Ma Loreta Desalisa_g12_week6

Region X DIVISION OF GINGOOG CITY Gingoog City

Lesson Plan in Physics 2 Writer: Ma. Loreta R. Desalisa Gingoog City Comprehensive National High School 0936-234-1811 Content Standards

: Huygen’s Principle

Performance Standards : Use theoretical and, when feasible, experimental approaches to solve multiconcept, rich-context problems using concepts from electromagnetic waves, optics, relativity, and atomic and nuclear theory Learning Competency and Code experiments (wave versus Quarter:

: Narrate the story behind Young’s Two-slit particle) STEM_GP12OPT-IVf-31

4th

I. Objectives: At the end of 60 minutes, 100 % of learners are expected to: 1. compare wave theory and particle theory of light 2. state Huygens' theory of light 3. describe Young's double slit experiment II. Content: Subject Matter:

Huygens' theory of light and Young’s Two-slit experiment

Integration: ESP: English:

appreciation of the importance of light group output presentation

Strategies:

7E’s Learning Model, Cooperative Learning, brainstorming

Materials:

Laptop computer, LCD projector, light source, single slit card, double-slit card, paper screen

References:

Modern Technical Physics (Arthur Bieser); General Physics 2 (Dustin A. Cacanindin) ; Conceptual Physics (Paul G, Hewitt) Curriculum Guide 2016

III. Learning Tasks: Elicit

Materials

Light is what type of wave? What classification? How does light behave when it strikes an opaque material? Transparent material? What happens when two waves meet? When waves pass through obstacles like a slit?

Powerpoint slide

What is the nature of light? Engage Students by group to read the Reading text, manila paper, contradicting theories of Isaac marker pen Newton and Christian Huygens on the Wave Theory and Particle Theory of Light from a text provided in every group, brainstorming with members will follow and in a sheet of manila paper the group will accomplish the table showing the comparison between Wave Theory and Particle Theory of Light. Explore Students by group to perform the two-slit experiment of Thomas Young using the materials listed in the 2nd column

Light source (preferably a laser if available), single slit card, two slit card, white cardboard as screen, activity sheet

Explain Who can state Newton’s Particle Theory of Light? What evidence supports this theory? Who can state Huygens Wave Theory of Light? What evidence/s support/s this theory? What happens to light upon entering the two slits? When the two diffracted light from the two

Power Point Presentation

slits meet, what happens? In order to interfere, what should be the characteristic of the light that passes through the slit in terms of frequency, polarization and coherence? Who was the first to observe this phenomenon? When was it conducted? What theory is proven by the two-slit experiment? Elaborate If light acts as a particle, how many bands will appear on the screen? So, what will explain why the light will diffract and interfere making many bands or fringes on the screen just like what you observed in the two-slit experiment? Evaluate A. Identify each statement whether that of particle or wave theory of light: 1. Light consists of very tiny,elastic, rigid particles known as “corpuscles”. 2. These corpuscles on emission from the source of light travel in straight line with high speed. 3. Light is propagated in a form of longitudinal waves. 4. Different colors are due to different wavelengths of light waves. 5. The phenomena like light reflection, refraction, polarization and diffraction showed that light is

Power Point Presentation

a wave. B. Essay. Describe what you observed in Young’s two-slit experiment. Extend Make a research on the conditions needed for interference to occur emphasizing the properties of a laser.

Region X DIVISION OF GINGOOG CITY Gingoog City Lesson Plan in Physics 2 Writer: Ma. Loreta R. Desalisa Gingoog City Comprehensive National High School 0936-234-1811 Content Standards

: Two-source interference of light

Performance Standards : Use theoretical and, when feasible, experimental approaches to solve multiconcept, rich-context problems using concepts from electromagnetic waves, optics, relativity, and atomic and nuclear theory Learning Competency and Code : Determine the conditions (superposition, path and phase difference, polarization, amplitude) for interference to occur emphasizing the properties of a laser (as a monochromatic and coherent light source) STEM_GP12OPT-IVf-32 Quarter:

4th

I. Objectives: At the end of 60 minutes, 100 % of learners are expected to: 1. identify the conditions for interference to occur 2. Differentiate the types of interference 3. Give the properties of a laser II. Content: Subject Matter: Interference of Light Integration: ESP:

appreciation of the importance of light properties and its application to daily life

English:

group output presentation, communicating ideas

Strategies:

7E’s Learning Model, Cooperative Learning, brainstorming

Materials:

Laptop computer, LCD projector, manila paper, marker pen

References:

Modern Technical Physics (Arthur Bieser); General Physics 2 (Dustin A. Cacanindin) ; Conceptual Physics (Paul G, Hewitt) Curriculum Guide 2016

III. Learning Tasks: Elicit 1. What theory of light is illustrated by the 1st and 2nd diagrams below?

Materials

PPT slide

2. What theory was proven by Young’s double slit experiment? Engage Students by group to read the properties of a Reading text, manila laser light from a text provided in every group, paper, marker pen brainstorming with members will follow and in a sheet of manila paper the group will accomplish the table enumerating the properties of a laser. Explore Students by group to analyze the diagram below then determine and illustrate the result when the 2 waves meet given the situation. 1. crest of one wave meets crest of another wave

Manila paper, marker pen, ruler

2. crest of one wave meets trough of another wave

Explain What are the properties of a laser light? (monochromatic, coherent and in-phase)

Power point presentation

What should happen to the two waves that meet for interference to occur? (superposition) What is necessary for interference of light waves to take place? (same polarization) What factors affect the resultant wave? (path, phase difference and amplitude) When will destructive interference occur? Constructive interference?

Elaborate If the crest of a 2m wave meets the crest of another 2 m wave, What is the resulting wave during wave interference? If the crest of a 2m wave meets the trough of another 1m wave, what is the resulting wave?

diagram

Evaluate Answer the questions below in a 1/2 sheet of Paper. 1. What conditions are necessary for interference to occur? 2. How does constructive interference differ from destructive interference? 3. How is a laser light different from an ordinary light?

Extend

What factors affect the occurrence of thin film constructive and destructive interference?

