Download Free PDF View PDF
Overview The topics covered in Grade 7 deal with the relationship between motion and energy. At the end of the quarter, students should be able to realize that energy exists in different forms, energy transfers from one body to another, and that motion is the concrete manifestation that a body possesses energy. Among the many forms of energy, motion, heat, light, sound, and electrical energy are the most common and most familiar among students. All these forms belong to kinetic energy; they are all associated with some kind of motion-the motion of waves, electrons, atoms, molecules, and objects. In this grade level, the focus is on the sources of the different forms of energy and the different ways by which they are transferred from one place to another. Sound and light are introduced as forms of energy that are transferred by waves while heat is introduced as an energy that is transferred either by randomly moving particles, or by electromagnetic waves (radiation). Electrical energy is described as an energy that is transferred by moving electrical charges through a complete circuit. Motion is considered to be the first topic because it is the most concrete manifestation of the abstract concept of energy. Besides, some of the concepts to be developed in this module will be useful in understanding the succeeding topics, like when students learn about the common characteristics of waves and when they relate these to the characteristics of sound and light waves.
Download Free PDF View PDF
Download Free PDF View PDF
Many of the things around us move. Some move slowly like the turtles and clouds, others move much more quickly like the satellites. Because motion is so common, it seems to be very simple. But in science, describing motion actually entails careful use of some definitions. This module provides you with scientific knowledge and skills necessary to describe motion along a straight path. You will learn to describe the motion of objects in terms of position, distance travelled, and speed. You will also learn to analyze or represent motion of objects using charts, diagrams, and graphs. While these all provide the same information about the motion of objects, you will find out that one may be more helpful than the other depending on your particular objective. At the end of this module, you are expected to answer the following questions: Where? Before you will be able to describe the motion of an object, you must first be able to tell exactly where it is positioned. Describing exact position entails two ideas: describing how far the object is from the point of reference and describing its direction relative to that point of reference. You will learn about the importance of point of reference and direction when you perform Activity 1.
Download Free PDF View PDF
For education purpose only. Not for cheating!
Download Free PDF View PDF
Download Free PDF View PDF
Download Free PDF View PDF
Download Free PDF View PDF
Download Free PDF View PDF
This study is conducted to increase the mastery level of grade 9 students in Science and to support the execution of activities in the K to 12 curriculum program with the use of so called “Display Planner”. The display planner was assessed in terms of its instructional qualities, teacher quality components for using the innovation material, and student’s attitudes while engaging in the use of Display planner. The effectiveness of the instructional material was determined using a control and experimental group. The instructional material “Display planner” has four designs that are used interchangeably, the basket, balloon, flower and pocket of ideas. The respondents of the study for the control and experimental groups were the two sections of Grade 9 for Science of San Rafael National Trade School. The respondents for the evaluation of the Display Planner were also the grade 9 students of San Rafael National Trade School, situated at Barangay Caingin, San Rafael Bulacan. The instruments of the study were the pre assessment and post assessment test found in the learners’ module of the K to 12 for grade 9, periodic examination and teacher-made evaluation for the instructional material-display planner .The statistical treatment used in the study were the the t-test for the determination of the effectiveness of the Display planner and mean for the evaluation of the instructional qualities, teacher quality components for using the instructional material, and student’s attitudes while engaging in its used. The findings showed that display planner is an effective instructional material in teaching Science 9 and there is significant difference between the scores of the controlled and experimental group treated using t-test. Also the process of presenting the display planner that connects the prior knowledge to the present learning gives long term knowledge to the students as what the results of the periodic exam implies.
Download Free PDF View PDF
