7

SCIENCE
Third Quarter – Module 4A
Characteristics of Waves

Department of Education ● Republic of the Philippines

 Lesson
Characteristics of Waves
1

What’s In

Before you will proceed to your lesson, I want you to answer the activity
1 below about motion entitled “Arrange Me”.

Activity 1: 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.

Refers to the length of the entire path that the

1. ECSINATD
object travelled

2. DESEP Refers to the distance over time of a moving object

3. LYVOTICE Refers to the rate of change in displacement

Refers to the rate of change in speed or velocity of

4. NAOTECECLRAI
an object

Refers to the distance from the initial to the final

5. MIDCETALPENS
point of an object

5
 What’s New

Activity 2: Crossword Puzzle!

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.

amplitude frequency wavelength

crest period wave speed

6
 What is It

What is a wave?

A wave is a transfer of energy through a medium from one point to

another. Some examples of waves include water waves, sound waves, and
radio waves. A medium is a matter in which waves can travel and transfer
energy. Waves that require a medium such as water waves, sound waves, and
waves along the slinky are called mechanical waves while waves that do not
require medium to travel are called electromagnetic waves.

Types of Mechanical Wave

1. Transverse wave is a wave in which particles of the medium move

perpendicular to the direction of the motion of the waves.

2. Longitudinal wave is a wave in which the particles of the medium vibrate

parallel to the direction of the motion of the waves.

Parts of a Wave

Consider the diagram below.

Figure 1. Transverse 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.

In a longitudinal wave, compression is a point in the spring below

where the coils are close together or has the maximum density. A rarefaction
is a point in the spring where the coils are spread out or has minimum density.
Consider the diagram below.

compressions

rarefactions

Source: Science 7 Learners Material

Figure 2. Longitudinal Wave

Characteristics of a Wave

Source: Science 7 Learners Material

Figure 3. Wave

1. Wavelength, λ - is the length of one complete wave that can be

measured as the distance from crest to the next crest or from trough to
the next trough.
2. Amplitude, A - refers to the maximum height of a particle on the medium
from its rest position. It is the distance from the rest position to crest (or
trough).

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

4. Frequency, 𝑓 - refers to the number of crests or waves that pass a fixed

point per second. It is measured in Hertz (Hz), named after German
Physicist Heinrich Hertz. One Hertz is equal to one wave per second.
Follow the formula given below:

Frequency = 1 / period

1
𝑓=
T

5. Wave speed, 𝑣 - is equal to the wavelength multiplied by its frequency.

The SI unit for wave speed is meter per second (m/s). In solving for wave
speed, follow the given formula:

Wave speed = wavelength x frequency

𝑣 = λ x𝑓

9
 What’s More

Activity 3: Fill Me!

Directions: Fill in the blanks below using the words inside the box. Write your
answers in your science activity notebook.

amplitude frequency period

crest Hertz rarefaction

compression longitudinal transverse

electromagnetic mechanical wavelength

1. Wave motion that is parallel to the wave direction is described as

_____________ wave.
2. The time to make one complete cycle is the _____________.
3. The distance between successive crests of wave is __________.
4. Wave motion that is perpendicular to wave direction describes a
_____________ wave.
5. The number of waves that passes a given point in time is _____________.
6. ____________ is a kind of wave that does not need a medium.
7. The highest point of a wave is called ___________.
8. The unit for frequency is ____________.
9. The part of a longitudinal wave where there are fewer particles is called
______________.
10. A region in a medium of longitudinal wave where molecules are packed is
called _____________.

10
 What I Have Learned

Directions: Match the following descriptions in Column A with the correct

terms in Column B. Choose the letter of the best answer. Write
the chosen letter in your science activity notebook.

Column A Column B

1. The distance of crest or trough A. Crest

from the midpoint of a wave B. Amplitude
2. The lowest point of a wave C. Frequency
3. The wave that needs no medium D. Period
to travel in E. Longitudinal Wave
4. The distance from crest to next F. Trough
crest or trough to the next trough G. Wave Speed
5. The wave which moves the medium H. Transverse Wave
perpendicular to the wave motion I. Wavelength
6. The highest point of a wave J. Electromagnetic
7. The number of waves or vibrations K. Meter
produced per second
8. The time it takes a wave to travel
a distance equal to a wavelength
9. The wave which moves the medium
parallel to the wave motion
10. This is equal to the distance traveled
by a wave crest in one period.

