ENERGY - cliphysicsed.weebly.comcliphysicsed.weebly.com/uploads/1/6/7/.../teachers_module_energy_in… · devices (e.g. mirror and pinhole camera) comparing the similarities and differences

Morales, Marie Paz E. (2012) DSEDPHY 11081112 – DLSU-Manila

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LEARNING PACK 2:

ENERGY

in the

ENVIRONMENT

PP (Pangasinan Physics)

TM


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ENERGY IN THE ENVIRONMENT

This unit is concerned with how energy is carried, transmitted, and used in the

environment. The focus of the unit is how the visible spectrum is utilized as a source of

light and as an aide to sight. Related concepts included are mirrors & reflection and lens

and vision.

Competencies

At the end of the unit, students should be able to:

1. Investigate the reflection and refraction properties of light using simple optical devices (e.g. mirror and pinhole camera).

2. Compare the similarities and differences of the principle of the camera and the human eye.

3. Explain the different kinds of eyesight defects and how lenses correct these defects. 4. Explain and cite applications of internal reflection. 5. Setup a simple telescope and microscope. 6. Explain using ray diagrams how image is formed in a telescope and a microscope

Unit Details

Unit Details

Unit Title Energy in the Environment

Curriculum Area High School Physics

Grade Level Fourth Year High School (Grade 10)

Time Frame 3 week (15 sessions)

Ethnic Group Pangasinan

Region and Province Region 1 – Pangasinan

School Pangasinan National High School

Mother Tongue (Language) Pangasinan

Developer Marie Paz E. Morales


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Setting the Learning

Students will be able to independently use their learning to...

Distinguish that some beliefs of Pangasinense specifically about mirrors and lenses do

have scientific basis.

Appreciate how local folks apply the concepts of science in their practices.

Recognize that local practices and traditions can be used to explore the concepts of

light & sight, mirrors & reflection, and lenses and vision.

Students will be able to understand that...

the principles behind optical instruments are the combined concepts of the following:

o reflection and refraction properties of light

o other properties of light like total internal reflection

Eye defects can be corrected using lenses.

There are a lot of practical applications of optical instruments even in old traditions

and practices of Pangasinan folks.

Goals


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Skills enhanced in this module

Science Inquiry Skills Manipulative Skills

Through

making qualitative and quantitative observations

drawing inferences from observations organizing and tabulating data investigating the reflection and refraction

properties of light using simple optical devices (e.g. mirror and pinhole camera)

comparing the similarities and differences of the principle of the camera and the human eye.

explaining the different kinds of eyesight defects and how lenses correct these defects.

demonstrating total internal reflection, identifying applications of internal reflection, explaining the use of ray diagrams how image

is formed in a telescope and a microscope.

observing proper behavior to prevent accidents and errors when trying out or testing

using the correct techniques in using the senses during observation.

using the correct technique in making measurements

establishing proper rapport during interview

constructing an improvised equipment setting up a simple telescope and

microscope

Key Questions

Key Questions

How can Pangasinan’s belief s and practices about optical instruments be used in

the understanding light, properties of light and vision?

How can lenses and other optical instrument help correct eye defects?


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Assessing Learning

Performance Assessment

Title:

Goal

Make meaning on the idea that:

Pangasinan’s belief s and practices about optical instruments be

used in the understanding light, properties of light and vision?

lenses and other optical instrument help correct eye defects?

Role Researchers

Audience Folks of Pangasinan

Situation

You are a member of Pulse Asia and you are to determine the complexity of optical instruments used by Pangasinan Folks in the different local jobs that they have. You also need to know how they use these instruments for their specific work. Your task as a group of researchers and surveyors are as follows:

You need to determine the different optical instruments they use in their jobs as fisherfolks, farmers, tricycle drivers, and others.

You also need to make a survey instrument or questionnaire for this survey task.

You are to administer this survey questionnaire to at least 200 respondents of age group 40 to 70 years old.

Make and present a graph of your result.

Product/Performance Survey instrument and graph

Standards Rubric for survey instrument


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Rubric Scoring Guide

Survey

Category Rating

Score 4 (Exemplar) 3 (Accomplished) 2 (Developing) 1 (Beginning)

Clarity of questions

Questions are crystal clear and a person would not have to ask for clarification.

Questions are very clear and a person might have to ask for clarification.

Questions are somewhat clear and a person would have to ask for clarification.

Questions are confusing and ambiguous.

Choice of responses

Every person would be able to choose from the responses.

Most people would be able to choose from the responses.

Few people would be able to choose from the responses.

No one would be able to choose from the responses.

Layout

The selection of graphics, line styles, and arrangement options enhances the layout and meaning of the survey.

The selection of graphics, line styles and arrangement options mostly enhances the layout of the survey.

The selection of graphics, line styles and arrangement options sometimes enhances the layout of the survey.

The selection of graphics, line styles and arrangement options do not enhance the layout of the survey.

Content

All essential questions are properly addressed.

Most of the essential questions are properly addressed.

Some of the essential questions are properly addressed.

One or fewer essential questions are addressed.

Spelling/ Grammar

All words are spelled correctly. Grammar, punctuation, spacing and word usage are appropriate.

Most words are spelled correctly. Grammar, punctuation, spacing and word usage are mostly appropriate.

Most words are spelled correctly. Grammar, punctuation, spacing and word usage have some errors.

Numerous spelling errors. Grammar, punctuation, spacing and word usage have a number of errors.

Utility Easy to use and pleasant to look at.

Easy to follow. Choppy, but gets the job done.

Difficult to follow and is jumbled.

Total Score

Source: www.uky.edu/~kdbrad2/.../Rubrics/Survey.do..

http://www.uky.edu/~kdbrad2/.../Rubrics/Survey.do


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Other Assessment

Quizzes

Exercises in mirrors, lenses and ray diagraming

Seatwork and Activities

Practical work related to optical instruments

Tests and Quizzes


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Pre-Test /Postest


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1. Which of the following travels slowest through space?

A. Radio waves

B. Visible light

C. X-rays

D. Infrared photons

E. They all travel at the same speed

2. Consider the dark line absorption spectra shown below for Star X and Star Z. What can you determine about the colors of the two stars? Assume that the left end of each spectrum corresponds to shorter wavelengths (blue light) and that the right end of each spectrum corresponds with longer wavelengths (red light).

A. Both stars would appear the same color

B. Star X would appear red and Star Z would appear blue.

C. Star X would appear blue and Star Z would appear red. D. The colors of the stars cannot be determined from this information

3. Consider the 3 stars described below. Star X gives off the same amount of energy as the Sun and gives off most of its energy

at a wavelength of 400 nm Star Y gives off more energy than the Sun and gives off most of its energy

at a wavelength of 800 nm. Star Z gives off less energy than the Sun and gives off most of its energy at a wavelength of

600 nm

Which star is the coolest?

A. Star X.

B. Star Y. C. Star Z.

D. The relative temperatures of these stars cannot be determined from this information.

4. A photon of which color of light carries the most energy?

A. Red

B. Yellow

C. Green D. Blue

E. All photons have the same energy

Star X Starz


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5. Use the Luminosity vs. Temperature graph to determine the correct ranking for the sizes (diameters) of the 3 stars H, J, and K from LARGEST to SMALLEST. A. J>K>H

B. J>H>K

C. H>J>K D. H=J>K

E. K=J>H

6. Which of the following has the shortest wavelength? A. A photon of ultraviolet light

B. Blue electromagnetic radiation

C. An X-ray

D. A radio wave

E. Infrared radiation

The following diagram represents three electromagnetic waves emitted simultaneously by the Sun. Use this diagram for the next 2 questions.

