7

SCIENCE
Third Quarter – Module 2
Visualizing Motion

Department of Education ● Republic of the Philippines

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Science – Grade 7
Alternative Delivery Mode
Third Quarter – Module 2 – Visualizing Motion
Second Edition, 2021
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Published by the Department of Education

Regional Director: Dr. Arturo B. Bayocot, CESO III
Asst. Regional Director: Dr. Victor G. De Gracia Jr., CESO V
Development Team of the Module
Author/s: Glyn B. Vertudazo
Reviewers: Ramon L. Matunog, Jr., Philip Ronald P. Docuyan, Daisy S. Amparado
Evaluators: Emmie J. Prince, Ivan M. Guillena, Rolando T. Luna, Carmen S. Madrio,
Melen B. Lobino, Marecel B. Compania, Janeth D. Arabes,
Marisol P. Moreno, Michelle S. Balat
Illustrator and Layout Artist: Glyn B. Vertudazo

Management Team
Chairperson: Dr. Arturo B. Bayocot, CESO III
Regional Director
Co-Chairpersons: Dr. Victor G. De Gracia Jr. CESO V
Asst. Regional Director
Edwin R. Maribojoc, EdD, CESO VI
Schools Division Superintendent
Eugene I. Macahis Jr.
Assistant Schools Division Superintendent
Mala Epra B. Magnaong, Chief ES, CLMD
Members Marie Emerald I. Cabigas, Ph.D., EPS-LRMS
Bienvenido U. Tagolimot, Jr., EPS-ADM
Samuel C. Silacan, EdD, CID Chief
Marites A. Caguindangan, EPS - Science
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 7
Science
Third Quarter – Module 2

Visualizing Motion

This instructional material was collaboratively developed and

reviewed by educators from public schools. We encourage teachers
and other education stakeholders to email their feedback, comments,
and recommendations to the Department of Education – Region 10 at
region 10@deped.gov.ph.

Your feedback and recommendations are highly valued.

Department of Education ● Republic of the Philippines

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 Introductory Message

For the learner:

Welcome to the Science 7 Alternative Delivery Mode (ADM) Module on
Visualizing Motion!

The hand is one of the most symbolized part of the human body. It is often used
to depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner is
capable and empowered to successfully achieve the relevant competencies and skills
at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be enabled
to process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This gives you an idea of the skills or

competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

4iv
 What I Can Do This section provides an activity which will
help you transfer your new knowledge or skill
into real-life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given to

you to enrich your knowledge or skill of the
lesson learned. This also tends the retention
of learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use your Science activity notebook in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone.

We hope that through this material, you will experience meaningful learning
and gain a deep understanding of the relevant competencies. You can do it!

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 Table of Contents

What I Need to Know ------------- 1

What I Know ------------- 2

Lesson 1- Using Tape Chart ------------- 5

What’s In - Activity 1: Rolling Marble - - - - - - - - - - - - - 5
What’s New - Activity 2: Which Shows What - - - - - - - - - - - 6
What is It - Ticker-Tape Chart ------------- 7
What’s More - Activity 3: Watch that Motion? - - - - - - - - - - 9

Lesson 2- Displacement-Time Graph ------------- 10

What’s In - Activity 1: That’s Motion - - - - - - - - - - - - - 10
What’s New - Activity 2: Graph It! ------------- 11
What is It - Constant Velocity ------------- 13
What’s More - Activity 3: The 𝑑⃑ − 𝑡 Graph- - - - - - - - - - - - - 17

Lesson 3- Velocity-Time Graph ------------- 18

What’s In - Activity 1: The Moving Car- - - - - - - - - - - - - 18
What’s New - Activity 2: Graph It! ------------- 19
What is It - Acceleration ------------- 20
What’s More - Activity 3: The v-t Graph - - - - - - - - - - - - - 23

What I Have Learned ------------- 24

What I Can Do ------------- 25
Assessment ------------- 27
Additional Activities ------------- 30
Answer Key ------------- 31
References ------------- 33

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 What I Need to Know

This module is designed and written with you in mind. It is here to help
you create and interpret the visual representation of the motion of objects
through tape charts and motion graphs. The scope of this module permits it to
be used in many different learning situations. The language used recognizes
the diverse vocabulary 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.