11
 What I Can Do

Activity 4: Move Up Move Down

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.

2. Move the string up and down by creating periodic waves.

Guide Questions
Q 1. What have you observed with the behavior of the ribbon?
________________________________________________________
________________________________________________________
Q 2. Is the ribbon transporting or not? Why?
________________________________________________________
________________________________________________________

EXCELLENT! You are now done with all the

activities in Module 4A. Ready for the Assessment?

12
 Assessment

Directions: Choose the letter of the best answer. Write the chosen letter in
your science activity notebook.

1. What does a wave carry?

A. Energy C. Molecule
B. Matter D. Particle
For items 2-3, consider the diagram below:

2. Which letter represents the amplitude of a wave?

A. A C. C
B. B D. D
3. Which letter represents the wavelength?
A. A C. C
B. B D. D
4. What type of wave is depicted in the diagram below?

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

8. In what way do mechanical waves transport energy from one place to

another?
A. Particles traveling in a vacuum
B. Particles traveling with the wave
C. Vibrating particles and traveling particles
D. Alternately vibrating particles of the medium
9. What is the SI unit of frequency?
A. Hertz C. Meter per second
B. Meter D. Second
10. Which of the following is the symbol used for wavelength?
A. ᶿ C. f
B. v D. λ
11. What is the lowest point of a transverse wave?
A. Compression C. Rarefaction
B. Crest D. Trough
12. It refers to the distance the wave travels per unit time.
A. Amplitude C. Wavelength
B. Frequency D. Wave speed

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

Activity 5: Show Me The Waves

Objectives
1. To draw and describe the formation of waves
2. To identify the parts of a wave
3. To differentiate transverse wave from longitudinal wave
Materials
Rope
Slinky spring Note: (If slinky is not available, refer to figures 4 & 5 below.)
Procedure
1. Face a mirror.
2. Wave your hands and observe the motion of your fingers.
3. Put your two fingers on the throat and say “hello”. Observe what the fingers
feel from the throat while speaking.
4. Using the rope tied to one end, move it up and down slowly then faster.
Q1. What is the formation of the rope? Draw it.
(slowly) (faster)

Q2. How do you describe the movement of the rope?

_______________________________________________________
_______________________________________________________
6. Set up the slinky on the floor.

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)

Q 4. How do you describe the movement of the slinky when pushed?

_______________________________________________________
_______________________________________________________
Q 5. How do you describe the movement of the slinky when moved up
and down?
________________________________________________________
________________________________________________________
Q 6. What are the parts of waves?

Q 7. How do you differentiate transverse wave from longitudinal

wave?
________________________________________________________
________________________________________________________

Congratulations! You have successfully completed Module 4A.

I hope you learn something.

17
 7
SCIENCE
Third Quarter – Module 4B
Properties of Sound Wave

Department of Education ● Republic of the Philippines

 Lesson
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

Activity 1: Sounding the Box

4 rubber bands
3 rubber bands
Materials
 Rubber bands
 Shoe box (or any box) without cover
 Sticks
2 rubber bands
1 rubber band

Figure 1 Sounding box

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

Figure 2. Position of 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?

2. What change does the stick make on the sound produced?

Table 1. Sound Produced

Number of Rubber Sound Description
Bands (high, low)
Without stick With stick
1
2
3
4

5
 What is It

Properties of Sound

Sound is a form of energy produced by vibrating object. These vibrations

create sound waves which move through a medium before reaching to our ears.
Since sound is a wave, we can relate the properties of sound to the characteristics
of sound wave. The basic properties of sound are: pitch, loudness and timbre
(tone).

Pitch

The highness or lowness of sound is known as the pitch of a sound or a

musical note. A higher frequency sound has a higher pitch, and a lower frequency
sound has a lower pitch. The figure below shows that a high frequency wave is
one where there are lot of vibrations per second, and a low frequency wave is one
where there are few vibrations per second.