7. Which wave represents electromagnetic radiation with the highest energy? A. Wave 1

B. Wave 2

C. Wave 3 D. All three waves have the same amount of energy

8. Which wave will arrive first at a satellite orbiting just above the Earth’s atmosphere?

A. Wave 1 B. Wave 2

C. Wave 3

D. All three waves will arrive simultaneously.

9. The coolest stars emit most of their energy in which portion of the electromagnetic spectrum?

A. X-ray B. Infrared

C. Visible D. Ultraviolet

10. If the light coming from a distant object produces a bright line emission spectrum, what kind of object is it?

A. Hot and dense

B. Cool and dense

C. Hot and diffuse

D. Cool and diffusse


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GEOMETRIC OPTICS CONCEPT TEST

Instructions:

1. Indicate the best answer for each question on the separate answer sheet.

2. There are 26 questions in total.

3. Please do not write on this paper.

4. Use a separate answer sheet that will be provided by your teacher.

5. As soon as you are done, kindly submit the questionnaire and the answer

sheet to your teacher.


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Geometric Optics: REFRACTION Multiple Choice Concept Questions

1. Light travels fastest ______________________. A. in a vacuum

B. through water

C. through glass

D. through diamond

2. For all transparent material substances, the index of refraction ______________________.

A. is less than 1

B. is greater than 1 C. is equal to 1

D. could be any of the given answers; it all depends on optical density

3. An index of refraction less than one for a medium would imply _________________________. A. that the speed of light in the medium is the same as the speed of light in vacuum

B. that the speed of light in the medium is greater than the speed of light in vacuum

C. refraction is not possible D. reflection is not possible

4. When certain light rays pass from a vacuum into a block of an unknown material, the measured index of

refraction of the material is 3.50. What is the speed of light inside the block? A. 1.0 x 107 m/s

B. 8.6 x 107 m/s

C. 2.9 x 108 m/s

D. 4.8 x 107 m/s

E. 1.9 x 108 m/s

5. What is the frequency of light that has a wavelength in water of 6.00 x 102 nm if the refractive index for

this light is 1.33?

A. 3.76 x 1014 Hz B. 6.65 x 1014 Hz

C. 9.52 x 1014 Hz

D. 5.00 x 1014 Hz E. 7.25 x 1014 Hz

6. Blue light with a wavelength of 425 nm passes from a vacuum into a glass lens; and the index of

refraction is found to be 1.65. The glass lens is replaced with a plastic lens. The index of refraction for the plastic lens is 1.54. In which one of the two lenses does the light have the greatest speed and what is that speed?

A. glass, 2.28 × 108 m/s

B. plastic, 2.13 × 108 m/s

C. glass, 1.82 × 108 m/s D. plastic, 1.95 × 108 m/s

E. The speed of the blue light is the same in the vacuum and both lenses; and it is 3.00 × 108 m/s

7. Light enters air from water. The angle of refraction will be _________________________. A. greater than the angle of incidence

B. equal to the angle of incidence

C. less than the angle of incidence


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8. Light traveling at an angle into a denser medium is refracted _____________________.

A. toward the normal B. away from the normal

C. parallel to the normal D. equally

9. A ray of light, which is traveling in air, is incident on a glass plate at a 45° angle. The angle of refraction

in the glass _________________. A. is less than 45°

B. is greater than 45°

C. is equal to 45° D. could be any of the above; it all depends on the index of refraction of glass

10. The critical angle for a beam of light passing from water into air is 48.8°. This means that all light rays

with an angle of incidence greater than this angle will be

A. absorbed

B. totally reflected

C. partially reflected and partially

transmitted

D. totally transmitted


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Geometric Optics: REFLECTION Multiple Choice Concept Questions

1. An image formed when the light rays do not actually pass through the image location, and would not appear on paper or film placed at that location is referred to as a _________________________.

A. real image B. virtual image

2. A plane mirror forms an image that is _______________________.

A. real and upright B. real and upside down

C. virtual and upright D. virtual and upside down

3. If the radius of curvature of a spherical mirror is r, the focal length is ________________________.

A. 2r

B. r

C. r/2

D. cannot be determined from the information given

4. A spherical mirror on which reflection takes place on the outer surface of the spherical shape is referred to as a ____________________.

A. convex mirror B. concave mirror

5. Plane mirrors produce images which ________________________.

A. are always smaller than the actual object B. are always larger than the actual object

C. are always the same size as the actual object

D. could be smaller, larger, or the same size as the actual object, depending on the placement of the object

6. An image formed when the light rays pass through the image location, and could appear on paper or film placed at that location is referred to as a ______________________.

A. real image B. virtual image

7. A spherical mirror on which reflection takes place on the inner surface of the sphere is referred to as a _________________________.

A. convex mirror B. concave mirror

8. Light arriving at a concave mirror on a path parallel to the axis is reflected _______________________. A. back parallel to the axis

B. back on itself

C. through the focal point

D. through the center of curvature

9. Light arriving at a concave mirror on a path through the focal point is reflected _________________________.

A. back parallel to the axis

B. back on itself

C. through the focal point

D. through the center of curvature

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10. An object is placed at a concave mirror's center of curvature. The image produced by the mirror is located _________________________.

A. out beyond the center of curvature

B. at the center of curvature

C. between the center of curvature and the focal point

D. at the focal point

11. An object is situated between a concave mirror's surface and its focal point. The image formed in this case is _______________________.

A. real and inverted B. real and erect

C. virtual and erect

D. virtual and inverted

12. Concave spherical mirrors produce images which _____________________.



D. could be smaller than, larger than, or the same size as the actual object, depending on the placement of the object

13. Convex spherical mirrors produce images which ___________________________.



D. could be larger than, smaller than, or the same size as the actual object, depending on the placement of the object

14. A single concave spherical mirror produces an image that is __________________________.

A. always virtual B. real only if the object distance is less than f

C. always real

D. real only if the object distance is greater than f

15. A single convex spherical mirror produces an image that is __________________________.

A. always virtual

B. real only if the object distance is less than f C. always real

D. real only if the object distance is greater than f

16. A negative magnification for a mirror means ______________________. A. the image is inverted, and the mirror is concave.

B. the image is inverted, and the mirror is convex.

C. the image is inverted, and the mirror may be concave or convex. D. the image is upright, and the mirror is convex.

E. the image is upright, and the mirror may be concave or convex.

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Formative Assessment

General Directions: o Gawaen yo may ray diagramming insan yo i-describe no anto’y itsura na imahe.

o Sarag yon usaren irayan salita: real,virtual,akaalagey, akatumba, binmaleg,

minmelag, parehon sukat ed samay kagawaan

Ray Diagramming Itsura’y Imahe Ray Diagramming Itsura’y Imahe

Real

Baliktad

Mas melag

Virtual

Aka-alagey

Baleg

Real

Baliktad

Mas baleg

Real,

Baliktan

Parehon

kabaleg

Real

Baliktad

Mas baleg

Virtual, aka-

alagey

Melag

Anggapo’y

imaje

Virtual

Aka-alagey

Melag

Activity 7: Pan-drawing na Ray Diagram WORKSHEET

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Problema/Situation 1. Anto’y distansya tan katagey na imahe no say ayan kagawaan et say katagey to et

5.0 cm insan 10.0 cm so kaarawi to say salming ya akakurban concave.Say focal

length to yan salming met et 15.0 cm?

2. No bilang walay balintukar ya imahe ya say magnification o inkaatagey to nen say

samay talagan kagawaan et 2. Ayan kagawaan et inyan ed arap na salming ya

akakurban concave ya say distasya met et 22 cm. Anap yo pa’y distansya na imaje

ed salming tan samay focal length na salming.