Region X DIVISION OF GINGOOG CITY Gingoog City Lesson Plan in Physics 2 Writer: Ma. Loreta R. Desalisa Gingoog City Comprehensive National High School 0936-234-1811 Content Standards

: Interference in thin films

Performance Standards : Use theoretical and, when feasible, experimental approaches to solve multiconcept, rich-context problems using concepts from electromagnetic waves, optics, relativity, and atomic and nuclear theory Learning Competency and Code : Predict the occurrence of constructive and destructive reflection from thin films based on their thickness, index of refraction, and wavelength of illumination STEM_GP12OPT-IVf-34 Quarter:

4th

I. Objectives: At the end of 60 minutes, 100 % of learners are expected to: 1. describe thin-film interference 2. explain why thin-film interference happens 3. give the causes for the occurrence of the phenomenon 4. tell when constructive or destructive interference will occur II. Content: Subject Matter

: Thin Film Interference

Integration: ESP English:

:appreciate the importance of interference and diffraction in the occurrence of optical phenomenon ; demonstrate cooperation/ collaboration communicating individual ideas and group result presentation

Strategies:

7E’s Learning Model, Cooperative Learning, brainstorming

Materials:

Laptop computer, LCD projector, pictures, manila paper, marker pens, meterstick

References:

Modern Technical Physics (Arthur Bieser); General Physics 2 (Dustin A. Cacanindin) ; Conceptual Physics (Paul G, Hewitt) Curriculum Guide 2016

III. Learning Tasks: Elicit

Materials

What happens when light from two slits meet?

PPT slide

Engage What unusual thing can you see in the picture?

PPT slide

Explore Students by group to trace a single light Manila paper, colored ray that enters the soap bubble marker pens, meterstick showing the following: 1. reflected light ray hitting the outer part of the soap bubble 1.refracted light ray upon entering the boundary between thin film of the bubble and air inside 3. light ray reflected by the inner wall and coming out of the soap bubble 4. superposition of the two reflected light rays outside the bubble entering the eye of the observer

The groups should make 2 illustrations for the two possible situations that may occur. Explain When light hits on the first surface of a transparent film like a soap bubble, the light wave is partially reflected and partially transmitted. The transmitted part which is refracted upon entering the boundary is then reflected from a second surface and emerges back out of the film. Thus, coming out from the thin film are two light waves (1) wave reflected from front surface and (2) wave reflected from back surface. The two waves have different path optical lengths that is determined by the width or thickness of the film. The two waves will eventually interfere and the interference pattern observed will depend upon the thickness of the film. Take note also that the light wave travels through materials of different index of refraction. The wavelength of illumination will also affect the interference.

Power point presentation

In what situation do you think will constructive and destructive interference occur?

Elaborate PPT slide

Why can a compact disc display different colors? Where else can we observe display of colors aside from the rainbow in the sky? Evaluate Answer the following question in a sheet 1/2 sheet of paper of paper. 1. What is thin-film interference? 2. Why will thin-film interference happen? 3. What three factors will cause the occurrence of the phenomenon? 4.When will constructive and destructive interference occur?

Extend How do you think will the size of slit and distance of slit to screen affect the diffraction and interference pattern? Make research to answer this question.

Region X DIVISION OF GINGOOG CITY Gingoog City Lesson Plan in Physics 2 Writer: Ma. Loreta R. Desalisa Gingoog City Comprehensive National High School 0936-234-1811 Content Standards

: Intensity in interference pattern

Performance Standards : Use theoretical and, when feasible, experimental approaches to solve multiconcept, rich-context problems using concepts from electromagnetic waves, optics, relativity, and atomic and nuclear theory Learning Competency and Code : Relate the geometry of two-slit experiment set up (slit separation, and screen-to-slit distance) and properties of light to the properties of the interference pattern (width, location, and intensity) STEM_GP12OPT-IVf-33 : Solve problems involving interference using concepts such as optical path length, phase difference and path difference STEM_GP12OPT-IVf-g-36 Quarter:

4th

I. Objectives: At the end of 60 minutes, 100 % of learners are expected to: 1. identify the variables from the 2-slit experiment and wave characteristics that affects the properties of interference pattern 2. State the relationship between the geometric variables 3. Solve problems on interference II. Content: Subject Matter:

Conditions for fringes in interference pattern

Integration: ESP: English: Math: Strategies:

appreciate the importance of interference and diffraction in the occurrence of optical phenomenon ; demonstrate cooperation/ collaboration communicating individual ideas and group result presentation relating geometric variables, using equations and performing operations in solving problems 7E’s Learning Model, Cooperative Learning, Brainstorming

Materials:

Laptop computer, LCD projector, cartolina, marker pen

References:

Modern Technical Physics (Arthur Bieser); General Physics 2 (Dustin A. Cacanindin) ; Conceptual Physics (Paul G, Hewitt) Curriculum Guide 2016

III. Learning Tasks: Elicit

Materials

As observed in the 2-slit experiment, what was the result on the screen in the superposition of two coherent light waves? Engage PPT slide

Why is there a series of black and white bands or fringes on the screen? What creates the two colors of band?

Explore Are there geometric factors that affect the creation of black and white bands? Students by group to analyze the figure below and identify the geometric variables/quantities present that relates to the properties of interference pattern such as width, location and intensity

1/4 cartolina for output preparation, marker pen

x

x d ds d sd s p p p s1

d sin

2

p1

y

y

2

Explain Quantities involved in the 2-slit experiment set up are slit separation (d), screen-to-slit distance (x), wavelength (λ) which affects the width, location and intensity of fringes. The path difference also determines light and dark pattern. Bright fringes occur when the difference in path Δp is an integral multiple of one wave length λ. Dark fringes occur when the difference in path Δp is an odd multiple of one-half of a wave length λ/2.

Elaborate The equation in bright fringes is:

dy  n , n  0, 1, 2, ... x dy fringes  is: The equation in dark x

 n , n  1, 3, 5... 2

Sample problem: Two slits are 0.08 mm apart, and the screen is 1.5 m away. How far is the third dark fringe located from the central maximum if light of wavelength 630 nm is used?