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.

Loudness is also determined by the sensitivity of ear. It is subjective but is

still related to the intensity of sound. In fact, despite the subjective variations,
loudness varies nearly logarithmically with intensity. Intensity is one indicator of
amplitude. It refers to the amount of energy. Table1 shows varying intensity of
sound. Sound intensity is measured by various instruments like the oscilloscope.

Table 1Sound Levels of Different Sound Sources

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

Activity 2: Boom Box

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

pitch infrasonic noise

decibel loudness low
ultrasonic timbre intensity

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.

 (1)_____is known as the highness or lowness of sound. It is directly

proportional to frequency.
 Vibrational frequencies beyond 20 000 Hz is called (2)_______
frequencies while extremely low frequencies are known as
(3)_________ frequencies.
 The amplitude of a sound wave determines its (4)______ or volume.
 Sound (5)__________ refers to the amount of energy.
 The unit of intensity level for sound is the (6)_______ which is named
after Alexander Graham Bell.
 (7)__________ is a quality of a musical sound which is used for
differentiating two sounds when they are in the same frequency.
 (8)________ is a sound wave that is not pleasing to the senses.

10
 What I Can Do

Activity 3: I Can Feel the Sound

Procedure:
1. Copy the table below in your Science activity notebook.
2. Place your palm on your throat while saying your name in 4 different ways
(whispering, humming, talking and shouting)
3. Record your findings by filling out the table.
Modes of Producing Sound
Whisper Hum Talk Shout
Compare the
modes of None None None None
producing sound
by encircling the Weak Weak Weak Weak
word that best
describes the Medium Medium Medium Medium
strength of the
vibrations you Strong Strong Strong Strong
felt.
How does the Loud whispers, Loud humming, Loud talking, Loud shouting,
vibration change ____________ ____________ ____________ ____________
as volume vibration vibration vibration vibration
changes?
Write weak or Soft whispers, Soft humming, Soft talking, Soft shouting,
strong on the ____________ ____________ ____________ ____________
blanks provided. vibration vibration vibration vibration
Complete the paragraph.
The amplitude of a sound is related to the amount of energy. The amount of energy per
unit time is intensity. As intensity of sound increases, the amplitude ______. Amplitude is
______ proportional to the energy of sound.

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

Activity 4: Love Your Ears

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.

Congratulations! You have successfully completed this module.

14
 7
SCIENCE
Third Quarter – Module 5
Characteristics of Light

Department of Education ● Republic of the Philippines

Lesson
Characteristics of Light
1
What’s In

Activity 1: Complete Me!

Directions: Complete the statement below by choosing the appropriate word
found in the word bank. Write your answer in your science
activity notebook.

WORD BANK
decibel intensity noise vibration
energy longitudinal pitch volume
frequency louder vacuum water

1. The speed of the vibration is called _______.

2. The loudness or softness of a sound is _______.
3. Sound is a form of _______.
4. A back and forth movement that produces sound is called a _______.
5. Sound waves are _______ waves.
6. The higher the amplitude, the _______the sound.
7. The standard unit of sound is _______.
8. Sound can travel in all media but not in _______.
9. A distorted sound which is not pleasing to the senses is _______.
10. The higher the frequency, the higher the _______of the sound produced.

4
 What’s New

Directions: Observe the picture shown below and answer the guide
questions in your science activity notebook.

A rainbow is a multicolored arc made by light striking water droplets. It

is the result of the refraction and reflection of light. Both refraction and
reflection are phenomena that involve a change in a wave's direction. A
refracted wave may appear "bent", while a reflected wave might seem to
"bounce back" from a surface or other wave front. The appearance of a
rainbow depends on where you're standing and where the sun (or other
source of light) is shining. The colors on a primary rainbow are always in
order of their wavelength, from longest to shortest: red, orange, yellow, green,
blue, indigo and violet ( ROYGBIV ). This is also known as visible light which
is one of the regions of the electromagnetic spectrum.