Activity 8: Usara’y Mirror tan Magnification Equations WORKSHEET

1

𝑓=

1

22.0 𝑐𝑚+

1

44.0 𝑐𝑚; −2 = −

𝑑𝑖 𝑐𝑚

22.0𝑐𝑚

Saray Detalye:

M = -2; do = 22.0 cm

Say aanapen: d i insan samay h i

Solusyon: 1

𝑓=

1

𝑑𝑜+

1

𝑑𝑖; 𝑀 =

𝑕𝑖

𝑕𝑜= −

𝑑𝑖

𝑑𝑜

f= 14.6cm di = 44.0 cm

Solusyon

1

15.0 𝑐𝑚=

1

10.0 𝑐𝑚+

1

𝑑𝑖; M =

hi

5.0𝑐𝑚= −

−30.0 𝑐𝑚

10.0 𝑐𝑚

Saray Detalye:

f = 15.0 cm; do = 10.0 cm, ho = 5.0 cm

Say aanapen: d i insan amay h i

Solusyon: 1

𝑓=

1

𝑑𝑜+

1

𝑑𝑖; 𝑀 =

𝑕𝑖

𝑕𝑜= −

𝑑𝑖

𝑑𝑜

di =-30.0 cm hi = 15.0 cm

*say imaje et virtual, akaalagey, tan mas baleg

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Problema/Situation

1. Walay sakey ya ray na silew ya sinmabi ed tapew na Lingayen gulf ya say angle of

incidence to ed tapew na danum et 35o. Kompute yo so dukey na refracted angle

no say index of refraction na dayat et n = 1.33.

2. Dinmalan so sakey ya light ray ed dagem insan ed sakey lamet ya medium ya ag

tayo anta no anto man ya medium. Say incident angle et 23o tan say refracted

angle et 14o. Anto so index of refraction to yan ag tayo antan medium?

Activity 9: Refraction na Silew WORKSHEET

Solusyon

𝒏𝒓 = 𝟒. 𝟏𝟑

Saray Detalye:

i = 23o; r = 14o; ni = 1.00029

Say aanapen: n i

Solusyon: 𝑠𝑖𝑛𝜃 𝑖

𝑛𝑖=

𝑠𝑖𝑛 𝜃𝑟

𝑛𝑟

𝑠𝑖𝑛 23𝑜

1.00029=

𝑠𝑖𝑛 14𝑜

𝑛𝑟

𝜽𝒓 = 𝟑𝟎. 𝟖𝒐

Saray Detalye:

i = 35o; ni = 1.33

Say aanapen: r

Solusyon: 𝑛 =𝑠𝑖𝑛𝜃 𝑖

𝑠𝑖𝑛𝜃𝑟 1.33 =

𝑠𝑖𝑛 35𝑜

𝑠𝑖𝑛𝜃𝑟

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General Directions: o Gawaen yo may ray diagramming insan yo i-describe no anto’y itsura na imahe.

o I-check yo no anto so duga ya deskripsyon na imahe.

Activity 11: Ray Tracing ed Lente WORKSHEET

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Facilitating Learning

Culture Integration

Objectives:

Diad sayan aktibidad, say naantaan tan nagamuran da ray mana-aral ya ogugaw et;

1. Makapan-tugtugyop na ugali (characteristics) na daluyon (waves);

2. Makapan-sukat na wavelength tan frequency na daluyon;

3. Makapan-kompiot na peles na daluyon (wave speed).

Materials:

metro

relo or stopwatch

pentel pen

duaran metron lubir o balak-yang ya spring (slinky)

daan ya newspaper o kalendaryo

Procedure:

Unaan ya Parte: Lubir

1. Aleen yon amin iray materyales ya usaren ed sayan aktibidad.

2. Ibilkag yod datal may daan ya newspaper or kalendaryo.

3. Itapew yo may lubir o balakyang ya spring ed samay kalendayo.

4. Benbenan na sakey ed sikayo may sampot na lubir o sampot na slinky. Nepeg aga

man ungagalaw ya parte o aman ya sampot. Aya may tawagen tayon akapirmi o

“fixed end”.

5. Say sakey balet ed sikayo so manbenben may sakey nin sampot na lubir. Aya balet

may tawagen tayon ungagalaw o “movable end”.

6. Sali yo ya tenyegen (i-shake) may ungagalaw ya sampot. Nengneng yo may intiron

lubir no makagawa kayo na singa daluyon. Mangiyan kayo na sakey ya permanente

ya marka ed samay newspaper ya nadalanan na daluyon. Tawagen tayo yan point A.

Daluyon ed Dayat!

Activity

1

23

7. No wala lay daluyon, markaan yo ed samay newpaper ya angitapewan yo no kualaan

to ira may sangkategeyan ya parte na daluyon (crest) tan amay sankabebaan ya

parte na lubir (trough). Diad sakey ya minuto, bilang yo met no pigara ra yan

sangkatageyan (crest) so dinmalan ed samay point A. Say naalan yon bilang na crest

ed sakey ya minuto so tatawagen ya frequency.

8. Salatan yo labangat lay unit to may nala yon frequency. Gaween yon waves per

second manlapod waves per minute. Ilista yo ya diman ed chart.

9. Sukat yo natan usaren may metro amay kadukey na sakey ya crest tan amay

unsublay ya crest. Aya may wavelength ya ilista yo met ed samay chart.

10. Gawa yo lamet iraya tapiano makagawa kayo na taloran “trials”.

11. Natan sarag yo lan naalmo so wave speed tan average na wave speed.

Kumaduan Parte: Daluyon na Dayat

1. Unla kayo natan ed dayat. Insan unabay kayo ed samay baloto’y sumisigay.

2. Manlapod samay sampot ya kawayan sukat yo so dukey to anggad samay basil ya

kawayan.

3. Say point A tayo balet et amay unaan ya kawayan to may baloto. Bilang yo no

pigaran crest so undadalan ed saman so point A ed sakey minuto. Aya may frequency.

4. Salatan yo lay unit na frequency manlapod waves per minute to waves per second.

Insan yo ilista ed samay chart.

5. Markaan yo met may gilig na baloto na pentel pen no iner may akanengnengan yon

pinetekan na crest ira.

6. Sukat yo la natan may dukey na manlapod sakey ya crest tan amay unsublay ya

crest. Aya man tatawagen ya wavelength. Ilista yo ed chart met.

7. Ulit yo yan ginawa yo ra tapiano makaala tayo’y taluran “trials”.

8. Natan sarag yo lan naalmo so wave speed tan average speed.

Guide Questions

Q1: No dakel so daluyon ya ondadalan ed samay point A, anton ugali (charateristics) na waves

so ondadakel?

Q2: No dakel so daluyon ya ondadalan ed samay point A, anto balet so anengneng yon agawa

ed samay distansya na sakey ya crest ed samay unsublay ya crest?

Q3: Panun ton makapantugyop so wavelength na daluyon tan sa may frequency to?

____________________________________________________________________________

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Content Performance Presentation TOTAL

Objective(s):

Characteristics na Daluyon

Lubir o Balakyang ya spring (slinky)

Daluyon ed Dayat

T1 T2 T3 T1 T2 T3

Frequency (waves/sec)

Wavelength (m)

Wave Speed (m/s)

Average Wave Speed (m/s)

Answers to Guide Questions

Name

Score

Year and Section

Group Number

Date Performed

Date Submitted

Name of Instructor

Activity 1: Daluyon Ed Dayat! WORKSHEET

25

1. The major objective in this part is to review students on the different

characteristics of waves.