Power Point Presentation

Evaluate Solve the problem below in a 1/2 sheet of paper. Two slits are 0.06 mm apart, and the screen is 1.0 m away. How far is the second dark fringe located from the central maximum if light of wavelength 620 nm is used?

Extend What is diffraction of light? When will it occur?

Region X DIVISION OF GINGOOG CITY Gingoog City

Lesson Plan in Physics 2 Writer: Ma. Loreta R. Desalisa Gingoog City Comprehensive National High School 0936-234-1811 Content Standards

: Diffraction from single-slits

Performance Standards : Use theoretical and, when feasible, experimental approaches to solve multiconcept, rich-context problems using concepts from electromagnetic waves, optics, relativity, and atomic and nuclear theory Learning Competency and Code: Relate the geometry of diffraction experiment set up (slit size, and screen-to-slit distance) and properties of light to the properties of the diffraction pattern (width, location, and intensity) STEM_GP12OPT-IVf-35 : Solve problems involving interference using concepts such as optical path length, phase difference and

path difference

STEM_GP12OPT-IVf-g-36 Quarter:

4th

I. Objectives: At the end of 60 minutes, 100 % of learners are expected to: 1. define light diffraction and describe when it will occur 2. Relate slit size and screen-to-slit distance to width, location and intensity of diffraction pattern 3. Solve problems on diffraction grating II. Content: Subject Matter:

Diffraction of Light

Integration: ESP:

appreciate the importance of interference and diffraction in the occurrence of optical phenomenon ; demonstrate cooperation/ collaboration

English:

communicating individual ideas and group result presentation

Math:

relating geometric variables, using equations and performing operations in solving problems

Strategies:

7E’s Learning Model, Cooperative Learning, brainstorming

Materials:

Laptop computer, LCD projector

References:

Modern Technical Physics (Arthur Bieser); General Physics 2 (Dustin A. Cacanindin) ; Conceptual Physics (Paul G, Hewitt) Curriculum Guide 2016

III. Learning Tasks: Elicit What happens to water waves when they enter openings or when they pass by obstacles? Engage

Explore

Students by group to analyze the figure below and explain the difference when light waves pass by the first slit and in the second slit. Why are the waves not bent in the first slit? Why are waves bent in the second slit?

Materials

Explain Diffraction is the ability of light waves to bend around obstacles placed in their path. Diffraction happens when light slightly bends as it passes through an obstacle like a slit. It occurs when the width of the slit is smaller than the wavelength of the incident light.

Waves bend into shadow

Barrier

A diffraction grating consists of thousands of parallel slits etched on glass so that brighter and sharper patterns can be observed than with Young’s experiment. Equation is similar. The grating equation:

d sin   n

n  1, 2, 3, ...

Power Point Presentation

d = slit width (spacing) = wavelength of light

d

= angular deviation

n = order of fringe

d

Elaborate Some natural phenomena that results from diffraction of light are: 1. Corona around the sun

2. halo around the moon

3. Silver lining at the edges of the clouds

Evaluate Solve the problem below in a 1/4 sheet of paper: Light (600 nm) strikes a grating ruled with 300 lines/mm. What is the angular deviation of the 2nd order bright fringe? Extend What are the postulates of the Special Relativity and their consequences?

Region X DIVISION OF GINGOOG CITY Gingoog City

Lesson Plan in Physics 2 Writer: Ma. Loreta R. Desalisa Gingoog City Comprehensive National High School 0936-234-1811

Content Standards

: Postulates of Special Relativity

Performance Standards : Use theoretical and, when feasible, experimental approaches to solve multiconcept, rich-context problems using concepts from electromagnetic waves, optics, relativity, and atomic and nuclear theory Learning Competency and Code : State the postulates of Special Relativity and their consequences STEM_GP12MP-IVg-39 Quarter:

4th

I. Objectives: At the end of 60 minutes, 100 % of learners are expected to: 1. state the postulates of special relativity 2. state the consequences of the postulates of special relativity

II. Content: Subject Matter:

Special Relativity

Integration: ESP:

realize the significance of Albert Einstein’s contribution to Modern Physics

English:

Communicating ideas while brainstorming with group mates

Strategies:

7E’s Learning Model, Cooperative Learning, brainstorming

Materials:

Laptop computer, LCD projector,

References:

Concepts of Modern Physics (Arthur Bieser); General Physics 2 (Dustin A. Cacanindin) ; Conceptual Physics (Paul G, Hewitt) Curriculum Guide 2016

III. Learning Tasks: Elicit

Materials

Anybody who knows the equation for energymass equivalence? Are you familiar with this equation?

E = mc2 Who discovered the relationship and formulated the equation? Do you know his greatest contribution to Modern Physics?

Engage How many of you here have experienced riding in a plane? Can you tell if you are at rest or in motion while inside the plane?

Explore A Comic strip on Special Relativity will be shown to the class. After the viewing, students by group will answer the questions on what they have seen and write their answers in a manila paper.

Explain What is the Theory of Special Relativity? What are the two postulates of the Theory of

Comic strip slides on theory of Special Relativity Manila paper, Marker pen

Special relativity? What happens to time, mass and length of a moving object as a consequence of the Theory of Special relativity?

Elaborate Special relativity refers to motion through a space Power Point Presentation at constant velocity Special relativity has two postulates: 1. The laws of nature are the same in all inertial reference frames. 2. The speed of light is constant in a vacuum at any inertial frames - time dilation, length contraction and massenergy equivalence part of its consequences Time dilation refers to how time is perceived by two observers in different positions relative to a moving body. A stationary observer perceives time slower relative to an observer in a moving frame. Length contraction is the shrinking of an object moving at relativistic speed. An observer at rest (relative to the moving object) would observe the moving object to be shorter in length. The amount of contraction of the object is dependent upon the objects speed relative to the ground Mass of a moving object measures

more.

Evaluate 1. What are the postulates of Special theory of relativity? 2. What are the consequences of the Special Relativity? 3. What happens to the length of the object moving near the speed of light? 4. What happens to the mass of the object moving near the speed of light? 5. Is time in the Earth’s observer shorter or

longer? 6. What happens to light as it travel in a gravitational field?

