
successive identical parts of the wave. For instance, the distance from
one crest to the next is equal to one full wavelength. In the following
illustration, this is given by the interval B and F.

Figure 4.3.A: Periodic Wave

Q1. Identify the other intervals that represent one full wavelength.
________________________________________________________________
B. Measuring the frequency of a wave
The frequency (f) of a series of periodic waves is the number of
𝑁
waves (N) that passes a particular point every one second (s) or 𝑡 . The
1
unit of frequency is hertz (Hz); 1 Hz = 1 cycle/second ( ). In the figure
𝑠
below, the number of cycles of the wave is shown.

Figure 4.4.A: Frequency of a Sinusoidal Wave

Q2. How many cycles of wave are present in the figure?

________________________________________________________________
Q3. What is the frequency of the wave if it travels for 12 seconds?
________________________________________________________________

It is also useful to consider the period(T) of a wave, which is the time

required for one complete wave to pass a given point. The period of each
wave is
1
𝑇=
𝑓

18 DO_Q3_SCIENCE_7_Lesson4.A
 Q4. What is the period of the wave in Figure 5?
________________________________________________________________
C. Measuring the speed of a wave
The wave speed (v) is the distance traveled given by the
wavelength (λ) of the wave per second. In symbols, it is represented as:

𝑣 = 𝝀𝒇
𝒎
The basic unit of speed of wave is meter per second ( 𝒔 ).
Q5. What is the speed of the wave in Figure 5 if the distance of each
successive wave is 3 meters?
________________________________________________________________
Q6. Based on the equation of speed of wave, what is the relationship
between wavelength and frequency?
__________________________________________________________

What I Can Do

A. Earthquakes
All three kinds of waves – transverse, longitudinal and surface – are sent
out by an earthquake and can be detected many thousands of kilometers away
if the quake is a major one.
Q1. What do you think is the source of earthquake waves and the medium of
propagation?
______________________________________________________________________
B. Sun
The Sun is an important source of ultraviolet (UV) waves, which is the
main cause of sunburn. Sunscreen lotions are transparent to visible light but
absorb most UV light. The higher a sunscreen’s solar protection factor (SPF),
the greater the percentage of UV light absorbed.
Q2. Why are UV rays harmful to the skin compared to visible light? Answer
this by comparing the frequency and energy carried by UV waves and
visible light.
______________________________________________________________________

Lesson
Characteristics of Sound Waves
4.B
The wave nature of sound is not clearly visible as that of a wiggling rope or
slinky or that of water waves. Even so, sound can be analyzed in terms of wave
characteristics and properties. In this lesson, we will explore how sound is produced
and propagated as well as its wave characteristics such as speed, wavelength, and
frequency.

19 DO_Q3_SCIENCE_7_Lesson4.B
 What’s New

How does sound produce and propagate? Try to place your palm in your throat
and say “ah”. How would you describe the motion in your throat? Were there
vibrations in the throat?

What is It

Sound is an example of wave which is a longitudinal wave.

They are also known as mechanical waves since sound waves need
medium in order to propagate. It vibrates and travels in solid,
liquid, and gas. But sound wave travels much faster in solid than
liquid and gas.
Sound cannot travel in a vacuum. If no matter exists, there
will be no sound. In the outer space, sound would not be Figure 4.1.B: Triangle of a
transmitted. Wave

Sound waves can be characterized in the same manner as

waves in general. Thus, the relationship of each quantitative Where:
characteristics of sound wave can be described using the equation: v = wave speed
𝜆 = wavelength
𝑣 = 𝝀𝒇 𝑓 = frequency
For you to easily understand the relationship of each
quantity to one another, you may use the Speed, Frequency, and
Wavelength Triangle of a Wave in figure 4.1.B.
The loudness of sound measures the energy of the sound. It is measured in
decibels (dB). Loudness depends on the amplitude of the sound wave. The higher
the amplitude, the louder the sound.
The highness or lowness of sound or a musical note is known as pitch.
Frequency is directly related to the pitch of a sound, which means that the higher
the frequency of a sound, the higher its pitch. The pitch of the notes produced by
stringed instruments depend on the length and thickness of the string. The longer
and thicker the string, the lower the pitch.

What’s More

Activity 4.1.B: Analyze my Data!

Objective
Determine how fast the speed of sound in a given materials using the data at the
left, answer the questions that follows.