After going through this Self-Learning Module, you should be able to:

create and interpret visual representation of the motion of objects such

as tape charts and motion graphs. (S7FE-IIIb-3)

This module consists of three (3) lessons:

Lesson 1 - Using Tape Chart

Lesson 2 - Displacement-Time Graph

Lesson 3 - Velocity-Time Graph

In going through the module, you have to extend your patience in

understanding and analyzing what you are reading. Follow the directions and/or
instructions in the activities. Answer the entire given tests and activities
carefully. Comply with the activities provided.

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 What I Know

Directions: Read each question carefully and choose the letter of the best
answer. In your answer sheet, write the letter that corresponds to your answer.

1. What does it tell you if the dots on a piece of ticker tape are close together?
The object is_______.
A. speeding up C. moving (relatively) fast
B. slowing down D. moving (relatively) slow
2. When the ticker tape dots are having a greater distance between them, __.
A. there is no motion C. the object is moving slow
B. the object is moving fast D. the motion of the object is the same
3. When the slope of an object is negative, it indicates that the object is moving
_____.
A. up B. to the east C. to the left D. to the right
4. What happens when acceleration is negative?
The object ____________.
A. speeds up C. is at rest
B. slows down D. moves constant speed
5. Which ticker-tape diagram best shows an object moving fast at a constant
speed?

6. Which ticker-tape diagram best shows an object accelerating?

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7. Which choice best describes the motion shown in the ticker tape diagram?

A. Constant speed throughout

B. Deceleration then acceleration
C. Deceleration, constant speed, acceleration, constant speed
D. Acceleration, constant speed, deceleration, constant speed
8. What type of motion is shown in section C on the diagram?

A. Acceleration C. Deceleration
B. Constant Motion D. No motion
9. Which of the ticker tape diagrams represents a marble that slowly
accelerates from rest, then, stops for a few seconds and moves to the left
with a constant velocity?

10. Dion is driving a trucsk that is leaking at 0.2 seconds interval as it went down
the street. Which pattern of oil droplets best represents the motion of the
truck as it accelerates from a stopped position?

11. The following states the importance of slope of a graph, EXCEPT:

A. It indicates the direction of motion.
B. It determines the time an object travel.
C. It determines how fast or slow the motion is.
D. It determines whether the object is accelerating or not.

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12. Which of the of the following velocity-time graphs represents constant

velocity?

A. B. C. D.

13. The following 𝑑⃑ -t graphs indicate a moving object, EXCEPT:

A. B. C. D.

For numbers 14 – 15, refer to the graph below.

Displacement

14. At what point is the car decelerating?

A. A to B C. C to D
B. B to C D. C to A

15. How would you describe the motion of an object from point B to C?

A. Accelerating C. Constant speed

B. At rest D. Decelerating

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 Lesson

1 Using Tape Chart

Many of the things around us move. Motion is the process of moving an

object from one place to another. It can be described in many ways: by using
words, diagrams, numerical information, and equation. This lesson will focus
on the visual representation of motion through ticker tape diagrams.

What’s In

Activity 1: Rolling Marble

Directions: Consider the situation below and answer the following questions.
Write your answers in your Science activity notebook.

Situation: The marble rolled from the initial position and reached 10 meters in
10 seconds.

Figure 1. Position of a Rolling Marble for a Time Interval

1. What is the initial position of the marble?

A. 0m B. 5m C. 10m D. 15m
2. What is the final position of the marble?
A. 0m B. 5m C. 10m D. 15m
3. How far has the marble reached in 5 seconds?
A. 0m B. 5m C. 10m D. 15m
4. Is the marble accelerating? What is its acceleration?
A. Yes, 0 m/s2 B. No, 0 m/s2 C. Yes, 1 m/s2 D. No, 1 m/s2

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 What’s New

Activity 2: Which Shows What?

Directions: The following charts are traces of an object’s motion. Choose the
tape chart that recorded the trace of motion described in each number,
assuming that the motion is from left to right. Write the letter of your answers in
your Science activity notebook.

1. Which ticker - tape chart shows a fast motion?

A.

