Republic of the Philippines

Department of Education
Regional Office IX, Zamboanga Peninsula

7
SCIENCE
Quarter 3 - Module 1
MOTION IN ONE DIMENSION
(Uniform Motion)

Name of Learner: ___________________________

Grade & Section: ___________________________
Name of School: ___________________________
Science- Grade 7
Support Material for Independent Learning Engagement (SMILE)
Quarter 3 - Module 1: Motion in One Dimension (Uniform Motion)
First Edition, 2021
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for the exploitation of such work for a
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royalty.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
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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

Writer: Jane Harriette G. Descallar

Editors: Lani U. dela Cruz, Leo Martinno O. Alejo
Reviewers: Lani U. dela Cruz, Leo Martinno O. Alejo
Layout Artists: Erwin J. Etoc, Leo Martinno O. Alejo
Management Team: Virgilio P. Batan Jr. - Schools Division Superintendent
Lourma I. Poculan - Asst. Schools Division Superintendent
Amelinda D. Montero - Chief Education Supervisor, CID
Nur N. Hussien - Chief Education Supervisor, SGOD
Ronillo S. Yarag - Education Program Supervisor, LRMS
Zyhrine P. Mayormita - Education Program Supervisor, Science
Leo Martinno O. Alejo - Project Development Officer II, LRMS
Janette A. Zamoras - Public Schools District Supervisor
Adrian G. Refugio - School Principal, Zamboanga del Norte NHS

Printed in the Philippines by

Department of Education – Region IX – Dipolog City Schools Division

Office Address: Purok Farmers, Olingan, Dipolog City

Zamboanga del Norte, 7100
Telefax: (065) 212-6986 and (065) 212-5818
E-mail Address: dipolog.city@deped.gov.ph
 What I Need to Know
This module gives you the scientific understanding and skills required to
describe motion along a straight path. You will learn to describe the motion of
objects in terms of position, and distance traveled, and speed. The scope of this
module permits it to be used in many different learning situations.

After going through this module, you are expected to:

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

or velocity, and acceleration. MELCS (S7FE- IIIa-1)

Specific Objectives:

1. Describe the motion of an object through words and visuals.

2. Differentiate distance from displacement.
3. Differentiate speed from velocity.
4. Determine the distance and displacement of a moving object.
5. Determine the speed and velocity of the object’s motion.

What’s In
In the previous grade, you learned about motion. Can you still recall
the key concepts about motion? Please answer the activity below.

Activity 1. Loop-a-Word
Directions: There are 5 words related to motion, which are hidden in the grid
below. Locate and encircle them.

P U S H N I W J F W G N E W T O N Q U

U I F O R C E K H F R I C T I O N W A

S R O S D G I C U I N T E A C T I O N

C H A N P U L L P O S I T I N N C E G

C F U J N U T Y N H V S G R A V I T Y

1
 What’s New

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

very easy to recognize but has been very hard to describe. There are several
physical quantities that can quantitatively describe the motion of objects.
Some of them are through visuals and diagrams and by determining the
distance, displacement, speed, and velocity.

Activity: My Home to Church

Direction: Read the scenario below and answer the questions that follow the
diagram.
Every Sunday, Ren visited the church to attend the mass, and it took
him about 1 minute to walk from his home. Consider the road map and
evaluate each statement below:

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

________1. The total length of travel from his house to the church is
called distance.
________2. The total distance of his travel is 3m.
________3. The distance between Ren’s position and the identified
reference point is 5m.
________4. The shortest distance between his home and the church
is called displacement.
________5. Distance is a vector quantity that includes both
magnitude and direction.
________6. Displacement is a scalar quantity that includes
magnitude only.
________7. Ren’s speed from his house to the church is 2m/s.
________8. Speed is a scalar quantity that describes the magnitude
only.

2
 What is It
In the previous activity, you described the different quantities of
motion. Take a look at this!

Lesson 1: UNIFORM MOTION

Uniform motion happens when speed values are always the same,
which means that the object is moving with constant speed.

The following are the different quantities that will help us to describe
uniform motion:

Remember this!

Distance is usually described as the total path length. It is the length

between an identified reference point and a designated position. It is a
scalar quantity, which means that distance is expressed as magnitude
only. It is expressed in units such as meter, kilometer, feet, and the
like. However, the standard SI unit for distance is a meter.

Displacement is the measure of how far an object has moved in a

particular direction from its original position. This means that
displacement is expressed as magnitude with the corresponding
direction. It is usually given a symbol d, which is a symbol for a vector
quantity. It is also expressed in units such as meter, kilometer, feet,
and the like. However, the standard (SI) unit for displacement is a
meter.

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 When the boy moves from point A to point B, the distance of the boy
from the tower is 10 m, but the boy’s displacement from the tower is 10 m,
W. This means that the length between the initial position of the boy (point
A) and the final position of the boy (point B) is 10 m moving toward the
West. In symbols:

=10m, West

Example 2: However, if the boy who started from the tower (point A) moved to
point B then went back to point A (tower), then the boy’s initial position is point A
(tower) while his final position is still point A (tower). Then the length between the
initial and
the final
position is
0m.
Therefore, his net displacement (dnet) or
resultant displacement from the tower is 0 m.