20 DO_Q3_SCIENCE_7_Lesson4.B
 1. Between oxygen and ethanol, which of the two materials the sound travels
faster?____________________________________________________________________
2. Between mercury and lead, which of the two materials the sound travels
slower?____________________________________________________________________
3. Between air (regardless of indicated temperature) and glass, which of the two
materials the sound travels faster?________________________________________
4. Based on the table below, what phase (solid, liquid, or gas) is the speed of
sound travels fastest?_____________________________________________________

Activity 4.2.B: Complete Me!

Directions: Complete the table below by filling in the necessary values. Show your
solution on a separate sheet of paper. The first one has been done for
you as an example.
No. Wavelength (Λ), m Frequency (f), Hz Wave speed (v), m/s
1 1.37 256 351
2 0.786 440
3 0.670 343
4 824 341
5 1 230 336
6 0.130 2 546

What I Can Do

The range of sound frequency that an organism perceives vary from one to
another. For instance, humans can only perceive a sound that ranges from 20 to
20,000 Hz, while dogs can even perceive a sound from 40 Hz to 20,000 Hz.
Q1. How would you compare the frequency of sound perception (audible range)
of humans to dogs?
__________________________________________________________________________
Q2. Given the frequency perception difference of humans to dogs, how would you
relate the sound sensitivity perception of dogs during New Year’s Day?
__________________________________________________________________________

21 DO_Q3_SCIENCE_7_Lesson4.B
 Assessment

Directions: Write the letter of the correct answer on a separate sheet of paper.
1. How do we know that waves carry energy?
a. Waves can set other objects at rest.
b. Waves can produce another substance.
c. Waves can set other objects into motion.
d. Waves can transform an object to another.
2. What happens when waves pass by?
a. Particles do not move.
b. Particles are in vertical position.
c. Particles are in horizontal position.
d. Particles vibrate alternately to transport the energy of the wave.
3. How do mechanical waves transport energy from one place to another?
a. Particles traveling with the wave
b. Vibrating particles and traveling particles
c. Alternately vibrating particles of the medium
d. None of the above
4. How the individual particles of the medium move in a transverse wave?
a. in circles
b. in ellipses
c. parallel to the direction of travel
d. perpendicular to the direction of travel
5. Which of the following objects will produce sound?
a. soft object c. vibrating object
b. radio stations d. object under pressure

What I Need to Know

This module was designed to help you understand the nature of light wave.
The scope of this module explains the properties of light wave. The occurrence of
light has been first studied by scientists such as Sir Isaac Newton and Christian
Huygens. Sir Isaac Newton concluded that light is a form of particle whereas
Christian Huygens deducted it as a form of a wave. These two knowledge about the
nature of light was then combined by Max Planck with his proposed idea that light
can be a particle and can also be a wave known as the Dual-Nature of Light. Further
study has been conducted in the nature of light until James Clerk Maxwell found
out that light is an electromagnetic wave. This led him to propose the Electromagnetic
Theory of Light.

At the end of the lesson, you are expected to:

• Explain color and intensity of light in terms of its wave characteristics.

22 DO_Q3_SCIENCE_7_Lesson5
 What I Know

Directions: Write the letter of the correct answer on a separate sheet of paper.
1. What is light?
a. A transverse wave
b. An electromagnetic wave
c. Both transverse and electromagnetic wave
d. Either of the two but not at the same condition or situation
2. Which is NOT an electromagnetic wave?
a. Infrared c. Sound
b. Radio d. X-ray
3. How does the wavelength of infrared (IR) compare with the wavelength of
ultraviolet (UV) waves?
a. Infrared waves have longer wavelength.
b. Infrared waves have shorter wavelength.
c. IR waves have the same wavelength as the UV waves.
d. IR is not comparable in wavelength with the UV waves.
4. Among all the electromagnetic waves (EM), which has the highest frequency?
a. Infrared c. Ultraviolet
b. Radio Wave d. Gamma Ray
5. Which of the following statements regarding the components of
electromagnetic spectrum is TRUE?
a. Light slows down as it enters a glass prism.
b. Ultraviolet rays, having higher frequency than infrared rays, travel
faster.
c. Orange light, having a longer wavelength than blue light, covers greater
distance in space for the same time.
d. Light coming from the sun is far reaching compared to radio waves from
satellites, hence, have greater speed of propagation.

Lesson
Wave Characteristics of Light
5

What’s New

Where can we find the visible light in the electromagnetic spectrum? What are
the frequencies, wavelengths, and energies of each color in this region of
electromagnetic spectrum?