B.

C.

D.
2. Which ticker – tape chart indicates a slow motion?

A.

B.

C.

D.
3. Which ticker-tape chart shows a constant motion?

A.

B.

C.

D.
4. Which of the following ticker-tape chart shows traces of an accelerating
object?

A.

B.

C.

D.

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 What is It

Ticker - Tape Chart

A common way to analyze the motion of objects is through the use of a
ticker tape diagram or simply known as a tape chart which is produced by a
ticker-tape timer. A ticker-tape timer records the time of motion and distance
traveled by a moving body. A paper tape is placed under a carbon disc beneath
the clapper of the timer. As the body moves, it pulls the paper tape with it. When
the timer is switched on, the clapper moves up and down regularly and strikes
the carbon disc. Dots are then printed on the moving paper tape beneath the
carbon disc.

Figure 2. Ticker Tape Timer

The trace of the dots in the tape charts provides a history of the motion
of an object; thus, it can represent the motion of an object.

Figure 3. Tape charts

The distance between the dots on a tape chart represents the change of
position of an object at a time interval. A large distance between the dots
means the object was moving fast during a time interval. On the contrary, a

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small distance between the dots indicates that the object moved slowly during
the time interval.

Figure 4. Tape chart with different dot distances

The dots on the tape chart shows the motion of an object with a constant
velocity, deceleration, or acceleration. The interpretation of the motion of an
object depends on the distance between the dots during a specific time interval.
An equal distance between the dots indicates constant velocity or when an
object is moving at a constant speed, there is no acceleration. A gradual
change of the distance between dots that gets smaller means the object
slows down which indicates that the object decelerates. If the distance
between dots gradually gets longer, it means the object speeds up or
accelerates.

Thus, the tape chart can represent various features of the motion of
objects.

Figure 5. Interpretation of the different distances of dots

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 What’s More

Activity 3: Watch that Motion!

Directions: Study each tape chart in Column A and match it to its
corresponding motion description in Column B assuming that all marbles start
from rest. Write your answers in your Science activity notebook.

Column A Column B
A. The marble accelerates
to the right.
1.

B. The marble moves to the

right then stops for a few
seconds and finally,
2. accelerates quickly to the
right.

C. The marble decelerates

to the left. Then, it stops
for a few seconds and
3.
finally, moves slowly to
the left.

D. The marble moves with

a constant velocity to the
4.
right.

E. The marble decelerates

5.
to the left.

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 Lesson

2 Displacement-Time Graph

What’s In

Activity 1: That’s Motion!

Directions: Study each tape chart and describe the motion it represents. Write
your answers in your Science activity notebook.

1.
A. Deceleration to the right, stops, and acceleration to the left
B. Acceleration to the left, stops, and constant leftward velocity
C. Constant leftward velocity, stops, and acceleration to the right
D. Constant rightward velocity, stops, and constant leftward velocity

2.
A. Constant rightward velocity, stops, and constant leftward velocity
B. Constant leftward velocity, stops, and acceleration to the right
C. Acceleration to the left, stops, and constant leftward velocity
D. Deceleration to the right, stops, and acceleration to the left

3.
A. Deceleration to the right, stops, and acceleration to the left
B. Acceleration to the left, stops, and constant leftward velocity
C. Constant leftward velocity, stops, and acceleration to the right
D. Constant rightward velocity, stops, and constant leftward velocity

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 What’s New

Activity 2: Graph It!

Directions: Study the motion graph below and answer the questions that
follow. Write your answers in your Science activity notebook.

0 5s 10s 15s 20s 25s

Figure 6. Marble Rolling at a Constant Velocity

Procedure:
1. Copy and fill in the table using the data in Figure 6 above. The first
displacement is done for you.

Table 1. Displacement of the Marble vs. Time

Time in seconds (s) Displacement of the
Marble in meters (m)
0 0
5
10
15
20
25

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 The data in the table above can be converted into a displacement-time
graph similar to the sample below. s

Figure 7. (a) Sample displacement-time table of values and its (b) corresponding
displacement – time graph

Note that the first data in Figure 7a, 0 second and 0 meter, is a point of
intersection in Figure 7b.
2. Copy Figure 8 in a graphing paper or in your Science activity notebook to
plot the values in Table 1 on the graph. Make sure that the distances for
each number in the number lines are equal. Plot the values in Table 1
on the graph in Figure 8. Refer to the sample in Figure 7 above.
3.