2. It is also pertinent that they realize that the culture of their folks and

place can best help them deduce the description of the characteristics

of waves such as frequency, wavelength, speed, amplitude, crest and

trough. Also, it must be realized that through local tradition, students

can also extract relationships existing between and among these

characteristics.

3. It must be inculcated in the students that learning Science especially

Physics is not limited to foreign applications and examples. Their

culture and language are the major factors for learning Physics

concepts meaningfully.

4. Emphasize also that preparations are needed before conducting

experiments, specifically outdoor experiments. You may need to

discuss first safety preacutions and protocols. Make them aware that

these procedures may be of big help to them when they make or

engage in bigger projects such as Science Investigatory Projects or

Thesis.

5. In the pre-activity discussion, focus on the orientation of the students

on the following: (1) Protocols and precautionary measures in

conducting outdoor experiments and (2) Data gathering procedures

and measurement.

6. During the activity, make sure to follow up and check their progress.

7. Post –Activity discussion may start with probing the students using

the guide questions.

Teaching Tips

26

Objectives


1. Makapang-gawa na ordinaryo “simple” ya kagawaan piano naberipika no maktek ya

ungagalaw so silew;

2. Makapan-imaton ya say silew et maktek no on-byabyahe.

Materials

duaran cardboard

anggano antutan ya nausar ya melag ya kahon o kagawaan

kwarto’n maliwawa

Procedure

1. Butawan yo may duaran cardboard. Say diameter to may butaw et mga 1 to 2 cm.

Nepeg ya pareho so sukat tan katagey na abot. Ngaranan yo ra yan abot ya A1 tan

A2.

2. Dia ed samay sakey ya cardboard mansukat kayo na 1 inch paleksab manlapod

samay unaan ya abot. Manbutaw kayo lamet diad sayan pwesto ed samay sakey ya

cardboard na mga 1 to 2 cm so diameter na abot. Ngaranan yo natan yan B.

3. Ipaalagey yo ra yan duaran cardboard mga 5 inches so distansya da ed sakey tan

sakey. Iyan yo natan may melag ya kahon ed sangka-arapan da ra may duaran

cardboard. (cardboard – cardboard – kahon)

4. Siim kayo ed samay butaw ya angarana’y B tan nengneng yo may melag ya kahon o

kagawaan.

Silew na Silew ya Maktek o Andi?

Activity

2

27

Q1. Anengneng yo may melag ya kahon? Anto’y naantaan yo o agamuran yon ideya ed say

naimatunan yo ey?

5. Siim yo natan ed samay abot ya A1 tan A2 ya pareho so katagey na amay melag ya

kahon.

Q2. Anengneng yo may melag ya kahon? Manlapud samay anengneng yo anto’y naibaga yo

nipakar ed panagbyahe na silew?

________________________________________________________________________________________________________

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Objective(s):


Name

Score

Year and Section

Group Number

Date Performed

Date Submitted

Name of Instructor

Activity 2: Silew ya Maktek o Andi? WORKSHEET

Obserbasyon

29

1. The major objective in this part is to deduce from the students the

concept that light travels in a straight path.


place and some local materials can best help them deduce the straight

path movement of light as it moves.






experiments. You may need to discuss first safety preacutions and

protocols. Make them aware that these procedures may be of big help

to them when they make or engage in bigger projects such as Science

Investigatory Projects or Thesis.



conducting experiments and (2) Data gathering procedures and

measurement.




Teaching Tips

30

Objectives

Diad sayan aktibidad, say naantaan tan nagamuran daray mana-aral ya ogugaw et;

1. Makapan-kumpara na sansananey ya klasin panag-silew.

2. Makapan-sukat na kaliwaway silew iran usaren da ray sumisigay.

3. Makapan-pili no antoy mas marakep ya silew ya usaren na sumisigay.

Materials

petromax

LED (Light Emitting Diode)

lampara

pentel pen

bombilya ya akakonekta ed kuriente

kandila ya manbelat na 75 grams

kiyew ya aka-slanting so tapew to (say angle na slanting to 60o – 70o)-apinturaan

nepeg ya amputi

Procedure

Part 1: Panaggawa’y Improvised Photometer

1. Iyapiger yo may bombilya ya akakunekta ed kuriente, amay kandila tan amay kiyew

ya singa amay impapanengneng ed saya’y drawing ed leksab.

Silew na Silew na Sumisigay!

Activity

3

Figure 1: Improvised Photometer Set Up

1 2

31

2. Usar yo may bombilya ya pansilewan ed samay “Face A” na kiyew. Amay “Face B”

balet say usar yo kandila. No nengnengen yo say mas maliwawa et amay bombilya.

3. Unposisyon kayo ed samay “Face C” insan yo iyasinger may kiyew no iner ya pasen

nanengneng yon amay “Face A” tan “Face B” ed pareho lay liwawa da. Say gabay ton

ibaga et saya et parejo so silew ya nasasagap da ra may duaran tapew na kiew.

4. I-kompiot yo may kakasil na silew to may kandila no ikompara ed sa may bombilya.

(No amay parehon tapew na kiyew et pareho so liwawa to no say distansya na amay

kiyew et bilang 200 cm manlapod sa may bombilya tan 50 cm balet manlapod samay

kandila, sirin say proporsyon na distansya da et 4 to 1. Kada apatiran distansya na

bombilya ed kiyew, sakey so distansya na kandila ed kiyew. Balet ta say ley ed silew et

uunuren tayo may “square of the distance” katon: (200)2= 40000 and (50)2 = 2500 or

16 to 1.). Sirin say candle-power to may bombilya ya tatawagen et 16.

Q1. Antoy candle-power to sirin tay bombilyan inusar yo? (isulat yo met so komputasyon yo)

Part 2: Petromax vs. LED

5. I-prepara yo may Petromax tan LED. 6. Usar yo natan may improvised photometer ta piano naala yo may kaliwawa na

Petromax komparad samay LED.

7. Salatan yo natan may kandila nen niman ya inusar yo na amay Petromax. Gawa yo

lamet may singa ginawa yo ed kandila insan yo met i-kompiot may candle power

na Petromax. Ilista yo so resulta ed samay chart.

8. Untan met so gaween ed samay LED tan arom ni ran apili yon panagsilew da ray

sumisigay.

Q2. Siopa ed sara may inusar yon panagsilew da ray sumisigay so sangkaliwawaan?

32

Part 3: Distansya tan Kaliwawa na Sisilew

9. Iposisyon yo sirin may mas maliwawan silew (LED o Pretromax) 20 inches o 50 cm

manlapud samay kiyew. Kompiot yo natan so kaliwawa to (candela power).

10. Iyasinger yo may maliwawan silew ya apili yo na 10 cm ed samay kiyew insan yo

lamet i-kompiot may kaliwawa (candela power).

11. Ulit yo yan mamindua ni. Diad maminsan ya pan-ulit iyasinger yo lamet may silew

10 cm ed samay kiyew. Insan iyasinger lamet na 10 cm. I-kompiot yo lamet may

candela power insan yo ilista may resulta ed samay kumaduan chart.

Q3. Panun yo natan ya pantugyopen so distansya’y silew ed say kaliwawa to?

