Professional Documents
Culture Documents
SCIENCE
Third Quarter – Module 4A
Characteristics of Waves
What’s In
Before you will proceed to your lesson, I want you to answer the activity
1 below about motion entitled “Arrange Me”.
Directions: Arrange the following jumbled letters to form a word about motion.
The descriptions provided below will help you unlock this task.
Write your answers in your science activity notebook.
5
What’s New
Directions: Complete the crossword puzzle by filling in a word that fits each.
You can use the words in the word bank to help you find the
answers. Write your answers in your science activity notebook.
Down Across
1. It is the number of waves produced 3. It is the distance from crest to
per second. the next crest.
2. It refers to the distance traveled per 5. It is the height of a wave.
unit time.
4. It refers to how long it takes a wave
to travel a distance equal to a
wavelength.
6
What is It
What is a wave?
Parts of a Wave
The broken line which is drawn through the center of the diagram
represents the rest position. This is the position that the string would assume
that there were no disturbance moving through it. The crest of a wave is the
highest point of a wave. Points A, E, and H represent the crests of the wave.
7
The trough of a wave is the lowest point of a wave. Points C and J represent
the troughs of the wave.
compressions
rarefactions
Characteristics of a Wave
Figure 3. Wave
8
3. Period, T - is the time to make one complete cycle. It is the reciprocal of
frequency. A formula is provided below:
Period = 1 / frequency
1
𝑇=
𝑓
Frequency = 1 / period
1
𝑓=
T
9
What’s More
10
What I Have Learned
Column A Column B
11
What I Can Do
Objectives
1. To infer that wave transports energy not matter
Materials
5 meters Rope
5 inches Ribbon (any color)
Procedure
1. Tie a ribbon at the middle of the rope and fix the other end of the rope
on a stable fixture.
Guide Questions
Q 1. What have you observed with the behavior of the ribbon?
________________________________________________________
________________________________________________________
Q 2. Is the ribbon transporting or not? Why?
________________________________________________________
________________________________________________________
12
Assessment
Directions: Choose the letter of the best answer. Write the chosen letter in
your science activity notebook.
A. Compressional C. Longitudinal
B. Electromagnetic D. Transverse
5. It is called the distance between successive identical parts of a wave.
A. Amplitude C. Speed
B. Frequency D. Wavelength
13
6. What do you call the part of a longitudinal wave where particles are closely
packed?
A. Amplitude C. Compression
B. Crest D. Rarefaction
7. What type of wave is shown in the diagram below?
A. Electromagnetic C. Ocean
B. Longitudinal D. Transverse
14
13. How can you calculate for the wave speed?
A. Wave speed = frequency / wavelength
B. Wave speed = frequency + wavelength
C. Wave speed = wavelength x frequency
D. Wave speed = wavelength / frequency
14. It refers to the number of cycles occurring per unit time.
A. Amplitude C. Period
B. Frequency D. Wavelength
15. Which wave has the longest wavelength?
A. 1 C. 3
B. 2 D. 4
15
Additional Activities
Figure 4. Figure 5.
16
a. Move the slinky up and down or side by side as shown in Fig. 4.
b. Push it forward in the direction of the length of the slinky as shown
in Fig. 5.
Q 3. What is the formation of the slinky when pushed and moved up
and down?
(pushed) (moved up & down)
17
7
SCIENCE
Third Quarter – Module 4B
Properties of Sound Wave
What’s In
Part I.
Directions: Match the definitions in Column A to the terms related to sound waves
in Column B. Write the letter of your answer in your Science activity notebook.
Column A Column B
1. Lowest point of the wave A. crest
2. Highest point of the wave B. trough
3. Distance between two consecutive crests C. amplitude
4. Signifies the original position of the medium D. frequency
5. Distance from the line of origin to a crest E. wavelength
or trough of a wave F. line of origin
Part II.
Directions: Identify the parts of the sound wave as shown in the diagram.
3
What’s New
4 rubber bands
3 rubber bands
Materials
Rubber bands
Shoe box (or any box) without cover
Sticks
2 rubber bands
1 rubber band
Procedure
1. Copy Table 1 on your Science activity notebook.
2. Place the assorted rubber bands from thinnest to thickest. In the absence of
varied thickness of rubber bands, you may use identical bands but vary by
increasing the number of the rubber bands as shown in the illustration above.
3. Pluck each rubber band and listen to the sound it produces.
4. Describe the sound and record your findings on Table 1.
5. Place the bamboo or wood stick across the box (on its edge) to form a bridge
as shown in Figure2.
stick
stick
6. Pluck each rubber band again. Is the sound produced still the same?
4
7. Compare the sound it produces to step 3 and record your findings on your
Science activity notebook.
Try this!
Place the stick “bridge” to a diagonal position so that one side of each rubber
band is shorter than the other side. Pluck each rubber band and discover that you
can create a melody using your sound box.
Questions:
1. Does each rubber band produce the same sound without the bridge in place?
Why or why not?