Speed vs Velocity

Speed, being a scalar quantity, is the rate at which an object covers

distance. The average speed is the (a scalar quantity) per time ratio. On the
other hand, velocity is a vector quantity. It is the rate at which the position
changes.

Speed measures how fast something is moving. It is also known as the rate at
which distance is covered. It symbols:

s =d/t

where: s = speed in km/hr, m/s

d = distance covered in km, m
t = time in hr, s

4
 Here is a good way of remembering this
equation and all other equations that can
be derived from the given equation. If you
need an equation for distance, then cover
distance and write the symbol d in your
paper. In such a case, s and t are adjacent.
Thus, they are expressed as products.

Example:
A car travels 50km in 2 hours, what is its speed?

Given: d = 50 km t = 2 hrs
Unknown: s = ?
Solution: s = d/t = 50km/2hr = 25km/hr

Velocity is a speed in a given direction. It is a vector quantity which is

known as the displacement in a given interval. In symbols:

Example

Karen drove to the city to pick up a friend. She went 300 km East in about 10 hours.
Calculate her velocity.

Solution:
1. Given Required to Find
d = 300 km, E vave
t = 10 hr

Equation: vave

Solution: vave = 300km, E = 30km/h., East

10hr

5
Example:

A boy walks at a speed of 4 km/hr. How much time does it take to walk a
distance of 20 km.

Given: d = 20 km, s = 4 km/hr

Unknown: t=?
Solution: t = d/s = 20 km/ 4km/hr = 5 hr

What’s More

Activity 3A: Where am I?

Direction: Follow the directions given below. Use the grid provided to
make a blue line for distance and a red line for displacement. Complete
the given table for the data.

Materials: ruler, pen

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Activity 3B: The Winner Takes it All

The data below were obtained from the 500-m dash competition
finals in the Intramural Meet for the three athletes.

ATHLETES RECORDED TIME (s)

Dennis 60.2

Leonard 63.5

Joseph 65.5

Compute the speed of the runners and determine the rank.

1st - _______________________ s = _______________________

2nd - _______________________ s = _______________________
3rd - _______________________ s = _______________________

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 What I Have Learned
Activity 4: Match Me!

A. Match column A with the description in column B. Write the letter of

the correct answer before the number.

Column A
_______ 1. Motion
_______ 2. Velocity
_______ 3. Distance
_______ 4. Displacement
_______ 5. Uniform Motion
_______ 6. Reference Point
Column B
A. The object’s motion has a constant speed.
B. The length of the entire path of the object’s
motion.
C. It is a change in position from the reference
point.
D. Refers to the rate of change in distance per
unit time
E. The shortest distance between the object’s
two positions.
F. A quantity which includes magnitude only.

_______ 7. Scalar quantity G. The frame of reference

_______ 8. Vector quantity
_______ 9. Average Speed
_______10. Speed
H. The speed of the object throughout its
travel.
I. A quantity which includes the magnitude
and direction.
J. It is the rate of change in displacement.

What I Can Do
Activity 5: Complete Me!
Direction: Complete the concept map about Uniform Motion.

Assessment

8
 Assessment

Direction: Encircle the letter of the best answer.

1. When is an object considered to be in motion?

I. When its position changes with respect to a point of reference.

II. When its distance changes with respect to a point of reference.
III. When its direction changes with respect to a point of reference

A. I and II only
B. I and III only
C. II and III only
D. I, II and III

2. Moana is sitting very still on a chair. But Jose claims that Moana is actually
moving. Jose is correct if the point of reference is the ______.

A. chair B. floor C. Earth D. Sun

3. Which of the following statements is TRUE or FALSE?

A. Statement I is FALSE, while statement II is TRUE.

B. Statement I is TRUE, while statement II is FALSE.
C. Statements I and II are both TRUE.
D. Statements I and II are both FALSE.

Use the given information to answer numbers 4 and 5

A dog runs
= 5m to East
𝑑⃗⃗⃗ 2 = 5m to West

4. What is the total distance traveled by the dog?

A. 10 m B. 10m, North C. 5m D. 0 m

5. What is the magnitude and direction of net displacement of d1 and d2?

A. 10m, East B. 10m, West C. 5m, West D. 0 m

9
6. Dan walked 300m East from home to visit Alex. He then walked another 400m
North to fetch Mila, and both of them walk 300m West to watch the birds. He left
Mila then walked 400m North. Which of the following statement is not true?
A. Dan went home.
B. Dan has traveled a total distance of 1.4 km.
C. Dan’s displacement is shorter than the total distance he has traveled.
D. Dan’s displacement is zero if he has traveled 400m South after
leaving Mila.