____________________________________________________________________________

33


Objective(s):

Chart 1. Kaliwawa’y Sisilew

Silew Kaliwawa Candle-Power

(Candela)

Petromax

LED

Chart 2: Distansya tan Kaliwawa na Sisilew

Distansya manlapud Kiyew(cm) Obserbasyon Candle-Power

(Candela)

50 40 30 20 10


Name

Score

Year and Section

Group Number

Date Performed

Date Submitted

Name of Instructor

Activity 3: Silew na Sumisigay! WORKSHEET

34


concept that there are many sources of light. The brightness of these

is dependent on the conversion of energy from chemical to light.


place and some local materials can best help them deduce the concept

stated. Further, they must also appreciate the fact as science students

they can be of help to the local fishing industry by providing the

fisherfolks the idea which light source is most benefical.













measurement.




Teaching Tips

35

Objectives

Diad sayan aktibidad, say naantaan tan nagamuran yo ran manaaral ya ogugaw et;

1. Makapandisenyo kayo na “color wheel spectrum”; 2. Makapan-obserba kayo na special properties na silew ya singa say kolor.

Materials Needed

prism o ballpen ya panda

paper

melag ya kahon na sapatos

Color Spectrum Wheel Pattern

cardboard or illustration board

button fastener

glue o kula

taloran lente

ambalanga, berde tan asul ya plastik

Procedure

Part 1: Say Kolor na Silew

1. Itapew yo may melag ya kahon ed say papel ya amputi.

2. Insan diad sa may tapew na kahon iyan yo may prism o ballpen ya panda.

3. Ilera yo piano nasinagan na agew. Nengneng yo no anto’y umpaway dimad sama’y

amputin papel.

Silew na Kolor na Silew

Activity

4

36

Part 2: Spectrum Wheel

1. Katlien may pattern ya iter ed sikayo na maestra o maestro yo.

2. Unor yo may pattern tan manggawa kayo met na abot ed samay Freq, Wavelength.

3. Katlien yo met may asinger ed pegley tan manggawa kayo’y singa bintana diad

asinger ed pegley.

4. Pan-ulupen yon dua irayan bilog o spectrum wheel. Say walad tapew et amay walay

abot tan bintana to ra.

5. Manggawa kayo natan na melag ya abot ed pegley. Insan manusar kayo’y button

fastener piano aga mansian may duaran bilog o spectrum wheel.

6. Sali yo sirin no susto’y ginawa yo. No itelek yo may walad tapew et nanengneng yo

ed samay diad abot so kolokolor ya singa akasulat ya ambalanga kwanto, insan

dimad samay “W,F, E” et nanengneng yo ray numero parad ambalangan kolor, anta

yon susto’y ginawa yo.

Part 3: Characteristics na Silew

1. I-posisyon yo may tapew ya bilog piano nanengneng yo may “color spectrum” ya

walad dalem. Mibansag yo met ya nanengneng may walad dalem na Wavelength,

Frequency, Energy.

2. Patelek yo may walad tapew ya wheel tapiano makala kayo na pigaran

kombinasyon. Insan yo sulatan may chart ed page 25.

Part 4: Panu-ulope’y Kokolor

1. Balkot yo na plastik may lente. Say sakey ya lente balkot yo’y ambalangan plastik. Amay sakey balet berde tan amay kumatlon lente, asul.

2. I-switch yo natan piano unsinag so silew na taluran lente ed amputi ya screen. Nengneng yo so kolor dara’y silew na lente ed samay screen. Natan ibatan yo la may tepet ya kumawalo tan kumasiam.

3. Pasinagen yo natan may silew na lente mintras ya akapeket ni may plastik. I-petek yo’d screen piano malinew yon nanengneng so panmaliwan no pan-ulupen ira’y kokolor. Isulat yo’y anengneng yo dimad worksheet.

37

4. Sali yo met ya usaren yan website piano nanengneng yo panun to so panuulupa’y sansananey ya sisilew.

a. http://users.hal-pc.org/~clement/Simulations/Mixing%20Colors/rgbColor.html

b. http://www.cs.brown.edu/exploratories/freeSoftware/repository/edu/brown/cs/exploratories/applets/combinedColorMixing/combined_color_mixing_java_plugin.html)

5. Kompleto yo natan may chart ya kumatlo.

Guide Questions

Q1: Anto ran kolor so anengneng yo ed samay amputin papel?

Q2: Panun to’y inkalira da ra yan kokolor?

Q3. Anto’y na-obserbaan yo ed samay kakabaleg na frequency?

Q4. Anto’y nagagawa ed wavelength no unbabaleg so frequency?

Q5. I-kompiot yo natan may wave speed. Anto’y obserbasyon yo ed say wave speed na kokolor?

Q6. Anton kolor so sangkabalegan so frequency to? Sangkabalegan so wavelength to?

Q7: Anto may kolor na silew ya anengneng yo kapaway tod samay plastic?

Q8: Panun yon pangkumparaen may kolor na plastic tan kolor na silew ya pinmaway ed

plastic?

Q9. Anto’y nanengneng yon silew no pan-ulupen yo’y:

Ambalanga tan Asul = ________________________________

Asul tan Berde = _____________________________________

Berde tan Ambalanga = ______________________________

Ambalanga tan Berde tan Asul = ______________________

Ambalanga tan Berde tan Asul = ______________________

http://users.hal-pc.org/~clement/Simulations/Mixing%20Colors/rgbColor.html


http://www.cs.brown.edu/exploratories/freeSoftware/repository/edu/brown/cs/exploratories/applets/combinedColorMixing/combined_color_mixing_java_plugin.html



38

39


Objective(s):

Chart 1. Kolor na Silew

Kolor Frequency Energy Wavelength Wavelength x

Frequency

Red

Orange

Yellow

Green Blue

Violet

Name

Score

Year and Section

Group Number

Date Performed

Date Submitted

Name of Instructor

Activity 4: Kolor na Silew... WORKSHEET

Obserbasyon

40

Chart 2. Kolor na Sisilew

Kolor na PLastic Kolor ya Anengneng yo ya pinmaway ed plastik

Ambalanga (Red)

Berde (Green)

Asul (Blue)

Chart 3. Panuulupa’y Kokolor


Color of light Color that you

see Color of pigment Color that you see

Red + blue Cyan + magenta

Red + green Cyan + yellow

Blue + green Magenta + yellow

Red + blue + green Magenta + yellow + cyan

Ambalanga + Asul = ___________________________

Asul + Berde = ________________________________

Berde + Ambalanga = __________________________

Ambalanga + Berde + Asul = ___________________

Obserbasyon

41

1. The major objective in this part is to deduce from the students other

special properties of light such as color.


place and some local materials can best help them deduce special

properties of light like color.













measurement.




Teaching Tips

42

1. Anto ira’y naaralan yo ed sayan unaan ya aaralen ya nipaakar ed Silew tan

Pakanengneng?

2. Anto ira’y mararakep ya esperyensya yo nen aaralen yo raya’y nipaakar ed silew tan

pakanengneng?

3. Anto met ira’y mausa-usar ed sikayo ya naaralan yo ed saya? Akin et nibaga yon

mausa-usar?

4. Mas mainumay ed sikayo o mas mairap no Pangasinan so usar na salita no manaaral

kayo’y Physics? Akin ey?

Name

Year and Section

Date Submitted

Name of Instructor

Log Sheet #1: Silew tan Pakanengneng JOURNAL

43

8. You may summarize the lesson by letting the students fill in the

journal log sheets. From there you can start the discussion of the

summary of the lesson. You can also discuss their comments and

reflection on the different activities that were conducted.

9. Also discussion of how culture and language were used in the

attainment of the different concepts is needed so as to note the insight

of students on the use of local traditions, culture and language in the

teaching of physics concepts.

10. You may also introduce the alternative or performance assessment

prepared for this unit and how the concepts that they were able to

deduce be of help in the accomplishment of the project.