Extend Make a research on the relativistic equations for time dilation, length contraction and relativistic mass.

Region X DIVISION OF GINGOOG CITY Gingoog City

Lesson Plan in Physics 2 Writer: Ma. Loreta R. Desalisa Gingoog City Comprehensive National High School 0936-234-1811

Content Standards

: Relativity of times and lengths

Performance Standards : Use theoretical and, when feasible, experimental approaches to solve multiconcept, rich-context problems using concepts from electromagnetic waves, optics, relativity, and atomic and nuclear theory Learning Competency and Code : Apply the time dilation and length contraction formulae STEM_GP12MP-IVg-40 Quarter:

4th

I. Objectives: At the end of 60 minutes, 100 % of learners are expected to: 1. solve problems on time dilation, length contraction, and relativistic mass 2. Calculate time, mass and length

II. Content: Subject Matter:

Time Dilation, Length Contraction and Relativistic Mass

Integration: ESP:

Appreciate Einstein’s Theory of Special Relativity

English:

Communicating ideas with group mates and presenting outputs

Math:

using equations and performing operations in solving problems

Strategies:

7E’s Learning Model, Cooperative Learning

Materials:

Laptop computer, LCD projector, PPT slides

References:

Concepts of Modern Physics (Arthur Bieser); General Physics 2 (Dustin A. Cacanindin) ; Conceptual Physics (Paul G, Hewitt) Curriculum Guide 2016

III. Learning Tasks: Elicit

Materials

Is it possible to travel at the speed of light?What do you think will be its effect to the traveling body? Engage From our discussion yesterday, what will happen to the mass and length of a body traveling near the speed of light? What about time? How can we determine Their values? To determine the body’s dimension, the following are the equations: Time: t= t0 / √ 1-v2/c2 Mass: m = mo/ √ 1-v2/c2 Length:

h=h0 √ 1-v2/c2

Explore Students by group to apply the equations in Power Point presentation solving the following questions and prepare Manila Paper, pen marker their answers in the manila paper. 1. What is the mass of an electron (mo =9.1x10-31 kg) whose velocity is 0.80c? 2. An astronaut whose height on the earth is exactly 6.5 ft is lying parallel to the axis of a spacecraft moving at 0.90c relative to the earth. What is his height as measured by an observer on the earth? 3. An observer on a spacecraft moving at 0.7c relative to the earth finds that a car takes 50 min to make a trip. How long does the trip take to the driver of the car?

Explain Students will post their output on the board. One member will present their solution to the class. The problems will be answered using the appropriate equations and student’s output will be checked.

Power Point Presentation

Elaborate A man has a mass of 100 kg on the ground. Power Point Presentation When he is in a spacecraft in flight, his mass is 102 kg as determined by an observer on the ground. What is the speed of the spacecraft? Given: m0 = 100 kg Find: v m = 102 kg Solution: m = mo / √ 1-v2/c2 Evaluate Follow the sample computations to solve the problems below: 1. A spacecraft is moving relative to the earth. An observer on the earth finds that, according to her clock, 3601 s elapse between 1 pm and 2 pm on the spacecraft’s clock. What is the spacecraft’s speed relative to the earth? 2. A spaceship, 200 m long as seen on board, moves by the earth at 0.970c. What is its length as measured by an earth-bound observer? Extend Answer the problem below and show all your solutions in a 1/2 sheet of paper. Find the mass of an object whose rest mass is 1000g when it is traveling at 90% of the speed of light?

Region X DIVISION OF GINGOOG CITY Gingoog City

Lesson Plan in Physics 2 Writer: Ma. Loreta R. Desalisa Gingoog City Comprehensive National High School 0936-234-1811

Content Standard

: Relativistic velocity addition

Performance Standard :Use theoretical and, when feasible, experimental approaches to solve multiconcept, rich-context problems using concepts from electromagnetic waves, optics, relativity, and atomic and nuclear theory Learning Competency and Code Quarter:

: Apply the relativistic velocity addition formula STEM_GP12MP-IVg-41

4th

I. Objectives: At the end of 60 minutes, 100 % of learners are expected to: 1. solve problems on relativistic velocity addition

II. Content: Subject Matter:

Relativistic Velocity Addition

Integration: ESP:

active cooperation in the accomplishment of group tasks

English:

Communicating ideas with group mates and presenting outputs

Math:

relating geometric variables, using equations and performing operations in solving problems

Strategies:

7E’s Learning Model, Cooperative Learning, Brainstorming

Materials:

Laptop computer, LCD projector

References:

Concepts of Modern Physics (Arthur Bieser); General Physics 2 (Dustin A. Cacanindin) ; Conceptual Physics (Paul G, Hewitt) Curriculum Guide 2016

III. Learning Tasks: Elicit

Materials

What is the speed of light? Can objects travel at the speed of light? What is the meaning of the line, “motion is relative”? Engage Suppose two pumpboats are heading towards each other, each with a speed of 0.4c with respect to ground. How fast do the fishermen in one boat see the other boat approach? It can’t be 0.8c, but what is it?

Explore A ball is thrown at a speed of 20 km/hr relative to the ground by a pitcher back riding a motorcycle. What is the speed of the ball with respect to the catcher if the speed of the motorcycle is: A. 0

Power Point Presentation Manila paper, marker pen

B. 40 km/hr away from the catcher

C. 40 km/hr towards the catcher

Explain Group output presentation then checking of Power Point Presentation answers. Equation for addition of velocities:

v = v1 + v2 /

1 + v1v2/c2

Elaborate Spacecraft Alpha is moving at 0.90c with respect to the earth. If spacecraft Beta is to pass Alpha at a relative speed of 0.50c in the

same direction, what speed must beta have with respect to the earth? a. 0.26c b. 0.67c c. 0.97c d. 1.0c Evaluate Suppose a spaceship heading straight towards the Earth at 0.750c can shoot a tin can at 0.500c relative to the ship. A. What is the velocity of the tin can relative to the Earth, if it is shot directly at the Earth? B. If it is shot directly away from the Earth?