23 DO_Q3_SCIENCE_7_Lesson5
 What is It

Visible light is found at the center part of the electromagnetic spectrum. This
is the region of electromagnetic spectrum that can be seen by our naked eye as white
light. Sir Isaac Newton used a prism to show that white light consists of different
colors. The separation of white light into its color components is known as
dispersion.
The energy carried by the electromagnetic wave per unit time and per unit
area is referred to as intensity. Intensity is proportional to the amplitudes of the
electric and magnetic fields combined. The intensity of visible light is perceived as
brightness. It decreases with increasing distance from the light source.
Are you familiar with the acronym ROYGBV? It stands for Red, Orange,
Yellow, Green, Blue, and Violet. It also represents the arrangement of visible light
according to frequency and wavelength. The speed of light in a vacuum has a
constant value of 3 × 108 𝑚/𝑠 2 .
Color perception of objects has something to do with reflection and
absorption of light. When light hits a surface, some of the light is absorbed and the
rest is reflected.

What’s More

Activity 5.1: The Visible Spectrum

Objective
In this activity, you should be able to:
• recognize the characteristics of visible light spectrum; and
• explain why objects appear in different colors.
Materials
High intensity (bright) flashlight, sheet of cardboard with hole (folder or index
card may do), tape, ruler, white screen (white bond paper or white wall may
do), figure 1: The Visible Light Spectrum, red, green, and blue cellophanes,
white bond paper, and black, red, green, and blue construction papers, rubber
bands
Procedure
Intensity of Light
1. Turn on the high intensity flashlight and attach it at the back of the sheet
of cardboard with hole using a tape.
2. Set up the 0 cm mark or edge of the ruler in front of the white screen.
3. Set the lower edge of the cardboard with hole at 10 cm mark.
4. Project the light coming from the hole of the cardboard to the white screen.
Observe how bright is the light.
5. Try to change the distance of the flashlight from the white screen by
putting it at 15 cm, 20 cm, 25 cm, and 30 cm mark of the ruler. Observe

24 DO_Q3_SCIENCE_7_Lesson5
 the brightness of the light in each spot. Record your observation in the
data table below.
Table 5.1. Brightness of Flashlight
Distance of the Observations
Flashlight (cm) (bright, brighter, brightest, dim, dimmer,
dimmest)
10
15
20
25
30
Q12. How would you relate the brightness or intensity of light with the
distance from the source?
_____________________________________________________________________
_____________________________________________________________________
Characteristics of Visible Light Spectrum
Observe figure 1 below to fill in Table 2 about the characteristics of
visible light spectrum. Then answer the questions that follows.

Figure 5.1: Distance-Time Graph

Table 5.2. Characteristics of Visible Light Spectrum

Color Energy Frequency Wavelength Wave speed

Spectrum (eV) (𝒇) (𝝀) 𝒗 = 𝝀𝒇
(THz) (nm) (m/s)
Red 1.9 460 x 1012 650 x 10-9 2.99 x 108
Orange
Yellow
Green
Blue
Violet

25 DO_Q3_SCIENCE_7_Lesson5
 Note: You will need to convert the equivalents of frequencies to Hz and the
equivalent wavelengths to meters. Note that terra (T) is a prefix for 1012 while
nano (n) is a prefix equivalent to 10-9.
Q13. Which color of light has the highest frequency? shortest wavelength?
__________________________________________________________________
Q14. Which color of light has the lowest frequency? longest wavelength?
__________________________________________________________________
Q15. What do you observe with the wavelength and frequency of the
different colors?
__________________________________________________________________
Q16. What do you observe with the product of wavelength and frequency
for each color? What is the significance of this value?
__________________________________________________________________
Q17. What can you say about the speed of the different colors of light in
air?
__________________________________________________________________
Color Appearance
1. Attach the white bond paper and black, red, green, and blue construction
papers on a wall using a tape.
2. Focus the high intensity flashlight to each of the paper. Observe the color
projected on each paper.
3. Repeat procedure 2 but this time cover the flashlight with red cellophane
and observe the color. Do the same for green and blue cellophanes. Record
your observations in table.