End of Lesson Notes

44

Objectives


1. Naberipika tayo may “law of reflection”. 2. Makapan-obserba kayo no panun to ya makagawa na imahe so sakey ya ordinaryon

salming.

Materials Needed

ordinaryon salming

kuwadradon kiyew

ruler

protractor

pins

papel ya pan-drawingan

goma

tape

laser pointer

Procedure:

1. Man-drawing kayo na linyan ngaranan yo na XY diad pegley na sakey ya malinis ya papel. Iyan yo natan may ordinaryon salming ed sayan linya (XY). Nengneng yo balet ta nepeg et samay arapan na salming so akalinya ed samay XY no iyan yo may salming. Nepeg met ya amay salming et maka-alagey ya bukor. Sarag yon ipeket ed samay kiyew. Manusar kayo na goma o tape piano naipeket yo may salming. Tombok yo may drawing ed kawanan. (Figure 13)

2. Mangiyan kayo na pin ed samay pwesto na “O”. Say

Silew na Say Imahe ed Ordinaryon Salming...

Activity

5

Figure 2: Panag-usar na Salming

Arap na salming

45

distansya na “O” manlapod samay salming et mga 3 cm o 4 cm.

3. Mangiyan kayo natan na ruler ed samay papel. Sarag yon i-alig ed samay drawing ya angiyan ed samay “A”. Say kaarawi to yan pwesto nepeg et duga labat ya makapangawa na angle ya AEB ya unpara ed 30o

4. Pwesto kayod samay “A” tan nengneng yo natan may “O” ed samay salming. I-drawing yo natan may linya ya tutumbuken na ruler. Aya may tatawagen ya line of sight.

5. No asumpal kila, gawa yo met ya’y ginawa yo ed “A” ed samay sakey nen pwesto, “D”.

6. Ekal yo natan may salming no asumpal kila ed samay “D”. I-deretso yo natan ya i-drawing may duaran “lines of sight” manlapud “A” tan manlapud “D” anggad makapan-abetan ira. Amin balet ya linya ya manlapod lagpas na XY ya linya ed manusar kayo na “dashed” lines.

7. Natan drawing yo may linyan OE tan OG. Arayan linya may tatawagen ya “incident ray” to may silew manlapud sa may pin papa-unlad samay salmin.

8. Drawing yo natan may linyan EB tan GC “perpendicular” ed samay salming o dimad samay linyan XY. Sukat yo natan may linyan FO tan FI (millimeters). Man- usar kayo na protractor piano nasukat yo may angles of incidence OEB tan OGC.Insan amay angles of reflection AEB tan DGC.

9. Nengnengen tayo natan no duga so ginawa tayo. Ipawil yo natan may salming ed XY. Man-usar kayo na laser pointer insan ipetek yo ed samay “O”. Tumbok yo may linyan OE tan imatunan yo no say batiken to may silew et samay linyan EA. Sali yo met ya ed samay linyan OG tan GD.

Guide Questions:

1. Ikompara yo pa’y angle of incidence tan angle of reflection.

2. Anto’y nidumaan na distansya na sakey ya gamit ed say distansya na imahe to man ya gamit manlapud samay salming?

3. Inner so pakanengnengan yo na imahe to may pin no unarap ed salming?

46


Objective(s):

Name

Score

Year and Section

Group Number

Date Performed

Date Submitted

Name of Instructor

Drawing

Activity 5: Say Imahe ed Ordinaryon Salming... WORKSHEET

47

Chart 1. Resulta’y Eksperiment

Length of line OF ____________________

Angle OEB ____________________

Angle OGC ____________________

Length of line IF ____________________

Angle AEB ____________________

Angle DGC ____________________

% Difference ____________________

% Difference ____________________

% Difference ____________________


%𝐷𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑐𝑒 = |𝑀𝑒𝑎𝑠𝑢𝑟𝑒𝑚𝑒𝑛𝑡 1 − 𝑀𝑒𝑎𝑠𝑢𝑟𝑒𝑚𝑒𝑛𝑡 2|

𝑀𝑒𝑎𝑠𝑢𝑟𝑒𝑚𝑒𝑛𝑡 1 + 𝑀𝑒𝑎𝑠𝑢𝑟𝑒𝑚𝑒𝑛𝑡 2

2 𝑥100

48


law of reflection that the indicent angle is equal to the reflection

angle. Further, they should realize how images are formed by

mirrors.


place and some local materials can best help them verify the law of

reflection and how images are formed by different kinds of mirrors













measurement.




Teaching Tips

49

Objectives


1. Makapan-survey ed saray karakelan ya taga Pangasinan no anto paninisyaan da ni may

pamahiin ya no unkikirmat nepeg ya sakubay salming o espijo.

2. Makapan-disenyo na aktibidad piano na-testing yan pananisya o pamahiin daray taga

Pangasinan.

Materials

salming

ruler

protrator

chalk

pentelpen

manila paper

General Instructions

1. Natan ta inikdan kayo la na materyales, manggawa kayo na procedure ya tumbuken yo

(mga 5 to 6 steps) piano na testing yo no tuatuwa may pamahiin nipaakar ed salming o

espijo.

2. Aramay criteria no panun kayon itday grado et inyan la ed chart pero sikayo tan say

maestra yo so manbaga no anto ray limitasyon na sinansakey ya score ed bawat criteria.

Silew na Espijo tan Kirmat...

Activity

6

50

Espijo tan Kirmat

Sample Rubric Scoring

Task/

Criteria 4 (Exemplar) 3 (Accomplished) 2 (Developing) 1(Beginning) Score

Experiment

Procedure

Mainumay ya

unuren o

tumbuken

anggano

pigpigara.

Nasumpal ed

suston oras.

Completo tan

mainumay labat

ya naanam ira’y

usaren ya

materyales

Wala’y “safety

preacuation” ya

akapila met.

Mainumay ya

unuren balet

dakel ya “steps”

so inpila.

Nasumpal ed

suston oras

Completo ira’y

materyales

balet medyo

mairap ya

anapen iray

arum.

Wala’y “safety

precaution” ya

akapila met.

Mainumay ya

unuren balet

dakel ya

“steps” so

inpila.

Nasumpal ed

suston oras

Completo

ira’y

materyales

balet medyo

mairap ya

anapen iray

arum.

Anggapo’y

“safety

precaution”

ya akapila

met.

Mainumay ya

unuren balet

dakel ya

“steps” so

inpila.

Aga nasumpal

ed suston

oras

Completo

ira’y

materyales

balet medyo

mairap ya

anapen iray

arum.

Wala’y “safety

precaution”

ya akapila

met.

Resulta na

Experiment

Try-out/

Feasibility

Cooperation

tan Team

Work

TOTAL

51


Objective(s):

Name

Score

Year and Section

Group Number

Date Performed

Date Submitted

Name of Instructor

Activity 6: Espijo tan Kirmat WORKSHEET

Procedure (Pan-testing)

52

1. The major objective in this part is to let students verify the law of

reflection and give scientific meaning to the old tradition of the

Pangasinan regarding mirrors and lightning.


place and some local materials can best help them verify the law of

reflection and give scientific meaning to the old tradition of the

Pangasinan regarding mirrors and lightning.












conducting experiments; (2) Data gathering procedures and

measurement; and (3) Rubric Scoring Guide.




Teaching Tips

53

1. Anto ira’y naaralan yo ed sayan unaan ya aaralen ya nipaakar ed Salming tan

Repleksyon?

2. Anto ira’y mararakep ya esperyensya yo nen aaralen yo raya’y nipaakar ed Salming

tan Repleksyon?