Extend A body moving at 0.500c with respect to an observer disintegrates into two fragments that move in opposite directions relative to their center of mass along the same line of motion as the original body. One fragment has a velocity of 0.600c in the backward direction relative to the center of mass and the other has a velocity of 0.500c in the forward direction. What velocities will the observer find?

Region X DIVISION OF GINGOOG CITY Gingoog City

Lesson Plan in Physics 2 Writer: Ma. Loreta R. Desalisa Gingoog City Comprehensive National High School 0936-234-1811

Content Standard

: Relativistic dynamics

Performance Standard : Use theoretical and, when feasible, experimental approaches to solve multiconcept, rich-context problems using concepts from electromagnetic waves, optics, relativity, and atomic and nuclear theory Learning Competency and Code : Calculate kinetic energy, rest energy, momentum, and speed of objects moving with speeds comparable to the speed of light STEM_GP12MP-IVg-42 Quarter:

4th

I. Objectives: At the end of 60 minutes, 100 % of learners are expected to: 1. solve problems on kinetic energy, rest energy and relativistic momentum

II. Content: Subject Matter:

Kinetic Energy, Rest Energy and Relativistic Momentum

Integration: ESP:

active cooperation in the accomplishment of group tasks

English:

Communicating ideas with group mates and presenting outputs

Math:

using equations and performing operations in solving problems

Strategies:

7E’s Learning Model, Cooperative Learning, Brainstorming

Materials:

Laptop computer, LCD projector

References:

Concepts of Modern Physics (Arthur Bieser); General Physics 2 (Dustin A. Cacanindin) ; Conceptual Physics (Paul G, Hewitt) Curriculum Guide 2016

III. Learning Tasks: Elicit

Materials

What is energy? Kinetic energy? Momentum?

Engage The rest energy of ordinary objects is vast! If adding more and more energy to a rocket only brings its speed closer and closer to c, how can energy and momentum be conserved? How are rest energy, kinetic energy and momentum related to each other for a body moving near the speed of light?

Explore Name the quantities represented by each variable Power Point Presentation in the equations below: Manila paper, marker 2 Rest energy: E0 = m0c pen Relativistic Kinetic Energy:

KE=

mc2 - m0c2 √ 1-v2/c2 Unit: J

Relativistic Momentum: P=

mv

Write answers in a manila paper. Explain Students will post their output on the board. One member will present their answer to the class. The quantities represented by each variable will be given in a PPT presentation and student’s output will be checked. Problems for Sample Computation: A. Find the momentum of an electron whose speed is 0.600c. A particle has a kinetic energy of 62 MeV and a momentum of 335 MeV/c. Find its rest mass and speed.

Elaborate A 1 kg of dynamite explodes and 8 x 10-11 kg of matter is transformed into energy. How much rest energy is liberated? Evaluate In the formula E= m0c2 , What is represented by the symbol c? a. Speed of the body c. speed of light b. speed of sound d. rest energy of 1 kg of matter A 1 kg of dynamite explodes and 6 x 10-11 kg of matter is transformed into energy. How much rest energy is liberated? a. 1.8 x 10-2 J c. 1.8 x 102 J b. 5.4 x 106 J d. 5.4 x 10-6 J

Power Point Presentation

What is the momentum of an electron traveling at a speed 0.985c? The rest mass of electron is 9.11 x 10-31 kg.

Extend Find the mass of an object whose rest mass is 1000g when it is traveling at 90% of the speed of light?

Region X DIVISION OF GINGOOG CITY Gingoog City

Lesson Plan in Physics 2 Writer: Ma. Loreta R. Desalisa Gingoog City Comprehensive National High School 0936-234-1811

Content Standard

: Relativistic Doppler Effect

Performance Standard :Use theoretical and, when feasible, experimental approaches to solve multiconcept, rich-context problems using concepts from electromagnetic waves, optics, relativity, and atomic and nuclear theory Learning Competency and Code Quarter:

: Apply the relativistic Doppler Formula STEM_GP12MP-IVh-43

4th

I. Objectives: At the end of 60 minutes, 100 % of learners are expected to: 1. solve problems on Doppler Effect 2. calculate frequency and wavelength of light

II. Content: Subject Matter:

Relativistic Doppler Effect

Integration: ESP:

active cooperation in the accomplishment of group tasks

English:

Communicating ideas with groupmates and presenting outputs

Math:

using equations and performing operations in solving problems

Strategies:

7E’s Learning Model, Cooperative Learning, Brainstorming

Materials:

Laptop computer, LCD projector

References:

Concepts of Modern Physics (Arthur Bieser); General Physics 2 (Dustin A. Cacanindin) ; Conceptual Physics (Paul G, Hewitt) Curriculum Guide 2016

III. Learning Tasks: Elicit

Materials

What is a wave frequency? a Wave wavelength? If light travels away from an observer, what do you think will happen to its frequency and wavelength?

Engage Do you know that speeds and distances of other heavenly bodies in the universe can be determined by the light they emit? It applies relativistic Doppler Effect.

Power Point Presentation

What is relativistic Doppler Effect?

Explore Solve the problem below using the given Power Point Presentation equation for relativistic frequency and Manila paper, marker pen wavelength

𝑣

1−𝑐

fobserver= fsource√ , where c is the 1 + 𝑣/𝑐 speed of light and v is the speed of the source. 𝑣

O

=

s

1+𝑐

√ 1 − 𝑣/𝑐

1. Suppose a space probe moves away from the Earth with a speed 0.450c. It sends a radio wave message back to the earth at a frequency of 1.50 GHz. At what frequency is the message received on earth? Write solution in a manila paper. Explain •

The Red shift used as evidence for the Power Point Presentation expanding universe is just like the Doppler effect in sound waves. It is called relativistic Doppler effect. As the source of light wave moves with respect to an observer its frequency changes. If the motion is away from an observer its frequency decreases and if the motion is towards the observer then the frequency of the light it emits increases.

Elaborate Suppose a space probe moves away from the Power Point Presentation Earth with a speed 0.350c. It sends a radio wave message back to the earth at a frequency of 1.50 GHz. At what frequency is the message received on earth?