7. Which of the following statement/s is/are TRUE?

I.
The distance travelled by an object can be equal to its displacement.
II. The displacement of a moving object can be greater than its distance
travelled

A. I B. II C. both I and II D. none of the above

8. Given the table below, which of the following mathematical expressions about
the learner’s speeds is true?
Learner Distance Time (s)
Travelled(m)
May 40 8
June 20 5
January 60 12

A. January > May> June C. June < January= May

B. May = January < June D. June< May > January

9. Which of the following statements is NOT true about the object moving with
constant speed?
A. The object is not accelerating.
B. The speed of the object is equal to zero.
C. The distance traveled by the object increases uniformly.
D. The speed of the object remains the same throughout the travel.

10. What is the velocity of a bus running 50m to East in 1 second then moves
back 30 m in 4 seconds?
A. 4m/s to West
B. 4m/s to East
C. 16m/s to East
D. 16m/s to West

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 Additional Activities
TRACK ME DOWN AND GET READY!
Objective: After performing this activity, you should be able to relate the
motion of the typhoon to mitigation and disaster risk reduction.
Procedure: 1. Study the given figure below.

Table 1. Weather Forecast in Friday , November 8, 2014 at 2PM.

2. Using the given figure, perform the given task below.

FACE THE PEOPLE

11
9 4 3 2 1
ADVANCED PROFICIENT DEVELOPING BEGINNING

Informative The content of the The content of the The content of the The content of
50% disaster risk disaster risk disaster risk the campaign
Ability to reduction plan reduction plan reduction plan does not
supply content encourages the encourages the encourages the encourage the
people to promote people to promote people to promote
and organize people to promote
the purpose and the purpose and the purpose and
ideas clearly the purpose and importance of
importance of importance of importance of
preparations saving energy. The
preparations preparations
relating relating content is not
relating to super
to super typhoon. to super typhoon scientific at all.
typhoon. The ideas
The ideas show but some of the
show clarity. The
clarity. The content information is
content is scientific
is scientific and free erroneous
and free from
from errors. It
errors.
is scientific and
supported by
interesting
details

Creativity 25% The concept used The concept used is The concept used The concept used
Ability to is unique and common, well is heavily borrowed is ambiguous and
exhibit and appealing. executed and and lacks appeal lacks appeal
execute catches attention
concept
creatively.

Effectiveness The presentation The . The presentation The presentation

25% communicates presentation communicates communicates
Ability of the opinions and communicates opinions and opinions and
presenter to information in a opinions and information of the information of the
exhibit mastery striking way. information in a maker with some maker with limited
and clarity . clear way. effectiveness in a effectiveness.
distracting way.

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Answer Key Gr7Q3 Module 1

References

Department of Education (2017). Science 7 Learner’s Material. First Edition.

Department of Education-Bureau of Learning

Resources (DepEd-BLR)

Department of Education (2017). Science 7 Teachers Guide. First Edition.

Department of Education-Bureau of Learning Resources (DepEd-BLR

Hewitt, P. (1989). Conceptual physics (6th Ed.) London: Scoot, Foresman and
Company

Morales, M.P. (2000). Worktext in physical sciences. Manila: PNU Press.

13
 Cohen, M. (1992). Discover science. Metro Manila: Academe Publishing House.

http://tinabatrascience.weebly.com/uploads/2/5/4/1/25410784/distance-
displacement_worksheet.pdf

https://promotiontablecovers.blogspot.com/2017/04/distance-and-displacement-
worksheet.html

I Am a Filipino, by Carlos P. Romulo

I am a Filipino–inheritor of a glorious past, hostage to the uncertain I am a Filipino, child of the marriage of the East and the West. The
future. As such I must prove equal to a two-fold task–the task of East, with its languor and mysticism, its passivity and endurance,
meeting my responsibility to the past, and the task of performing was my mother, and my sire was the West that came thundering
my obligation to the future. across the seas with the Cross and Sword and the Machine. I am of
I sprung from a hardy race, child many generations removed of the East, an eager participant in its spirit, and in its struggles for
ancient Malayan pioneers. Across the centuries the memory comes liberation from the imperialist yoke. But I also know that the East
rushing back to me: of brown-skinned men putting out to sea in must awake from its centuried sleep, shake off the lethargy that has
ships that were as frail as their hearts were stout. Over the sea I see bound his limbs, and start moving where destiny awaits.
them come, borne upon the billowing wave and the whistling wind, I am a Filipino, and this is my inheritance. What pledge shall I give
carried upon the mighty swell of hope–hope in the free abundance that I may prove worthy of my inheritance? I shall give the pledge
of new land that was to be their home and their children’s forever. that has come ringing down the corridors of the centuries, and it
I am a Filipino. In my blood runs the immortal seed of heroes–seed shall be compounded of the joyous cries of my Malayan forebears
that flowered down the centuries in deeds of courage and defiance.
14when first they saw the contours of this land loom before their eyes,
In my veins yet pulses the same hot blood that sent Lapulapu to of the battle cries that have resounded in every field of combat from