Figure 1. Dispersion of Light

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

The electromagnetic ( EM ) spectrum is the term used by scientists

to illustrate the entire range of light that exists from radio waves to gamma
rays. And we all know that visible light is one of the regions of electromagnetic
spectrum.

Figure 2. Electromagnetic Spectrum

Figure 3. Visible Light

White light consists of the visible light colors in the electromagnetic
spectrum. Because of the different wavelengths of the visible light, light enters
a medium of different density; the colors bend differently and split to form a
rainbow pattern. For example, when white light travelling through air enters
either glass (such as a prism) or water (such as rain drops), the violet
component bends more than the rest of the colors and red bends the least,
thus splitting the light into the seven colors of the rainbow. Although white light
can be split into seven colors, only three colors of light are required to
combine and give white light. These colors are red, blue and green and also
known as the primary colors of light.

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

1. Frequency ( Unit: Hertz, Hz )

- number of complete wave passing at a point every one second.
2. Amplitude ( Unit : meter, m )
- the maximum distance of a wave from its rest position.
3. Wavelength ( Unit: meter, m )
- distance between two successive crests or troughs.

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.

Wavelength: 750 nm Wavelength: 380 nm

Frequency: 400 THz Frequency: 790 THz

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.

B. Intensity or Brightness is related to the wave’s amplitude.

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

Activity 2: Characteristics of Light!

Directions: Using a Venn diagram, give the similarity/ies and difference/s of

color and intensity of light. Choose your answers from the word
box. Write your answer in your science
activity notebook.

COLOR INTENSITY

WORD BOX
Characteristics of light Related to wave’s amplitude
Characteristics of a wave Represented by wavelengths

Good job! You can now proceed to the next activity.

9
 What I Have Learned

Activity 3: Matching Type Test!

Directions: Match column A with the correct answer on column B. Write
the letter of your answer in your science activity notebook.

COLUMN A COLUMN B

1. The characteristic of light that is related to the A. Red

wave’s amplitude B. Increases
2. Number of complete wave passing C. Lower
at a point every one second D. Frequency
3. Amplitude that corresponds to a dull light E. Intensity
4. Behaves like a wave F. Light
5. The maximum distance of a wave G. White
from its rest position H. Black
6. The absence of the wavelengths I. Wavelength
7. Distance between two successive J. Higher
crests or troughs K. Amplitude
8. The combination of all the wavelengths L. Decreases
of the visible light M. Colors
9. Amplitude that corresponds to a brighter light
10. Represented by wavelengths

Wow! Amazing! You have done it well.

10
 What I Can Do

Activity 4 : The Color Spectrum Wheel!

Objectives:
At the end of the activity, you will be able to infer that:
1. light is composed of colors of different frequencies and wavelength;
2. the frequencies of the colors of light are inversely proportional to the
wavelength;
3. the product of the frequency and the wavelength of the colors of light is
constant; and
4. the arrangement of colors of light shows the hierarchy of the color’s
corresponding energy.

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

Figure 5. Frequency, Wavelength, and Energy

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 :

______________________________________________________________
______________________________________________________________
______________________________________________________________

Remarkable! You have done it well.

( Note: The teacher will provide colored copies of figures 4 and 5. )

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 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

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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

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 Additional Activities

Activity 5: Answer Me!

Directions: Make a reflection after knowing the characteristics of light
following the guide question below. Write your answers in your
science activity notebook.
Guide Question:
1. Why do we perceive white light coming from the following medium?
a. Sun
b. Bulb
c. Flashlight
Rubric for Scoring:
Basis 3 2 1
Content Ideas presented Ideas presented Ideas have no
are clear and are not well clear sense of
focused. defined. purpose.
Organization Information is Information is Information is not
relevant and somewhat relevant.
presented in relevant.
logical order.
Word choice The choice of The choice of The choice of
words is words is words is not
accurate. somewhat accurate.
accurate.
Mechanics Spelling and Only few errors Distracting errors
punctuations are in spelling and in spelling and
all correct. punctuations are punctuations are
observed. observed

Congratulations! You have successfully completed the lesson about

light. Good luck in your journey on the next lessons in exploring the
wonders of Science.

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