Evaluate A driver is caught going through a red light. The Power Point Presentation driver claims to the judge that the color she actually saw was green (f2=5.6 x 1014 Hz) and not red (f1= 4.8 x 1014 Hz ) because of the doppler effect. The judge accepts this explanation and instead fines her for speeding at the rate of P50 for each km/hr she exceeded the speed limit of 80 km/hr. A. What was the speed of the driver? a. 1.65 x 108 km/hr c. 1.66 x 10-8 km/hr

b. 1.65 x 10-8 km/hr d. 1.66 x 10-8 km/hr B. What was the fine to the driver ? a. P8,250,000,000 b. P8,300,000,000 c. P8,200,000,000 d. P22,850,000,000 Extend A distant galaxy in the constellation Hydra is receding from the earth at 6.12 x 107 m/s. By how much is a green spectral line of wavelength 500 nm emitted by this galaxy shifted toward the end of the spectrum?

Power Point Presentation

Region X DIVISION OF GINGOOG CITY Gingoog City

Lesson Plan in Physics 2 Writer: Ma. Loreta R. Desalisa Gingoog City Comprehensive National High School 0936-234-1811

Content Standards

:

Photoelectric effect

Performance Standards : Use theoretical and, when feasible, experimental approaches to solve multiconcept, rich-context problems using concepts from electromagnetic waves, optics, relativity, and atomic and nuclear theory Learning Competency and Code: Explain the photoelectric effect using the idea of light quanta or photons STEM_GP12MP-IVh-45 Quarter:

4th

I. Objectives: At the end of 60 minutes, 100 % of learners are expected to: 1. explain the photoelectric effect using the idea of light quanta or photons 2. solve problems on photoelectric effect II. Content: Subject Matter:

Photoelectric Effect

Integration: ESP:

active cooperation in the accomplishment of group tasks

English:

Communicating ideas with group mates and presenting outputs

Math:

using equations and performing operations in solving problems

Strategies:

7E’s Learning Model, Cooperative Learning, Brainstorming

Materials:

Laptop computer, LCD projector

References:

Concepts of Modern Physics (Arthur Bieser);

General Physics 2 (Dustin A. Cacanindin) ; Conceptual Physics (Paul G, Hewitt) Curriculum Guide 2016

III. Learning Tasks: Elicit

Materials

Have you been exposed to X-ray before? How does an X-ray machine produces the radiation? It hits target with electrons and EM radiation flies out. Engage If a metal surface is hit with light, what do you think will happen to the electrons in the metal if it absorbs enough energy?

e

e

e

Zinc In the photoelectric effect, you hit target with EM radiation and electrons fly out! Is light a Particle or a Wave? Explore A videoclip on photoelectric effect will be shown to the class. After the viewing, students by group will make a description or story of what they have seen. They will present their output artistically could be in a form of drama(acting out), song, or poem.

videoclip

Explain

Power Point Presentation

What term refers to the particles of light? What is photoelectric effect? Why could electrons receiving light energy leave the metal surface? The photoelectric equation is: hf = hf0 + Φ hf = hf0 + ½ mv2

Elaborate Ultraviolet light of wavelength 350 nm and intensity 1.00 W/m2 is directed at a potassium surface. Find the maximum KE of the photoelectrons.

Evaluate 1. Find the energy of a 700 nm photon. 2. The threshold wavelength for photoelectric emission in tungsten is 230 nm. What wavelength of light must be used in order for electrons with a maximum energy of 1.5 eV to be ejected?

Extend What is the maximum wavelength of light that will cause photoelectrons to be emitted from sodium? What will the maximum kinetic energy of the photoelectrons be if 200 nm light falls on a sodium surface?

Region X DIVISION OF GINGOOG CITY Gingoog City

Lesson Plan in Physics 2 Writer: Ma. Loreta R. Desalisa Gingoog City Comprehensive National High School 0936-234-1811

Content Standards

: Atomic Spectra

Performance Standards approaches to solve

:Use theoretical and, when feasible, experimental multiconcept, rich-context problems using concepts

Learning Competency and Code: Explain qualitatively the properties of atomic emission and absorption spectra using the concept of energy levels STEM_GP12MP-IVh-46 Quarter:

4th

I. Objectives: At the end of 60 minutes, 100 % of learners are expected to: 1. define energy level 2. Differentiate ground state and excited state 3. Describe atomic emission spectra and absorption spectra 4. Describe the emission spectra of different gases 5. solve problems on energy levels

II. Content: Subject Matter: Integration:

Atomic Spectra

ESP

: active cooperation in the accomplishment of group tasks Appreciation of the application of atomic line spectra of different substances

English

: Communicating ideas with group mates and presenting outputs

Math

: using equations and performing operations in solving

Strategies:

7E’s Learning Model, Cooperative Learning

Materials:

Laptop computer, LCD projector

References:

Concepts of Modern Physics (Arthur Bieser);

problems

General Physics 2 (Dustin A. Cacanindin) ; Conceptual Physics (Paul G, Hewitt) Curriculum Guide 2016

III. Learning Tasks: Elicit

Materials

What happens to white light when it passes a prism? What will fall on a screen after light passes a prism? What do you call this property of light? Engage Suppose white light is passed through a gas, what will be the resulting line spectrum? Do different substances have the same or different absorption and emission line spectra? Can line spectrum be used in determining an unknown substance? Explore Students by group to analyze and compare the lines in the emission spectra of different elements (Hydrogen, Helium, Mercury and Sodium vapor). Analysis will be written in a

Line spectrum card of different elements, manila paper, marker pen

manila paper and posted on the board. Explain What are the most common example of bodies containing gases emitting an EM spectrum that includes visible light ?