Table 5.3. Colors of Light

Paper White Light Red Light Blue Light Green Light
White
Black
Red
Blue
Green

What I Can Do

As what the lyric of the song of South Border goes “There's a rainbow always
after the rain”. Why do you think rainbows are formed after the rain, especially
during daytime?
__________________________________________________________________________________
__________________________________________________________________________________

26 DO_Q3_SCIENCE_7_Lesson5
 Assessment

Directions: Write the letter of the correct answer on a separate sheet of paper.
1. What is light?
a. A transverse wave
b. An electromagnetic wave
c. Both transverse and electromagnetic wave
d. Either of the two but not at the same condition or situation
2. Which of the following is NOT an electromagnetic wave?
a. Infrared C. Sound
b. Radio D. X-ray
3. How does wavelength of infrared (IR) differ from the wavelength of ultraviolet
(UV) waves?
a. Infrared waves have longer wavelength.
b. Infrared waves have shorter wavelength.
c. Infrared waves have the same wavelength as the UV waves.
d. Infrared is not comparable in wavelength with the UV waves.
4. Among all the electromagnetic waves (EM), which has the highest frequency?
a. Infrared C. Ultraviolet
b. Radio Wave D. Gamma Ray
5. Which of the following statements regarding the components of
electromagnetic spectrum is TRUE?
a. Light slows down as it enters a glass prism.
b. Ultraviolet rays, having higher frequency than infrared rays, travel
faster.
c. Orange light, having a longer wavelength than blue light, covers
greater distance in space at the same time.
d. Light wave coming from the sun is far reaching compared to radio
waves hence, have greater speed of propagation.

What I Need to Know

In your earlier grades, you learned that heat moves from the source to other
objects or places. An example is a kettle with water placed on top of a burning stove.
The water gets hot because heat from the burning stove is transferred to it. Heat
energy is the result of the movement of tiny particles called atoms, molecules, or ions
in solids, liquids, and gases. Heat energy can be transferred from one object to
another. The transfer due to the difference in temperature between the two objects
is called heat.

At the end of the lesson, you are expected to:

• Infer the conditions necessary for heat transfer to occur (S7LTIIIh-i-12)

27 DO_Q3_SCIENCE_7_Lesson6
 What I Know

Directions: Write the letter of the correct answer on a separate sheet of paper.
1. The rubber or plastic on electrical cords is an example of which material?
a. insulators c. conductors
b. radiators d. convectors
2. When a frying pan is touching a stove that is on, what heat transfer is
present?
a. conduction c. radiation
b. convection d. insulation
3. How thermal energy can be transferred?
a. conduction only c. radiation only
b. convection only d. conduction, convection, and radiation
4. Which of the following material does NOT allow heat to pass through easily?
a. conductor c. contract
b. expand d. insulator
5. Which of the following is a transfer of energy from one object to another due
to a temperature difference?
a. heat c. mixture
b. mass d. compound

Lesson
Ways of Transferring Heat
6
All matter is made up of molecules and atoms. These atoms are always in
different types of motion (translation, rotational, vibrational). The motion of atoms
and molecules creates heat or thermal energy. All matter has thermal energy. The
more motion the atoms or molecules have, the more heat or thermal energy they will
have.
Energy, once released as heat, results in a decrease in the overall internal
energy of the object. Since kinetic energy is one of the forms of internal energy, the
release of heat from an object causes a decrease in the average kinetic energy of its
particles.

What’s New

Have you ever wondered how a hot coffee makes the cup itself hot? Why the
hood of the car is hot too when the engine is turned on? Why the heat from the sand
is conducted to your feet when you walk barefoot during summer? These phenomena
have something to do with heat transfer. This module aims to reinforce your
understanding of how heat is transferred in different ways.

28 DO_Q3_SCIENCE_7_Lesson6
 What is It

How is heat transferred? Heat can travel from one place to another in three
ways: Conduction, Convection, and Radiation. Both conduction and convection
require matter to transfer heat. If there is a temperature difference between two
systems, heat will always find a way to transfer from higher to lower system.
Conduction is the transfer of heat between substances that are in direct
contact with each other. The better the conductor, the more rapidly heat will be
transferred. Metal is a good conductor of heat. It occurs when a substance is heated,
particles will gain more energy, and vibrate more.
Thermal energy is transferred from hot places to cold places by convection.
It occurs when warmer areas of a liquid or gas rise to cooler areas in the liquid or
gas.
Radiation is a method of heat transfer that does not rely upon any contact
between the heat source and the heated object. As it is also the case for conduction
and convection. Heat can be transmitted through space by thermal radiation often
called infrared radiation.

What’s More

Objective
Differentiate the types of heat transfer.