5
What is It
Properties of Sound
Pitch
The human ear can only sense within the frequency range of about 20 Hertz
(Hz) to 20,000 Hertz. Vibrational frequencies beyond 20,000 Hz is called
ultrasonic frequencies while extremely low frequencies are known as infrasonic
frequencies. Our ear cannot detect ultrasonic or infrasonic waves. But some
animals like dogs can hear sounds as high as 50,000 Hz while bats can detect as
high as 100,000 Hz.
6
Loudness
The amplitude of a sound wave determines its loudness or volume. The
figure below shows that high amplitude sounds means louder sound, and a smaller
amplitude means softer sound. The vibration of the source sets the amplitude of a
wave. More energetic vibration corresponds to larger amplitude.
The unit of intensity level for sound is the decibel (dB), which was named
after Alexander Graham Bell who invented the telephone. On the decibel scale, an
increase of 1 dB means that sound intensity is increased by a factor of 10. A
logarithmic scale is used to describe sound intensity, which roughly corresponds
to loudness.
7
Timbre
Timbre is a quality of a musical sound which is used for differentiating two
sounds when they are in the same frequency. Every sound that we hear is
dependent on its source. Sound timbre is defined by the characteristic sound
waveform which is dependent on the material through which it is produced.
Below is a picture that explains the different types of waveforms and gives
an idea of how timbre appears.
Any sound consists of more than one frequencies and most of these
additional frequencies are known as harmonics. For sound to possess timbre, it
must have one fundamental frequency and seven or more additional harmonics.
The following are the characteristics of timbre: dull, cold, rich, delicate, thick, thin,
heavy, clean, nasal and light. Noise is a sound wave that is distorted and not
pleasing to the senses.
8
What’s More
Materials:
speaker (could be your cell phone)
paper plate
small pieces of paper
balloons
Note: Loud noises can damage your ears, especially when listening loud music –
whether it’s through a boom box or earphones from your cell phone!
Procedure:
1. Inflate a balloon, tie it with a string and hold it in front of a speaker.
2. Turn on the speaker and observe the position of the balloon as you gradually
increase the volume level.
3. Record your findings on what happened to the position of the balloon in your
science activity notebook.
4. This time, put small pieces of paper on a paper plate and place it on top of the
speaker.
5. Again, turn on the speaker and observe the movement of the pieces of paper
as you gradually increase the volume level.
6. Record your findings on your science activity notebook.
Questions.
1. What happens to the position of the balloon and the movement of the pieces
of papers as you gradually increase the volume level?
2. What do you observe about vibrations when you increase the volume?
9
What I Have Learned
Directions: It is now time for you to recall what you have learned from this
module. Complete the statements by choosing the correct word from the
box. Write your answer in your Science activity notebook.
10
What I Can Do
11
Assessment
Multiple Choice. Choose the letter of the best answer. Write the chosen letter on
your Science activity notebook.
1. An instrument that measures sound intensity.
A. Horoscope C. Oscilloscope
B. Microscope D. Telescope
2. Which one is the unit for intensity level of sound?
A. Decibel C. Hertz
B. Grams D. Meter
3. A wave which is distorted or unpleasant sound to the senses.
A. Loudness C. Pitch
B. Noise D. Timbre
4. It refers to the highness or lowness of sound.
A. Loudness C. Pitch
B. Noise D. Timbre
5. Which of the following is not a characteristics of timbre?
A. Cold C. Hot
B. Dull D. Thick
6. It is a quality of a musical sound which is used for differentiating two sounds
when they are in the same frequency.
A. Loudness C. Pitch
B. Noise D. Timbre
7. A low frequency sound has a _______ pitch.
A. low C. moderate
B. high D. strong
8. High amplitude sounds usually carry large energy and have _____ intensity.
A. high C. moderate
B. low D. strong
12
9. On the decibel scale, an increase of 1 dB means that sound intensity is
increased by a factor of ________ .
A. 10 C. 100
B. 20 D. 200
10. It is a vibrational frequencies beyond 20 000 Hz.
A. infrasonic frequencies C. super frequencies
B. mega frequencies D. ultrasonic frequencies
11. It is an extremely low vibrational frequencies.
A. infrasonic frequencies C. super frequencies
B. mega frequencies D. ultrasonic frequencies
12. The unit of intensity level for sound was named after ___________ who
invented the telephone.
A. Alexander Graham Bell C. Nicholas Tesla
B. Michael Faraday D. Thomas Edison
13. Which statement is true to pitch?
A. Pitch is directly proportional to frequency.
B. Pitch is inversely proportional to frequency.
C. Pitch is directly proportional to intensity.
D. Pitch is inversely proportional to intensity.
14. Which statement is true to loudness?
A. High amplitude sounds usually carry low energy.
B. High amplitude sounds usually carry large energy.
C. Loudness is not determined by the sensitivity of ear
D. Sound intensity can be measured by instruments like microscope.
15. Which statement is true to timbre?
A. Timbre is a quality of a musical sound.
B. It is used for differentiating two sounds in different frequencies.
C. It is not dependent on the material through which it is produced.
D. For any sound to possess timbre, it must have no fundamental
frequency and additional harmonics.