Figure 8. Displacement vs. Time Graph

4. Lastly, connect the points in the graph starting from the origin (0s,0m).
Q1. How does your displacement-time graph look like?

A. Curved B. Diagonal C. Zigzag D. Horizontal

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 What is It

Constant Velocity
When the distance and time data in Figure 6 were graphed, the resulting
graph would look like the graph in Figure 9 below.
Displacement (m)

Time (s)

Figure 9. A displacement-time graph for a marble traveling at a constant speed

The displacement (d) which is the dependent variable is plotted against time
(t), the independent variable. Normally, the independent variable is placed on
the horizontal axis and the dependent variable is placed along the vertical axis.
The graph shows a linear relationship between displacement and time. Let
us get two points from Figure 9: Point 1 (time1, displacement1) or P1(t1, d1)
and Point2 (time2, displacement2) or P2(t2, d2) on the line graph. Using these
two points, the slope is defined as
𝑟𝑖𝑠𝑒 (↑)
𝑠𝑙𝑜𝑝𝑒 =
𝑟𝑢𝑛 (→)
From the graph,
𝑑𝑖𝑠𝑝𝑙𝑎𝑐𝑒𝑚𝑒𝑛𝑡
𝑠𝑙𝑜𝑝𝑒 = 𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑡𝑖𝑚𝑒

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Thus,
𝑑⃑2 − 𝑑⃑1
𝑠𝑙𝑜𝑝𝑒 =
𝑡2 − 𝑡1
If we choose the two points P1 (5, 5) and P2 (10, 10), then
10 𝑚 − 5𝑚
𝑠𝑙𝑜𝑝𝑒 =
10𝑠 − 5𝑠
5𝑚
=
5𝑠
= 𝟏𝒎/𝒔

The slope of a straight line is constant. Even if we choose two different

pairs of points on the same line, we shall obtain the same slope. The slope of
the displacement-time graph represents velocity and a straight-line graph
indicates a constant velocity.
The sign of the slope tells the direction of the motion. A negative slope
indicates that the direction of the motion is opposite to that of the motion with a
positive slope, that is, it is going to the left. A zero slope shows that the body
is not moving.
Displacement

Displacement
Displacement

(a) (b) (c)

Figure 10. Three different types of slope of motion:
(a) Constant velocity, (b) Constant velocity but in opposite direction, and (c) At rest

The slope of the graph also determines how fast or slow the motion is.
Look at the different graphs in Figure 11 on the next page. Both graphs in Figure
11 represent a positive (rightward) and constant velocity. However, the slope
of the graph in Figure 11a is steeper than that in Figure 11b. This steeper slope
indicates a faster velocity. Thus, the velocity of the object represented by the
graph on the left(a) is faster than the velocity of the object represented by the
graph in the right(b).

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 Displacement

Displacement
(a) (b)
Figure 11. Graphs with different slopes: a) steeper slope, and b) less steep slope

Changing Velocity
Situation 1: Positive Changing Velocity
Figure 12 below shows that an object has a positive, changing velocity.

Time
(s)

Figure 12. Marble Rolling with Changing Velocity

If the displacement and time data in Figure 12 were graphed, the resulting
graph is shown in Figure 13:
Displacement (m)

Time (s)

Figure 13. Displacement-Time graph of a Positive Changing Velocity

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 Situation 2: Negative Changing Velocity
Figure 14 below shows that an object has a negative, changing
velocity.

Time
(s)

Figure 14. A Marble Rolling with Changing Velocity to the Left

Notice that the resulting graph of Figure 14 is also a curved line but
opposite in direction to the graph of Figure 12. However, both figures have a
curved line graph. Curved lines have changing slope which indicates that the
displacement increases faster than the time of travel. Thus, the curved line of
a changing slope is an indication of changing velocity or accelerated motion.