Power Point Presentation

-( Sun, neon signs and candle flames). What is an important analytical tool today that can be obtained by passing an electric discharge through a material? (Atomic spectra) What can be used to accomplish it? -(spectroscope) What is a convenient way to display energy states? (energy level diagram) What do you call the lowest energy level? The highest energy level? When will absorption line spectrum be produced by a substance? When will emission line spectrum be produced by a substance? Energy level equation is: En = E1/n2 where, E1 = -2.18x10-18 J or 13.6 eV and n= 1,2,3,…

Elaborate An electron collides with a Hydrogen atom in its ground state and excites it to a state of n= 3. How much energy was given to the hydrogen atom in this inelastic collision?

How do you compare the emission line spectrum of a) oxygen and b) iron ? a)

Power Point Presentation

b)

Evaluate 1. What is energy level? 2. What is the difference between ground state and excited state? 3. How do you describe atomic emission spectra and absorption spectra? 4. How do you describe the emission spectra of different gases? 5. Hydrogen atoms in states of high quantum number have been created in the laboratory and observed in space. A. Find the quantum number of the BOHR orbit in a hydrogen atom whose radius is 0.0100mm. B. What is the energy of a hydrogen atom in this state?

Extend How much energy is required to remove an electron in the n= 2 state fro a hydrogen atom?

Region X DIVISION OF GINGOOG CITY Gingoog City

Lesson Plan in Physics 2 Writer: Ma. Loreta R. Desalisa Gingoog City Comprehensive National High School 0936-234-1811

Content Standards

: Radioactive decay

Performance Standards :Use theoretical and, when feasible, experimental approaches to solve multiconcept, rich-context problems using concepts from electromagnetic waves, optics, relativity, and atomic and nuclear theory Learning Competency and Code: Calculating radioisotope activity using the concept of half-life STEM_GP12MP-IVh-I-47 Quarter:

4th

I. Objectives: At the end of 60 minutes, 100 % of learners are expected to: 1. Define radioactivity 2. Differentiate the type of radiation 3. Define half-life 4. Calculate radioisotope activity using the concept of half-life

II. Content: Subject Matter

: Radioactivity and Half-life

Integration: ESP

: active cooperation in the accomplishment of group tasks

English

: Communicating ideas with group mates and presenting outputs

Math

: using equations and performing operations in solving problems

Strategies

: 7E’s Learning Model, Cooperative Learning,Brainstorming

Materials

: Laptop computer, LCD projector

References:

Modern Technical Physics (Arthur Bieser); General Physics 2 (Dustin A. Cacanindin) ; Conceptual Physics (Paul G, Hewitt) Curriculum Guide 2016

III. Learning Tasks: Elicit

Materials

What comes into your mind when you see this symbol? What is the meaning of it?

Engage Students by group to read the different scientists who made contributions on radioactivity from a text provided in every group, brainstorming with members will follow and in a sheet of manila paper the group will accomplish the table listing the scientists and their contributions.

Reading text card, manila paper, marker pen

Explore Students by group to read a comic strip on the properties of the three types of radiation, brainstorming with members will follow and the group will accomplish the worksheet containing a table showing the difference in the properties of the types of radiation .

Comic strip, worksheet

Explain Output presentation and critiquing.

Power Point Presentation

- Who were the scientists who made contributions on Radioactivity? - What is radioactivity? - In terms of composition, mass, charge, speed, penetrability and ionizing power, how do the three types of radiation differ? - What is half-life? How is it determined?

Elaborate Power Point Presentation The relationship between half-life and decay series is given by the equation,

where,

represents the half-life

and Stands for decay constant The decay constant of a given nucleus is 4.8x10-3 sec. What is its half-life? How much remains of an initial 120-g sample after 6 hours?

Evaluate 1. If you start with a 200-g sample of radium, how much will be left after 33 days? (T1/2 = 11days) 2. You start with 200 g of Thallium 207. After 20 minutes, there is only 12.5 g of Thallium left. What is the half-life of the decay process?

Extend

The half-life of Thorium-234 is 24days. If you have 100 g of the sample, how much will remain after 24 days? What new element is formed by the nucleus that has decayed?

Region X DIVISION OF GINGOOG CITY Gingoog City

Lesson Plan in Physics 2 Writer: Hazel R. Balan Gingoog City Comprehensive National High School 0926-969-2358

Content Standards

: Dispersion

Performance Standards : Use theoretical and, when feasible, experimental approaches to solve multiconcept, rich-context problems using concepts from electromagnetic waves, optics, relativity, and atomic and nuclear theory Learning Competency and Code : Explain the phenomenon of dispersion by relating to Snell’s Law STEM_GP12OPT-IVb-16 Quarter:

4th

I. Objectives: At the end of 60 minutes, 100 % of learners are expected to: 1. Define dispersion of light 2. describe how and why dispersion of light occurs

II. Content: Subject Matter

: Dispersion of Light

Integration: ESP

: active cooperation in the accomplishment of group tasks

English

: Communicating ideas with group mates and presenting outputs

Math

: using equations and performing operations in solving problems

Strategies:

7E’s Learning Model, Cooperative Learning, Brainstorming

Materials:

Laptop computer, LCD projector

References:

Modern Technical Physics (Arthur Bieser); General Physics 2 (Dustin A. Cacanindin) ; Conceptual Physics (Paul G, Hewitt) Curriculum Guide 2016

III. Learning Tasks: Elicit

Materials

What are the conditions for total internal reflection to occur? When light travel from less dense to denser medium, how do you compare angle of incidence and angle of refraction? What does Snell’s Law state? Engage What do you see on the floor in the picture below when sunlight passes through an aquarium?

Explore Students by group to examine the picture below and answer the following questions. 1. When white light enters the boundary between air and surface of prism, what property of light will occur? 2. With respect to the normal line, where is the direction of light bending? 3. What happens to the speed of light as it travel now in the prism?

Power Point Presentation

4. As light comes out in the other side of the prism, what property of light will occur again? 5. Where will be the direction of its bending? 6. As a result of the double refraction that take place at the two surfaces of the prism, what happen to the different wavelength of light as it comes out of the prism?

Explain Group output presentation and checking of answers.

Dispersion is the separation of light into a spectrum of colors as it passes through a transparent medium like a prism or the spreading of white light into its full spectrum of wavelengths. Refraction is responsible for dispersion of light. The index of refraction of transparent material affects angle of refraction. But the bending of light depends also on the wavelength of light. The shorter the wavelength of light, the higher the index of refraction, the more that wavelength of light is bent. The index of refraction of a material varies somewhat with the wavelength of the light.