13
Additional Activity
Your ears do a lot for you from receiving to distinguishing different sounds
and appreciating music. They contain the smallest bones (hammer, anvil, stirrup)
in your body and yet are responsible for listening and understanding
communication. You need to clean and safeguard your ears in order to hear
efficiently. Enumerate five ways in taking care of your ears. Write it in your Science
activity notebook.
14
7
SCIENCE
Third Quarter – Module 5
Characteristics of Light
WORD BANK
decibel intensity noise vibration
energy longitudinal pitch volume
frequency louder vacuum water
4
What’s New
Directions: Observe the picture shown below and answer the guide
questions in your science activity notebook.
Guide Questions:
1. Observe and identify the colors you have seen on an actual rainbow.
2. Based on the description above, how is a rainbow formed?
3. Give at least three (3) traits that you possessed as a person that are
related to the rainbow in a real setting.
5
4.
What is It
6
Light is one form of energy that travels in electromagnetic waves. In
other words, light behaves like a wave, thus, it also has a wavelength,
frequency, and amplitude.
Characteristics of a Wave
Source: https://www.starbooks.com
Characteristics of Light
A. Color
Visible light has wavelengths of 400 nanometer (nm) and 750 nanometer.
These wavelengths are represented by what we know as colors. Moreover,
each color also corresponds to a specific range of frequency.
7
From a wavelength of around 750 nm and frequency of 400 Terrahertz
(THz), humans perceived the red color. As the wavelength decreases, the
frequency increases. Thus, the color we perceived gradually changes from
red to orange, yellow to green, blue then violet.
Other colors like cyan and magenta are just combinations of other
wavelengths. On the other hand, color white represents the combination of all
the wavelengths of the visible light while black is the absence of the
wavelengths.
Source: https://www.starbooks.com
The height of the amplitude tells the brightness of light. Thus, the
higher amplitude corresponds to a brighter light while lower amplitude
corresponds to a dull light.
8
What’s More
COLOR INTENSITY
WORD BOX
Characteristics of light Related to wave’s amplitude
Characteristics of a wave Represented by wavelengths
9
What I Have Learned
COLUMN A COLUMN B
10
What I Can Do
Materials:
Color Spectrum Wheel Pattern
Cardboard or Illustration Board
TAKE Handle all sharp
White Screen CARE! objects with
care.
Button Fastener
Glue or Paste
Scissors or Cutter
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 that shows up in the open
window and the "F,W,E" that correspond to that region showing up under
the flaps, then you know that you have done it right.
11
Figure 4. Spectrum Wheel
12
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. Then answer the questions below in your science activity notebook.
Q1.Which color registered the highest frequency and shortest wavelength?
Q2. Which color registered the lowest frequency and longest wavelength?
Q3. What did you observe about the wavelengths and frequencies of the
different colors of light?
Q4. Does the frequencies of the colors of light increase from Red to Violet?
Q5. What did you observe about the corresponding energies from Red
to Violet?
Q6. How is frequency related to energy of colors of light?
Conclusion :
______________________________________________________________
______________________________________________________________
______________________________________________________________
13
Assessment
Multiple Choice. Choose the letter of the best answer. Write the chosen letter
on your activity Science notebook.
1. In the visible light, which color has the longest wavelength?
A. Blue C. Red
B. Green D. Violet
2. What will happen to the frequency of the pure spectral colors when the
wavelength increases?
A. Decrease C. Decrease by a factor of two
B. Increase D. Increase by a factor of two
3. What will happen to the wavelengths of the colors if the frequencies
decrease?
A. Decrease C. Decrease by a factor of two
B. Increase D. Increase by a factor of two
4. What type of energy can you sense with your eyes?
A. Electrical energy C. Sound energy
B. Light energy D. Thermal energy
5. What characteristic of visible light describes the height of the
amplitude?
A. Brightness C. Dimness
B. Darkness D. Dullness
6. ROYGBIV is the basic component of white light. Which color of light
carries the highest frequency?
A. Green C. Red
B. Orange D. Violet
7. Which of the following is a proof that light travels in a straight line?
A. Formation of clouds C. Formation of rainbows
B. Formation of colors D. Formation of shadow
14
8. Light is an electromagnetic wave. Which characteristic is common in all
electromagnetic waves in a vacuum?
A. Amplitude C. Speed
B. Frequency D. Wavelength
9. Which of the following are the primary colors in the visible light?
A. Blue, green, yellow C. Red, orange, blue
B. Red, green, blue D. White, black, red
10. Which of the following group of colors of the visible light is listed from
low to high frequency?
A. Blue, green, red C. Red, violet, green
B. Green, blue, red D. Red, green, violet
11. Which of the following group of colors of the visible light is listed from
short to high wavelength?
A. Blue, green, red C. Violet, green, red
B. Green, blue, red D. Violet, red, green
12. In the visible spectrum, which color has the shortest wavelength?
A. Blue C. Red
B. Green D. Violet
13. _______ amplitude corresponds to a brighter light.
A. Higher C. Smaller
B. Lower D. The same
14. Which of the following is NOT a pure spectral color?
A. Blue C. Yellow
B. Red D. White
15. _______ amplitude corresponds to a dull light.
A. Higher C. Smaller
B. Lower D. The same
15
Additional Activities
16