3. Anto met ira’y mausa-usar ed sikayo ya naaralan yo ed saya? Akin et nibaga yon

mausa-usar?

4. Mas mainumay ed sikayo o mas mairap no Pangasinan so usar na salita no manaaral

kayo’y Physics? Akin ey?

Name

Year and Section

Date Submitted

Name of Instructor

Log Sheet #2: Salming tan Repleksyon JOURNAL

54









3. You may also check on their progress regarding the alternative or

performance assessment prepared for this unit and how the concepts

that they were able to deduce be of help in the accomplishment of the

project.

4. Introduce the Rubric Scoring Guide for the performance assessment

and guide them on how to use the rubric as their guide in the

preparation of their project.

End of Lesson Notes

55

Objectives


1. Makapan-survey ed saray karakelan ya taga Pangasinan no dakel so walay sakit na mata

da.

2. Makapan-survey ed saray karakelan ya taga Pangsinan no anto ray gagawaen dan

panagpatambal tan no mansasalming ira.

3. Makapan-testing ira no panunton makagawa na “images” so lenses tan anto ran klasin

imahe so nagagawa.

Materials

concave lens

convex lens

meterstick

inuman ya plastic (plastic cup)

buer o yasa

barbeque stick o anawet ya straw

lente o flashlight

amputin tela o papel parad screen

cardboard

cutter

pentelpen

manila paper

Silew Lente - Lente tan aray Sakit ed Mata!

Activity

10

56

Procedure

Part 1: Survey

1. Say unaan ya gaween et manggawa kayo na interview protocol ya singa sa

may ginawa yo ed inmunan unit.

2. Man-survey kayo ed saray taga Pangasinan no wala ray sakit na mata ra tan

anto ra tan ya sakit. Itepet yo met kumon no akalaan da ra yan sakit ed mata.

3. Man-surey kayo met no anto ran klase panagpatambal o pantatambal so

gagawaen da. Antoy uunaen dan panagpatambal: doktor or albolaryo? Anto

ray ipapagawa dan pantambal ed sikara.

4. Nengneng yo met no pigara ed saray akatongtong yo et mansasalming. Tepet

yo met no parad iner may salming da? Anton sakit na mata so tatambalen to

man ya salming.

Part 2: “Focal Length” na Salming

1. Iprepara yon amin iray materyales. Mangikarga kayo na buer o y asa ed

samay plastik ya baso.

2. Ipeket yo natan ed sansakey ya barbeque stick imay salming ya concave tan

salming ya convex.

3. Manpili kayo natan na anggano antotan (e.g. kiyew o sengeg na mangga) ya

nanengneng ed paway na bintana.

4. Benbenan yo ni may barbeque stick ya no iner akapeket may convex lens

insan yo ipetek may salming ed amputi ya papel. Igalaw galaw yo may

salming ya convex anggad nanengneng yon malinew may kiyew.

5. No malinew may imahe na kiyew ed samay amputin papel, sukat yoy kaarawi

to may salming o lens manlapod samay papel. Aya may tatawagen dan “ focal

length”.

6. Gawa yo pa lamet ya mamindua insan ala yoy average to may focal length.

7. Gawa yo met irayan amin balet say usaren et concave lens.

Q1: Anto may tantsa yon sukat na focal length to tay salming?

_____________________________________________________________________________________________

_______________________________________________________________________________________

57

Part 3: “Imahe” daray Salming

1. Natan ta anta yo lay focal length to may lens o salming yo, sarag tayo lan

gapuan so pannengneng na nidumaduma iran imahe ya nagawa na salming

(convex lens).

2. Usar yo may cardboard piano makapanggawa kayo’y sakob to may flashlight.

Diad samay sakob ya cardboard drawingan yo na arrow.

3. Usar yo natan may cutter piano na-ekal yo may arrow. Ipeket yo may sakob

ed samay flashlight o lente.

4. Mangipeket kayo met na amputin papel ed sakey ya barbeque stick. Aya may

gaween tayon screen.

5. Iturok yo ra yan barbeque stick ed sansakey ya bason plastik ya walay buer

to piano unalagey ya bukor may salming (lens) tan screen.

6. Panlinyaen yo ira yan talo: flashlight o lente, lens o salming tan screen.

7. Manusar kayo ni na ruler piano namarkaan yo may focal length to may lens

diad arap tan beneg to may lens.

8. Iposisyon yo natan imay lente ed sansananey ya position: (1) diad focal

point, (2)pegley na focal point tan lens, (3)pegley na focal point tan

distansyan mamidua to may focus, (4) distansyan mamidua may focus.

9. Ed sarayan position, i-galaw galaw o i-adjust yo may lens piano makala kayo

ya malinew ya imahe to may arrow dimad samay screen.

10.No wala lay imahe ed balang sakey ed sarayan position i -sulat yo lad samay

chart no anto naimatunan yo ed samay imahe.

Q2: Anto’y naimatunan yon relasyon na distansya’y amay tuwa n “object” tan amay

distansya’y imahe to?

____________________________________________________________________________________________________

____________________________________________________________________________________________________

________________________________________________________________________________________

58


Objective(s):

Part 1: Resulta’y Survey

Name

Score

Year and Section

Group Number

Date Performed

Date Submitted

Name of Instructor

Activity 10: Lente - Lente tan aray Sakit ed Mata WORKSHEET

Resulta’y Survey

59

Part 2: Focal Length na Salming

Focal Point

60

Part 3: Imahe da ray salming o lens

Posisyon na Arrow

manlapod salming

Distansya’y Arrow

manlapud salming

Distansya’y imahe na arrow

manlapud salming

Klase na imahe (real o virtual)

Ingkaalagey na imahe

(akaalagey o baliktad)

Kabaleg na imahe

ikumparad samay tugtua

Diad focus

Pegley na focus tan lens

Pegley na focus tan mamiduan focus

Diad distansyan mamiduan focal length

Lagpas na mamiduan focal length

61

1. The major objective in this part is to let students conduct survey on

the major diseases of the eyes most Pangasinan folks are suffering

from and let them explore how images are formed by the different

kinds of lenses.


place and some local materials can best help them verify the

commonly held beliefs of Pangsinan folks regarding eye defects and

diseases and how these are treated.






experiments. You may need to discuss first safety preacutions;

protocols; and how to make interview protocols. Make them aware

that these procedures may be of big help to them when they make or

engage in bigger projects such as Science Investigatory Projects or

Thesis.



conducting experiments; (2) Data gathering and analysis procedures

and measurement; and (3) Interview Protocols and Survey sheets.




Teaching Tips

62

Objectives


1. Makapan-gawa na pinhole kamera manusar na materyales ya mainumay met ya anapen.

2. Makapan-kumpara na imahe ya nanengneng na mata tan nanengneng ed pinhole

kamera.

Materials

kahon

bombilya

tanslucent ya screen

convex lens

Procedure

1. Manggawa kayo na pinhole kamera ya singa

say walad figure 39 .

2. Benbenan yo yan kamera ya aka-arap may

butaw ed samay bombilyan aka-silew.

Nengneng yo may screen. Ibaga tan isulat yo

ran amin so naimatunan yo ed samay

worksheet.

3. Iyan yo natan may convex lens diad arap na

butaw. Nengneng yo may screen. Ibaga tan

isulat yo ran amin so naimatunan yo ed

samay worksheet.

4. Igalaw galaw yo may convex lens. Iyarawi

tan iyasinger yo insan yo obserbaan so nagagawa ed screen.

5. Man-research kayo no panun ton nagagawa so imahe ed mata insan yo natan

ya ikumpara ed kamera.