0
(m) in meters (m)

-5

-10
Traveled

-15
Displacement

-20
Distance

-25

Time (s)

Figure 15. Displacement-Time graph of a Negative Changing Velocity

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 What’s More

Activity 3: The ⃑𝒅⃑ − 𝒕 Graph

Directions: Match the ticker tape in Column A to its graphical representation in
Column B. Write your answers in your Science activity notebook.

Column A Column B

Displacement
A.
1.

Displacement
B.
2.
Displacement

3. C.
Displacement

D.
4.

5. E.
Displacement

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 Lesson
Velocity – Time Graph
3
What’s In

Activity 1: The Moving Car

Directions: Consider the moving car with a constant positive velocity. Answer
the following questions below in your Science activity notebook.

Time
(s)

Displacement
(m)

Figure 16. Moving Car with a Positive Velocity

1. What is the velocity of the car?

A. 10m/s B. 1 m/s C. 0.5m/s D. 0m/s

2. Which of the following 𝑑⃑ -t graph represents the motion of the moving car?

A. B. C. D.

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 What’s New

Activity 2: Graph It!

Directions: Convert the ticker-tape chart into a velocity-time graph and
answer the questions that follow. Write the answers in your Science activity
notebook.

Materials: bondpaper pencil Pair of scissors Glue or paste

Procedure:

1. Trace the tape chart in Figure 17 below and cut it into a strip.

2. Label each dot. Start from 0, then 1, 2, 3, and so on. In this

example, each dot occurred every 1 second.

Figure 17. A Tape Chart Representing the Motion of the Car

2. Examine the distances between successive dots.

3. Cut the strip at each dot, starting from the first to the last dot, and paste them
side by side on a graphing paper to form a tape
chart as shown in the figure below.

Q1. How do the lengths of the tapes compare?

A. Different and decreasing
B. Different and increasing
Q2. What does each tape represent?
Figure 18. Sample
A. Acceleration velocity-time graph

B. Velocity

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4. Join the mid-points of the top of each tape with a line. You have now
converted your tape chart into a velocity-time graph.
Q3. How does your velocity-time graph look like?
A. Curved B. Diagonal
Q4. How will you interpret this graph in terms of the velocity and acceleration
of the moving car? The object is ___________.
A. accelerating B. moving at constant velocity

What is It

Acceleration

A tape chart can also be converted into a velocity-time graph. Just like
the slope of a displacement-time graph, the slope of a velocity-time graph is
very important in describing the motion of an object.

Situation 1: Zero Acceleration

Consider the car in Figure 16 moving with a constant velocity of 10m/s.
An object moving with a constant velocity has zero acceleration. If the velocity
and time data of the car were graphed, the resulting graph is shown below.
Velocity (m/s)

Time (s)
Figure 19. Velocity-time graph of an object moving at constant velocity

Thus, an object moving with a constant velocity or no acceleration will

have a horizontal, zero-sloped line velocity-time graph.

20
Situation 2: Positive Accelerations

Consider another car moving with a positive, changing velocity – that is

a car moving to the right and is speeding up or accelerating. If the velocity and
time were graphed, the resulting graph is shown below:

Time
(s)

Displacement
(m)

Figure 20. Car Moving with a Positive Acceleration

Remember that the motion described in the figure is a changing, positive

velocity which resulted in a sloped line when plotted as a velocity-time graph.
Note that the slope of the line is positive which corresponds to the positive
acceleration and the line lies in the positive region just above the x-axis.
Velocity (m/s)

Time (s)

Figure 21. Velocity-Time Graph of an Accelerating Object

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Situation 3: Negative Acceleration
Time 9s 8s 6s 3s 1s 0

Figure 22. A Marble Accelerating to the Left

The ball at this time is rolling with a changing, negative acceleration.

The following figures will differentiate the graphs of objects which are
accelerating or decelerating in a positive and negative direction:

The object is moving and is accelerating The object is moving and is decelerating
in a positive direction. in a positive direction.

The object is moving and is

The object is moving and is decelerating in a negative direction.
accelerating in a negative direction.

Figure 23. Types of velocity-time graph

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 What’s More

Activity 3: The v-t Graph!

Directions: Match the ticker tape in Column A to its graphical representation
in Column B. Write the answers in your Science activity notebook.