Activity 6.1: Conduction of Heat

Materials: stove, pot, potholder, water, cup, metal spoon, notebook, pen
Procedure:
1. Pour one cup of water into a pot. Boil the water using the stove for 2
minutes on a medium flame.
2. Use a potholder in holding the pot, pour the boiled water in a cup and
place the metal spoon on it.
Guide Questions:
1. What happened to the metal spoon when it was placed in hot water?
________________________________________________________________________
2. Is conduction present? Explain your answer.
________________________________________________________________________

Activity 5.2: “Light Me Up!”

Materials: candle, match, worksheet, and pen
Procedure:
1. Light the candle using a match. Ask the help of your home learning
facilitator.
2. Place your hand near the flame of the candle. The space between your
hand and flame must be at least 5 inches.

29 DO_Q3_SCIENCE_7_Lesson6
Guide Question:
1. What did you feel when you placed your hands near the flame? Why is that
so?
________________________________________________________________________

What I Can Do

Directions: Read the following paragraph then answer the question below.
Energy is all around us and comes from many sources. One of the most
important sources of energy is the sun. The energy of the sun is the source of most
of the energy found on Earth. Heat energy from the sun is transmitted to Earth
through radiation. Most of the electromagnetic radiation that comes to the Earth
from the sun is invisible. Only a small portion comes as visible light.

Guide Question:
1. Give two examples of how you can make good use of heat energy coming from
the sun.
___________________________________________________________________________

Assessment

Directions: Write TRUE if the statement is correct or FALSE if not.

________1. In convection, heat always moves from colder region to hotter region.
________2. The sun heats the ground through radiation, then the ground heats the
air through conduction.
________3. When heat moves through an object by conduction, it causes the atoms
in the object to move slower.
________4. If you left a metal spoon in a pot of soup being heated, the temperature of
spoon’s handle will stay the same.
________5. Most of the cooking pans have wooden handles so that the flow of heat
will not reach the handles. It only means that woods are insulators.

What I Need to Know

We encounter different forms of energy in our daily lives such as thermal,

light, and radiant energy. Now, you will learn another form of energy which is
electricity. You must be familiar with this energy since it is the energy required to
operate appliances, gadgets, and machines. Aside from these man-made devices,
nature also shows electricity through lightning and even on living organisms which
uses electrical signals to send information between cells. But the question is how is
electricity formed? How objects become electrically charged?

30 DO_Q3_SCIENCE_7_Lesson7
At the end of the lesson, you are expected to:
• Describe the different types of charging processes. (S7FE-IIIj-13)

What I Know

Directions: Fill in the K-W-H-L Chart below to assess your prior knowledge and
understanding of the topics: sub-particles of atom, electric charges, and
charging processes.
K W H L
What do I want to How can I found
What do I know? find out? out what I learn? What did I learn?

Lesson
Electricity
7

What’s New

Why do like charges repel and unlike charges attract? What are inside an
atom? How do charges transfer from one material to another?

What is It

Figure 7.1 shows the model of a

helium atom with its sub-atomic particles.
A typical atom has three sub-atomic
particles: proton, electron, and neutron. It
is also divided into two regions: inner
region which contains the nucleus and
outer region which holds the electron. The
different particles have its own charges.
Proton which can be found inside the
nucleus is positively charged. Together with
proton is neutron which is a neutrally
charged or no charged particle. Electron,
on the other hand, is a negatively charged
particle. Figure 7.1

31 DO_Q3_SCIENCE_7_Lesson7
 Materials which are made up of atoms are naturally neutral or has no charge
since the number of protons (positively
charged) and electrons (negatively charged)
are equal. But when materials gained or lose
electrons, it will eventually become negatively
or positively charged.

Law of Conservation of Charges

Charges cannot be created nor
destroyed. But it can be transferred from one
material to another. The total charge in a
system must remain constant. When atoms of
the material lose electrons, the material
becomes positively charged. When the atoms
of the material gains electrons, the material
becomes negatively charged.
The Triboelectric Series (figure 7.2) is
an arrangement of materials or substances
according to their ability to gain or lose Figure 7.2
electrons. Materials that are placed on the upper end of the sequence (e.g., wood,
glass, hair) will most likely give up/lose electrons and become positively charged.
However, materials found at the bottom end of the sequence (e.g., polyester,
polyethylene, PVC) gain electron and become negatively charged.
When a material has a charge, it reacts with other charged material
surrounding it. Electrostatic Law states that like charges repel and unlike charges
attract. Electric force exists between charges. Negatively charged materials are
attracted to positively charged materials and negatively charged material repel other
negatively charged materials. It goes the same as two positively charged materials
repel each other.