Figure 3: Pinhole Kamera http://christraffphoto.wordpress.com/2012/0

3/13/the-basic-pinhole-camera/ (downloaded

June 2012)

Silew Pinhole Kamera tan say Mata

Activity

12

http://christraffphoto.wordpress.com/2012/03/13/the-basic-pinhole-camera/

http://christraffphoto.wordpress.com/2012/03/13/the-basic-pinhole-camera/

63

Guide Questions:

1. Parad iner may convex lens ed kamera? Panun ton makatulong ed panag-gawa na

imahe to may kamera?

2. Anto’y epekto no iyarawi o iyasinger yo may convex lens?

3. Ipanengneng yo pa no panun ton nagawa may imahe ed screen no walay lente (convex)

tan no anggapo. Man-usar kayo na ray tracing ya proseso.

64


Objective(s):


Name

Score

Year and Section

Group Number

Date Performed

Date Submitted

Name of Instructor

Activity 12: Pinhole Kamera tan say Mata WORKSHEET

Aray Naimatunan tan Pang-kumpara’y

mata tan Kamera

65

1. The major objective in this part is to let students observe the image

formed by a pinhole camera and how the image is compared to

how the human forms images.


place and some local materials can best help them verify how images

are formed in a camera and how does this image compare with how

the human eyes works to form the same images.













measurement.




8. Using the module, discussion on eye defects and probable treatment

can be included to present a better view of sight and vision.

9. Then compare how treatment is done then traditionally and

treatment is done now.

Teaching Tips

66

Objectives


1. Makapankumpara kayo na telescope tan microscope.

2. Makapan-ray traceng kayo piano naala yo so imahe na telescope tan microscope.

Materials

ruler

oslo ya papel

lapis

sansananey ya kolor ya ballpen

optical bench tan iray lente (convex tan concave) --- optional balet

Procedure

1. Say unaan ya gawaen et man-research kayo no anto ray piparehuan tan pidumaan na

telescope ed microscope.

2. Isan man-ray tracing kayo piano naantaan yo no panun to’y imahe na telescope ed

microscope.

3. Ala yo natan may optical bench tan iray lente insan kayo mangi-set up na telescope isan

yo salien no duga may nala yon imahe ed samay a-research yo.

4. Untan met so gawaen yo ed samay microscope.

5. Isulat yon amin so resulta yo ed samay worksheet tayo.

Guide Questions:

1. Anto’y pidumaan na telescope ed microscope? 2. Kapigan usaren so microscope tan kapigan met usaren so telescope? 3. Panun tayon usaren irayan optical instruments ya tulong ed mata ed paka-aliguas na

Pangasinan?

Silew Microscope tan Telescope

Activity

13

67


Objective(s):

Klasen Ebat Microscope Telescope

Ebat ed Pangasinan

Ebat ed English

Name

Score

Year and Section

Group Number

Date Performed

Date Submitted

Name of Instructor

Activity 13: Microscope tan Telescope WORKSHEET

68


Ray Tracing (Microscope)

Ray Tracing (Telescope)

69

1. The major objective in this part is to let students verify the major

similarities and differences of a telescope and a microscope. Partly,

students wil be able to realize that these optical instruments are

applcications of how lenses and mirrors are used for practical and

scientific pruposes.












conducting experiments; (2) Data gathering procedures and

measurement; and (3) Ray Tracing Techniques.

5. During the activity, make sure to follow up and check their progress


the guide questions

Teaching Tips

70

Name

Year and Section

Date Submitted

Name of Instructor

Tepet Ebat ed Pangasinan Ebat ed English

1. Anto ira’y naaralan yo ed sayan unaan ya aaralen ya nipaakar ed Silew tan Pakanengneng?

2. Anto ira’y mararakep ya esperyensya yo nen aaralen yo raya’y nipaakar ed silew tan pakanengneng?

3. Anto met ira’y mausa-usar ed sikayo y naaralan yo ed saya? Akin et nibaga yon mausa-usar?

4. Mas mainumay ed sikayo o mas mairap no Pangasinan so usar na salita no manaaral kayo’y Physics? Akin ey?

Log Sheet #3: Mata, Pakanengneng tan Lente JOURNAL

71









3. This will be the part where you evaluate how good they performed in

terms of the performance assessment you have provided. In this part,

the students present their outputs for critiquing and assessment.

End of Lesson Notes

72

Answers to Pre-Test/Post Test

Geometric Optic: Refraction Geometric Optic: Reflection Light and Spectroscopy Concept Inventory

1. A 1. A 1. E.

2. B 2. C 2. C

3. A 3. C 3. A

4. B 4. A 4. D

5. A 5. C 5. A

6. D 6. A 6. C

7. A 7. B 7. C

8. A 8. C 8. A

9. A 9. A 9. B

10. A 10. B 10. C

11. C

12. D

13. A

14. D

15. A

16. C

Solutions

Geometric Optics Concept Test (Refraction)

4. v=𝑐

𝑛=

3 𝑥108𝑚/𝑠

3.5= 8.6 𝑥 107𝑚/𝑠

5. v=𝑐

𝑛=

3𝑥108𝑚

𝑠

1.3= 2.31 𝑥 108𝑚/𝑠

𝑓 =𝑣

=

2.31 𝑥 108𝑚/𝑠

6.0 𝑥 10−7𝑚= 3.76 𝑥 1014𝐻𝑧

6. 𝑣𝑔𝑙𝑎𝑠𝑠 =𝑐

𝑛=

3 𝑥108𝑚/𝑠

1.65= 1.81 𝑥 108𝑚/𝑠

𝑣𝑝𝑙𝑎𝑠𝑡𝑖𝑐 =𝑐

𝑛=

3 𝑥108𝑚/𝑠

1.65= 1.948 𝑥 108𝑚/𝑠

73

References

Science and Technology IV-SEMP: Physics. (2004). Book Media Press, Inc.

Hewitt, Paul. (1989). Conceptual physics (6th Ed.) London: Scoot, Foresman and Company


http://www.cs.brown.edu/exploratories/freeSoftware/repository/edu/brown/cs/exploratori

es/applets/combinedColorMixing/combined_color_mixing_java_plugin.html

http://www.shs.d211.org/science/faculty/MJP/s369/light/docs/RayDiagrams.htm

www.uky.edu/~kdbrad2/.../Rubrics/Survey.do..

Geometric Optics: REFLECTION Multiple Choice Concept QuestionsCamosun College

www.luick.disted.camosun.bc.ca/documents/ReflectionMCP10.pdf Retrived last May 2012.

Geometric Optics: REFRACTION Multiple Choice Concept QuestionsCamosun College

www.luick.disted.camosun.bc.ca/documents/RefractionMCP10.pdf Retrived last May 2012.

Bardar, Erin M; Prather, Edward E.; Brecher, Kenneth; and Slater, Timothy. 2006. Development

and Validation of the Light and Spectroscopy Concept Inventory. Association of Universities for

Research in Astronomy, Inc.

http://aer.aas.org/resource/1/aerscz/v5/i2/p103_s1 Retrieved last May 2012.




http://www.shs.d211.org/science/faculty/MJP/s369/light/docs/RayDiagrams.htm

http://www.uky.edu/~kdbrad2/.../Rubrics/Survey.do

http://www.luick.disted.camosun.bc.ca/documents/ReflectionMCP10.pdf%20Retrived%20last%20May%202012

http://www.luick.disted.camosun.bc.ca/documents/RefractionMCP10.pdf

http://aas.org/

http://aas.org/

http://aer.aas.org/resource/1/aerscz/v5/i2/p103_s1

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