Column A Column B

1. A.

2.

B.

3.
C.

4. D.

E.
5. .

23
 What I Have Learned

Directions: Complete the statements by writing the appropriate word/s in the

blank. Choose your answer from the word box below. Write your answers in
your Science activity notebook.

accelerating constant decelerating

negative positive slope
slower speed zero
velocity faster displacement

A gradual change of the distance between dots in the ticker tape that
gets smaller means the object is slowing down which indicates that the object’s
motion is (1) _______________. If the distance between dots gradually gets
longer, it means the object is speeding up or (2) _______________.

A ticker-tape chart can be converted into a motion graph. On a

displacement-time graph, the slope is equal to the (3) _____________ of the
object and the slope of a straight line is constant. Straight line denotes (4)
_______________ velocities while curved line has changing slopes which
denote acceleration. A (5) ___________ slope indicates motion in the positive
direction while a negative slope indicates motion in the negative direction. A (6)
___________slopes imply a state of rest. The (7) __________ of the graph also
determines how fast or slow the motion is. A steeper slope indicates a (8)
___________velocity while smaller slope indicates slower velocity.

Lastly, on a velocity-time graph, zero slopes indicate motion with (9)

___________ velocity, a positive slope indicates an increase in velocity in the
positive direction; and a (10) ____________ slope indicates an increase in
velocity in the negative direction.

24
 What I Can Do

Directions: Copy the graphs below in your Science activity notebook and
draw two lines/curves to represent the given verbal descriptions. Label the
lines/curves as A or B.

1) A. Remaining at rest 2) A. Moving slow 3) A. Moving in + direction

B. Moving B. Moving fast B. Moving in – direction

4. A. Moving at 5. A. Speeding up in 6. A. Speeding up in

constant velocity positive direction negative direction
B. Slowing down in
B. Accelerating B. Slowing down in
positive direction
negative direction

7. A. Speeding up in 8. A. Slowing down in 9. A. Moving with + velocity

and - acceleration
positive direction positive direction
B. Moving with + velocity
B. Speeding up in B. Slowing down in
and + acceleration
negative direction negative direction

25
10. A. Moving with
negative
velocity and
negative
acceleration

B. Moving with
negative
velocity and
positive
acceleration

26
 Assessment

Directions: Read each question carefully and choose the letter of the best answer. In
your answer sheet, write the letter that corresponds to your answer.

1. What does it tell you if the dots on a piece of ticker tape are close together?
The object is_______.
A. speeding up C. moving (relatively) fast
B. slowing down D. moving (relatively) slow
2. When the ticker tape dots are having a greater distance between them,
________________.
A. there is no motion C. the object is moving slow
B. the object is moving fast D. the motion of the object is the same
3. When the slope of an object is negative, it indicates that the object is moving
___________.
A. up B. to the east C. to the left D. to the right
4. What happens when acceleration is negative? The object ____________.
A. speeds up C. is at rest
B. slows down D. moves constant speed
5. Which ticker-tape diagram best shows an object moving fast, at a constant
speed?

A.

B.

C.

D.
6. Which ticker-tape diagram best shows an object accelerating?

A.
B.
C.
D.

27
7. Which choice best describes the motion shown in the ticker tape diagram?

A. Constant speed throughout

B. Deceleration then acceleration
C. Deceleration, constant speed, acceleration, constant speed
D. Acceleration, constant speed, deceleration, constant speed
8. What type of motion is shown in section C on the diagram?

A. Acceleration C. Deceleration
B. Constant Motion D. No motion
9. Which of the ticker tape diagrams represents a marble that slowly
accelerates from rest, then, stops for a few seconds and moves to the left
with a constant velocity?

A.

B.

C.

D.

10. Dion is driving a truck that is leaking at 0.2 seconds interval as it went down
the street. Which pattern of oil droplets best represents the motion of the
truck as it accelerates from a stopped position?

A.

B.

C.

D.

28
11. The following states the importance of slope of a graph EXCEPT

A. It indicates the direction of motion

B. It determines the time an object travel

C. It determines how fast or slow the motion is

D. It determines whether the object is accelerating or not

12. Which of the of the following velocity-time graphs represents constant

velocity?