What’s More

Activity 7.1: You Charge Me Up

Objectives
• Define electric charge
• Explain how atoms become electrically charged
Materials
Worksheet, pen
Procedure
Part A. Study pictures and complete the table below. Refer to triboelectric
series on figure 7.2 on page 31 for your answer.
Figure 7.3

Picture 1 Picture 2 Picture 3

32 DO_Q3_SCIENCE_7_Lesson7
 Picture 1 on Figure 7.3 shows a balloon and a wool cloth with a neutral or no
charge. After rubbing, the balloon gained more electron and became negatively
charged, while the wool cloth lost electron and became positively charged. The
wool cloth has the greater tendency to lose electron since it is in higher position
in triboelectric series. Balloon is made of rubber and located in the lower portion
of the series; hence it has greater tendency to accept electrons and become
negatively charged. The higher the position in the triboelectric series the more
positive it will be after charging.
Materials charged Material Charge of Materials Charge of
by friction which will the which will the material
lose material gain after
electrons after losing electrons gaining
electrons electrons
Hair and Paper
Glass and Silk
PVC and Polyester

Part B. Complete the following sentences using the word bank.

Electron Ion Neutron Nucleus Proton

1. Every atom contains a _____which is positively charge.

2. The nucleus of an atom is composed of _____ and _____.
3. The _____ in an atom move about on the space surrounding the nucleus.
4. A charged atom is called _____.
5. An uncharged atom has an equal number of _____ and _____.

What I Can Do

Directions. Study and answer the situation below.

When you rub a balloon on your hair, what happened? Are charges present?
Explain your answer.
__________________________________________________________________________________

Assessment

Directions: Write the letter of the correct answer on a separate sheet of paper.
____1. What is the charge of the nucleus of an atom?
a. negative b. positive c. neutral d. both A and B
____2. Which of the following is TRUE about electric charge?
a. It can be lost c. It can be created from chemical reaction
b. It can be destroyed d. It can be transferred from one atom to another

33 DO_Q3_SCIENCE_7_Lesson7
____3. A neutral metal sphere is touched by a negatively charged metal rod. What
charge is present when electrons are transferred from the charged rod to the
neutral sphere?
a. negative b. positive c. neutral d. both A and B
____4. Which particle can be transferred in an atom?
a. electron b. proton c. neutron d. nucleus
____5. If you comb your hair and the comb becomes positively charged, what will
happen to your hair?
a. It will remain unchanged. c. It will become positively charged.
b. It will be repelled by the comb. d. It will become negatively charged.

34 DO_Q3_SCIENCE_7_Lesson7
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• http://geotwitter.org/worksheet/label-parts-of-a-wave-worksheet.html
• https://www.livescience.com/53304-gases.html
• https://pt.slideshare.net/hmsoh/phy-formulae
• https://voer.edu.vn/m/sound-intensity-and-sound-level/749ae2eb
• https://www.quora.com/What-is-the-difference-between-pitch-and-
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• https://www.slideshare.net/shafie_sofian/sound-44291075
• https://www.solpass.org/science4-5/sound/sound-
standards.html?section=study-8
• https://www.physicsclassroom.com/class/sound/Lesson-5/Guitar-Strings

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• http://www.kcse-online.info/schools/science/page375.htm
• https://brainly.com/question/20033232
• https://quizizz.com/admin/quiz/580a687d14bfe25871d0b884/conduction-
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• https://www.helpteaching.com/questions/Heat_Transfer
• https://socratic.org/questions/what-happens-to-the-particles-in-a-
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• www.physicsclassroom.com › Class › thermalP
• http://alkisites.vansd.org/dgray/Assignments/conduction_convection_radia
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• https://study.com/academy/lesson/what-is-conduction-in-science-
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• https://www.tes.com/teaching-resource/conduction-6193447
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• https://www.edinformatics.com/math_science/how-is-heat-
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• https://physicsabout.com/conduction-of-heat/
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ol%20down.&text=Since%20kinetic%20energy%20is%20one,kinetic%20ener
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• Department of Education Bureau of Learning Resources (2014) Science 7
Learner's Material. PDF [Online]. Available at:
https://drive.google.com/file/d/0B7gKJsXjnx7rNzRWZjBjaXNad1U/view

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For inquiries or feedback, please write or call:
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