Module 6 light

Force, Motion & Energy(Module 6: Light)

Flow of the Session

• Preliminaries– Focus of Quarter 1– Transitions from grades 3-6 and 7 – 10– Transition from grade 7 to 8– Grade 8 key standard– Standards and Learning Competencies

• Key questions of the Module• Objectives of the Session• Session Proper

Focus of Quarter 1

• Identifying the effects of some factors on the motion of an object based on the Laws of Motion.

• Differentiating the concept of work as used in science and in layman’s language.

• familiarization with the factors that affect the transfer of energy such as temperature difference and the type (solid, liquid, or gas) of the medium.

Preliminaries

Grades 3 -6

Sources & UsesProperties and Characteristics

Colors and ability of materials to transmit light

Energy transformation

Preliminaries

Grades 3 -6

Grade 3

Observe and identify sources of light, sound, heat, & electricity

Grade 5Different objects interact with sound & lightEffects about the effects of light and sound

Grade 4

Sound and Light travels from the source

Grade 6Energy exists in diff forms such as light & soundDemonstrate how energy is transferred using simple machine

Preliminaries

Grades 7 - 10

Characteristics of Light (intensity, brightness, frequency, wavelength)

Components of Light and other Characteristics related to colors

Image formation (mirrors, lenses and other optical instruments)

Preliminaries

Grades 7 – 8 Transition

Students recognize that different forms of energy travel in different ways−light and sound travel through waves, heat travels through moving or vibrating particles, and electrical energy travels through moving charges.

Students learn that transferred energy may cause changes in the properties of the object. They relate the observable changes in temperature, amount of current, and speed of sound to the changes in energy of the particles

Preliminaries

Grades 7 – 8 Transitionrelates characteristics of light such as color and intensity to frequency and wavelengthdesigns and implements an experiment that shows that light travels in a straight lineinvestigates the relationship between light intensity and the distance from a light source through fair testing

demonstrates the existence of the color components of visible light using a prism or diffraction gratingexplains the hierarchy of colors in relation to energyexplains that red is bent the least and violet is bent the most according to their wavelengths or frequencies

Preliminaries• Content Standard

– demonstrates understanding of some properties and characteristics of visible light

• Performance Standard– discusses about phenomena such as blue sky, rainbow, red sunset

using the concept of wavelength and frequency of visible light

• Learning Competencies– demonstrates the existence of the color components of visible

light using a prism or diffraction grating– explains the hierarchy of colors in relation to energy– explains that red is bent the least and violet is bent the most

according to their wavelengths or frequencies

Key Questions of the Module

• How are refraction and dispersion demonstrated in light?

• Among the different colors of light, which is bent the most and the least?

• Why do we see spectacular events in the sky like rainbows, red sunset and blue sky?

Objectives

• At the end of the session, the participants should be able to:– relate lessons in Module 6 to some other lessons

covered within the quarter;– perform in groups Activity 2 of Module 6 for the

Quarter 1; and– use the result of the activity to explain that light is

composed of different colors and that these colors bend differently when light strikes an object like a prism.

SESSION PROPER

Previously....

Activity 1: Light Sources: Langis Kandila or Lampara

Activity 2: My Spectrum Wheel

Activity 3: Colors of Light – Color of Life!

Activity 4: Light Up Straight!

Previously....

Color of Light...Colors of Life

Make a color

spectrum wheel

Explore characteristics of color lights

Observe color combination

Previously....

Previously....

Activity 2: The Colors of the Rainbow...The Colors of Light?

• Objectives: Infer that…– white light is made up of many different color lights; and– each of these color lights bends differently when it

strikes objects like a prism.

• Materials:– A sunny window– A big bowl full of water– 2 sheet of white paper– A small mirror– Prism– Stack of books


• Procedure - Part A: ROY G. BIV on paper using a bowl of water 1. Place the bowl near the window. Make sure that

there is plenty of sunlight on that part of the window.

2. Set the mirror part way into the water facing the light.

3. Hold the piece of paper up to intercept the reflected beam.

4. Adjust the position of the mirror until you see color bands on the piece of paper .


• Procedure – Part B1. Position a stack of books near the window where

there is plenty of sunlight.2. Place a white sheet of paper on top of the stack of

books.3. On top of this sheet place the prism. Make sure that

sunlight from the window reaches the prism. 4. Position the prism until a rainbow or the colors of

light appear on the white sheet of paper.5. Use the table below to note the refractive indices of

the color lights in acrylic or crown glass.


Material/Color Light (nm) nAcrylic Red Orange Yellow Green Blue Violet

650600550500450400

1.4881.4901.4971.4951.5021.508

Crown Glass Red Orange Yellow Green Blue Violet

650600550500440400

1.5121.5151.5181.5201.5251.530


• Questions– Q1: List and arrange the observed colors according to how they

appeared on the paper.– Q2: Describe the position of the different colors after passing

through the prism.– Q3: Explain the dispersion of white light. Why is the prism or

water able to separate the colors of white light.– Q4: Compare your results in the first part with your results in the

second part. Are there any differences? What might account for the differences?

– Q5. What did you observe with the indices of refraction of the color lights in the acrylic prism?

– Q6. How would this indices of refraction account for the arrangement of color lights?

Summary & Integration

Going further...

• Activity No.3: Red vs Violet

• Activity No. 4: Which Color has the MOST Energy

• Activity No. 5: The Color Spectrum_Revisited

• Activity No. 6: Scientific Explanation behind My Beliefs

Summary & Integration

Previously…

• Activity 1: Light Sources: Langis Kandila or Lampara

• Activity 2: My Spectrum Wheel

• Activity 3: Colors of Light – Color of Life!

• Activity 4: Light Up Straight!

Going Further…• Activity 1: Refraction of Light

• Activity 2: The Colors of the Rainbow…The Colors of Light..

• Activity 3: Red vs Violet

• Activity 4: Which Color has the MOST Energy

• Activity 5: The Color Spectrum _Revisited

• Activity 6: Scientific Explanation behind My Beliefs

Thank you...

Education

Module 6 light