A. B. C. D.

13. The following 𝑑⃑ -t graphs indicate a moving object EXCEPT

A. B. C. D.

For numbers 14 – 15, refer to the graph below.

Displacement

14. At what point the car is decelerating?

A. A to B B. B to C C. C to D D. C to A

15. How would you describe the motion of an object from point B to C?

A. Accelerating C. Constant speed

B. At rest D. Decelerating

29
 Additional Activities

Directions: Based on the given situation below, do the activity “Tracing the Oil
Drops” and answer the question that follow. Write the answer in your Science
activity notebook.

Supposed that you were having your on-the-job training in a private

investigating company. You were asked to join a team assigned to investigate
a ‘hit and run’ case. The alleged suspect was captured by the CCTV camera
driving down a road leading to the place of incident. The suspect denied the
allegation, saying that he was then driving very slowly at a constant speed.
Because of the short time difference when he was caught by the camera and
when the accident happened, he insisted that it would be impossible that he
would already be at the place when the crime happened. But when you were
viewing the scene again on the camera, you noticed that his car was leaving oil
spots on the road. When you checked these spots on the site, you found out
that they were still evident. So, you began to wonder if the spots can be used
to investigate the motion of the car of the suspect and check whether he was
telling the truth or not.
Assume that the dots on the tape below represent the ‘oil drops’ left by
the car down the road.

Figure 24. Tape Chart

Activity: Tracing the Oil Spots

Materials: ruler bondpaper pencil
graph paper cutter or pair of scissors
Procedure:

1. Trace the tape chart on a clean sheet of bondpaper.

2. Cut the traced chart into a strip.
3. Convert the tape chart into a velocity-time graph by cutting the strip of
each drop and pasting them side by side on a graphing paper.
4. Join the mid-points of the top of each tape with a line to form a velocity-
time graph.
Question: Based on the arrangement of the oil drops, was the suspect telling
the truth? Why or why not? _______________________________________

30
 31
What’s In What’s New What’s More
Lesson 1 Lesson 1 Lesson 1
1. A 1. E
1. B
2. C 2. D
2. A
3. B 3. A
3. A
4. B 4. C
4. B
5. B
What’s New
Lesson 2
What’s In What’s More
Lesson 2 Lesson 2
1. D 1. E
2. B 2. D
3. A 3. A
4. B
5. C Q1. B
What’s In What’s New What’s More
Lesson 3 Lesson 3 Lesson 3
1. A Q1. B 1. E
2. A Q2. B 2. B
Q3. B 3. D
Q4. A 4. C
5. A
Answer Key
 32
What I Know Additional What I Have Assessment
1. D Activity Learned 1. D
2. B 1. decelerating 2. B
No! -- because,
3. C 2. accelerating 3. C
from the
4. B 3. velocity 4. B
evidence, the
5. B 4. constant 5. B
distance
6. D 5. positive 6. D
between ‘oil
7. B 6. zero 7. B
drops’ is getting
8. B 7. slope 8. B
farther apart
9. A 8. faster 9. A
indicating that
10. C 9. constant 10. C
the car is moving
11. A 10. negative 11. A
faster or
12. D 12. D
accelerating.
13. D 13. D
14. A 14. A
15. B 15. B
What I Can Do
1. 2. 3. 4.
5. 6. 7. 8.
9. 10.
 References

Books
Bentillo, Eulalia N. Physics Textbook. Revised ed. Pasig, Philippines:
Department of Education, 2009.
Asuncion, Alvie J, et.al. Science - Grade 7 Learner's Material. Firsted. Pasig,
Philippines: Department of Education– Bureau of Learning Resources,
2017.

Electronic Resources
Henderson, Tom. “Motion Diagrams or Dot Diagrams.” The Physics Classroom,
2015. Accessed June 19, 2020 .
https://www.physicsclassroom.com/class/ 1DKin /Lesson-2 /Ticker-Tape-
Diagrams.

33
 For inquiries or feedback, please write or call:

Department of Education – Region 10

Zone 1, DepEd Building Masterson Avenue, Upper Balulang

Cagayan de Oro City, 9000
Telefax : (088) 880 7072
E-mail Address : region10@deped.govph