Department of Education

Region X-Northern Mindanao

DIVISION OF BUKIDNON
Sumpong, Malaybalay City

TEST ITEM BANK

Science 6
Third Quarter (Energy Transformation)
Prepared by: CHARITY Q. BONGABONG School: STA. CRUZ IS
NO. OF LEARNING Acceptable Answer/Rationalization
TEST ITEMS (MULTIPLE CHOICE TEST)
DAYS OF COMPETENCIES/
1. Note: Provide 1 item per SOLO Level per learning competency and its subtasks, if any.
TEACHING SOLO LEVEL
2 2. demonstrate how sound, heat, light and electricity can be transformed (S6FE-IIId-f-2)
STEM FOR THE COMPETENCY:
1.

Energy is everywhere. It comes in many forms such as mechanical energy, heat energy, thermal energy, light energy, chemical energy, sound energy,
and electrical energy.
Acceptable Answer: D
Which form of energy does a moving object possess? (from module pretest 1 #1)
A. Light
In this context, the student is asked to
UNISTRUCTURAL B. Sound
identify the specific form of energy does
C. Chemical
moving object possess which has specific
D. Mechanical
answer only.
MULTISTRUCTURAL Which energy transformation occurs in a flat iron? (from module pretest 1#7) Acceptable Answer: A
A. electrical to heat
B. mechanical to light The question entails comprehending multiple
C. chemical to sound forms of energy occurring in one object, flat
D. chemical to electrical iron in this case.

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 How is light energy different from sound energy? (from module assessment 1 #9) Acceptable Answer: B

A. Light energy moves slower than sound. Students here can demonstrate relational
RELATIONAL
B. Light helps you see while sound lets you hear. thinking potentially by comparing and
C. Light energy uses vibrations while sound does not. contrasting two forms of energy – light and
D. Light energy are transferred from one body to another while sounds are only sound.
through vibrations.
Analyze the picture below and describe the energy transformation that takes place?
Acceptable Answer: A

Students here can demonstrate relational

thinking potentially providing the teacher the
idea of linking and connecting two or more
relevant information related to energy
transformation.

Source: Science 6 Quarter 3-Module 2: Energy Transformation, p. 12.

A. Flashlight lights up due chemical energy from the battery being transformed to
electrical energy through the circuit and then transformed to light energy.
B. Electronegativity of battery produces electrical energy to circuit of flashlight and
then transforms into heat thus providing light.
C. Flashlight turns on as battery is placed inside producing light in the surroundings as
it is being turned on.
D. It is simply an energy inside the flashlight that transforms from chemical to heat to
electrical and then to light.

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 Activity 1: FORMS OF ENERGY
In essence, this activity provides
learners an opportunity to engage in the kind
Prepare the materials listed below and follow the steps to understand more about energy.
of deep and meaningful learning that is
Materials: Pail of water, Stone
essential for extended abstract thinking on
the concept of energy transformation in
Procedures:
everyday life.
1. Fill the pail with water until almost full.
By completing this activity, students
2. Throw the stone into the pail of water.
can develop the skills and knowledge they
3. Observe what form of energy is present when you threw the ball and when it hit
need to be critical and creative thinkers.
EXTENDED ABSTRACT
the water.

Reflective Questions:

1. What gave you the ability to throw the stone in the pail?
2. What form of energy is present when you threw the stone and it moved?
3. What happened when the stone fell into the water? What form of energy is it?
4. If you kept on throwing the stone into the pail several times, how would that make you
feel? What form of energy would it be?

Source: Science 6 Quarter 3-Module 2: Energy Transformation, p. 4.

Total

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