Learning Area SCIENCE Grade Level 7

W3 Quarter THIRD Date

I. LESSON TITLE Motion and Graphs

II. MOST ESSENTIAL LEARNING Create and interpret visual representation of the motion of objects such as tape
COMPETENCIES (MELCs) charts and motion graphs.
III. CONTENT/CORE CONTENT Unit 3 Energy in Motion: Module 1 – Motion in One Dimension

IV. LEARNING Suggested

Learning Activities
PHASES Timeframe

A. Introduction Day 1 Last time, you have learned how to determine if an object is moving or not. For
Panimula this module, you will learn how motion can be visualized or illustrated using tape
charts and motion graphs. To help you get ready, perform the task below:

Learning Task 1: Read and analyze the 1. How would you describe the
following statements and get ready to motion of the vehicle?
answer the questions listed below: 2. Did the speed of the vehicle
A jeepney is moving at a rate of 45 change? How did you know?
kilometers within 0.50 hour before it stops at 3. Did the speed of the vehicle
a red light. After 5 minutes the vehicle remain the same? How did you
moves again, but this time it initially moves know?
at a rate of 15 kilometers for 15 minutes 4. At which point of the ride did
which then increased to 35 kilometers after you think the vehicle moved
another 15 minutes. The jeepney then fastest? How about slowest? Or
continued to move at the same speed until at uniform or constant rate?
it reaches another stop.

B. Development Day 1 Oftentimes, when describing motion, we find it hard to understand just like the
Pagpapaunlad one presented in the previous section. These kinds of motion would be easier to
understand and visualize (imagine) if we use tape charts and graphs.

Tape Charts or ticker-tape diagram is

used to represent motion in diagrams.
This method uses dots and or “ticker”
marks. Each diagram shows an object
moving at different pace or speed.
Where the dots represent the object
Thephysicsclassroom.com
and the distance between each dot
represent the change in its speed.

If you use Tape Chart to represent the motion of the jeepney described
above, it will look like this:

You will notice that the distance between each dot is not the same for it
represents the speed of the object. The first two dots have the greatest distance,
while the distance between the red dot and the third dot (black) is
 considered the shortest. The red dot represents the moment at which the
object stops. If an object moves fast, the distance between each dot
increases. If the object moves slow, the distance between the dots
decreases.

On the other hand, graphs are visual representation of data (information).

In physics, we use line graphs also called motion graphs to represent
changes and patterns in an object’s motion. One example of this graph is
called displacement vs time graph, examples of this are shown below:

The slopes or lines/curve in a graph represents the manner at which the

object moves. For graph A, the object is considered stationary motion or at
rest. This graph tells us that the object stays at the same location (position)
even as time goes by. For graph B, the slope is straight and move upwards
indicating the object is speeding up or accelerating. This could happen
when an object’s speed continues to increase. And lastly, graph C has a
line that is curved downward indicating that the object’s speed is
decreasing or is decelerating.

Sometimes, we also use DOTS to indicate (signify) a certain point in the

motion graph where the motion suddenly change. Check out the
examples below:

Looking at each graph, how will you describe each motion? At which
points does the object moves or stops moving at Graphs A and B? At
which points does the object gains speed? At which points does the
object decrease in speed?

If you answered the following, then you are right: (a) Graph A, points 1 and
3 represents the moments at which the object’s speed decreases. While at
points 2 and 4 the object’s speed increases. (b) For graph B, point 1
represents the moment the object stopped moving while at point 2, the
object moves again.

C. Engagement Day 2 Learning Task 2A: Analyzing Motion Graphs

Pakikipagpalihan Match each description to its appropriate graph. Write your answer on a
piece of paper.

Figure 4. Sample Graphs

1. A boy running for 20 minutes then stops to rest.

2. A rock placed on top of a table.
3. A car moving uphill (upward).
4. A child sliding down the slide.
5. A moving vehicle suddenly stops and remain at rest for some time.
 Day 3 Learning Task 2B: Illustrating and Analyzing a Motion Graph

A cat runs towards a mouse at different speeds. Given the data below, illustrate
the motion of the cat using a motion graph and a tape chart.
Answer the following questions:
1. Based on the motion graphs and
tape charts you created, at which
points correspond to the following
situation:
a. Stationary or motion at rest.
b. Constant speed.
c. Speeding up.
d. Slowing down.

Learning Task 3. Doing Detective Work

Read the passage below and answer the guide questions that follows:

Supposed that you are an on-the-job trainee in a private investigating company

tasked to investigate a “hit and run” case. The alleged suspect was captured by
a CCTV camera driving a road leading to the place of incident. The suspect
denied the allegation, saying that he was driving very slowly with 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 was impossible that he would
already be at the place when the crime took place. But when you are viewing
the CCTV footage, you noticed that his car has left oil spots on the road. When
you checked the spots on the site of the accident, you found out that they are still
evident. So, you began to wonder if the spots can be used to investigate the
motion of the car driven by the suspect and check whether he was telling the
truth or not.

Examine the distances between the dots in the tape chart presented below:

Figure 5. Tape Chart of the Oil Spots Left by the Car

Guide Questions:
1. How will you compare the distances between the dots?
2. What does the tape chart tell you about the speed of the car?
3. Create a motion graph based on the tape chart.
4. Analyze the motion graph and compare it to the information presented in
the tape chart.
5. Based on your investigation (tape chart and motion graph), prove
whether the suspect is telling the truth or not?

D. Assimilation Day 4 In this module, you have learned how to illustrate or represent the changes
Paglalapat and patterns in an object’s motion using “Tape Charts” and “Motion Graphs”.

You have also learned that the distance between the dots on a tape chart
represents how fast or slow an object moves. The big space between the dots
represents faster motion while the smaller space between the dots represents
slower motion. On the other hand, the slope or line on the motion graph may
represent the rate of motion such as: a) A straight line represents an object that
has a speed is equal to zero. b) A slanting line moving upward represents an
object that is accelerating or speeding up. c) A straight vertically moving
 downward line represents an object that is decelerating or slowing down. d) A
line that ends at one point indicates motion has stopped from moving.

Stop and Take Time to Reflect:

We live in a world full of information. We deal with it every day. And the ability to
understand graphs can be useful to us when analyzing data or information. List
down at least 5 situations where information can be drawn into graphs or tape
diagrams and explain the advantage of using graphs or diagrams in each
situation.

V. ASSESSMENT
(Learning
Activity Sheets
for Enrichment,
Remediation or
Assessment to be
given on Weeks 3
and 6)

VI. REFLECTION • The learner communicates the explanation of their personal assessment as
indicated in the Learner’s Assessment Card.
• The learner, in their notebook, will write their personal insights about the
lesson using the prompts below.
I understand that ___________________.
I realize that ________________________.
I need to learn more about __________.

Prepared by: MARILYN A. ONGKIKO Checked by: ANTONIO A. PETILOS

REA C. BUNAN
MARIFE A. SIOSON
SHIRLEY FERRERA

REFERENCES:
Science 7 Learner’s Material (2017). Department of Education, pp. 178 – 181.
Castro, Chonalyn V., Science 7 FREED Module (2020). School Divisions of Dasmarinas City.