Elaborate This variation in refractive index is why a prism will split visible light into a rainbow of colors.

Atmospheric rainbows are created by dispersion in tiny drops of water.

Evaluate 1. What is dispersion of light? 2. What property of light is responsible for dispersion of light? 3. On what two factors does angle of refraction depend upon? 4. How does dispersion of light occurs?

5. Why does it occur?

Extend Position an empty transparent ballpen case under the sunlight with a paper placed below it. Write in a 1/4 paper what you observe on the paper as sunlight passes through the ballpen case.

Region X DIVISION OF GINGOOG CITY Gingoog City

Lesson Plan in Physics 2 Writer: Hazel R. Balan Gingoog City Comprehensive National High School 0926-969-2358

Content Standards

: Polarization

Performance Standards : Use theoretical and, when feasible, experimental approaches to solve multiconcept, rich-context problems using concepts from electromagnetic waves, optics, relativity, and atomic and nuclear theory Learning Competency and Code Quarter:

: Cite evidence that EM wave is a transverse wave STEM_GP12OPT-IVc-17

4th

I. Objectives: At the end of 60 minutes, 100 % of learners are expected to: 1. define polarization of light 2. describe when polarization will occur 3. cite applications and uses of polarized light

II. Content: Subject Matter

: Polarization of Light

Integration: ESP

: active cooperation in the accomplishment of group tasks Appreciate practical applications of light polarization Recognize the importance of light polarization in improving vision

English

: Communicating ideas with group mates and presenting outputs

Math

: analyzing figures applying vector components

Strategies:

7E’s Learning Model, Cooperative Learning, Brainstorming

Materials:

Laptop computer, LCD projector

References:

Modern Technical Physics (Arthur Bieser); General Physics 2 (Dustin A. Cacanindin) ; Conceptual Physics (Paul G, Hewitt) Curriculum Guide 2016

III. Learning Tasks: Elicit What is the nature of light? (Particle and wave) As a wave, what are its characteristics? What type of wave is light? (EM) And what classification? (transverse) What evidence will support that light is a transverse wave?

Engage What is so peculiar with this picture? For what purpose is the wearing of sunglasses? How can sunglasses reduce intensity of light and glare?

Explore

Materials

In 5 minutes, students by group will analyze to pictures spot the difference between two assigned picture,one without polaroid sunglasses and the 2nd using polaroid sunglasses, brainstorm and explain the images. Explain Output group reporting then powerpoint Power Point Presentation presentation on Polarization. What happens when light enters sunglasses? What is polarization? The fact that light waves can be polarized show that light is what classification of wave? How do you describe directions of light coming out from a source like flashlight? What component of light can pass through a vertical polarizer as shown below?

Elaborate What term refers to the material that polarizes light? What is the difference between the 1st and 2nd figure? 1st

2nd

If initially unpolarized light passes through crossed polarizers, no light will get through the second one.

Evaluate What are applications of polarized light? What are the important applications Polaroids?

of

Extend From the figure below, describe how 3D motion pictures are produced.

Region X DIVISION OF GINGOOG CITY Gingoog City

Lesson Plan in Physics 2 Writer: Hazel R. Balan Gingoog City Comprehensive National High School 0926-969-2358

Content Standards

: Polarization

Performance Standards : Use theoretical and, when feasible, experimental approaches to solve multiconcept, rich-context problems using concepts from electromagnetic waves, optics, relativity, and atomic and nuclear theory Learning Competency and Code

: Calculate the intensity of the transmitted light after passing passing throuh a series of polarizers applying Malus’s Law STEM_GP12OPT-IVc-18

Quarter:

4th

I. Objectives: At the end of 60 minutes, 100 % of learners are expected to: 1. state Malus’s Law 2. Apply Malus’s law in problem solving

II. Content: Subject Matter

: Malus’s Law

Integration: ESP

: active cooperation in the accomplishment of group tasks Appreciate practical applications of light polarization Recognize the importance of light polarization in improving vision

English

: Communicating ideas with group mates and presenting outputs

Math

: analyzing figures applying vector components

Strategies:

7E’s Learning Model, Cooperative Learning, Brainstorming

Materials:

Laptop computer, LCD projector

References:

Modern Technical Physics (Arthur Bieser); General Physics 2 (Dustin A. Cacanindin) ; Conceptual Physics (Paul G, Hewitt) Curriculum Guide 2016

III. Learning Tasks: Elicit

Materials

Of what use are the polaroid eyeglasses in moviehouses? How can polaroid sunglasses help drivers?

Engage Examine the picture below, what is the effect of placing a pair of polaroid eyeglasses over another pair of polaroid eyeglasses?

Explore Students by group will analyze every situation Situation card given below, they will brainstorm and prepare their output in a manila paper. A. What happens to the intensity of

unpolarized light when it passes through a filter that only allows vertical components of electric fields to pass? B. Now, imagine that you place another filter perpendicular to the direction of the first so that the filter allows only horizontal components, what intensity of light passes through? C. Suppose now that the two filters are offset by some angle, by how much will the intensity of light decreased? Explain Presentation of group output then discussion on Malus’s Law will follow. Malus’s Law: the law stating that the intensity of a beam of plane-polarized light after passing through a rotatable polarizer varies as the square of the cosine of the angle through which the polarizer is rotated from the position that gives maximum intensity.

Where, Io is the intensity of polarized light transmitted through a polarizer

Elaborate 1. Unpolarized light with an intensity of I 0 = 16 W/m2 is incident on a pair of polarizers. The first polarizer has its transmission axis aligned at 500 from the vertical. The second polarizer has its transmission axis aligned at 200 from the vertical. What is the intensity of light when it emerges from the polarizer? 2.What is the intensity of light when it emerges from the second polarizer?

Power Point Presentation

Evaluate Now a linearly polarized beam of light, with an intensity of 16 W/m2, is incident on the same pair of polarizers. The polarization direction of the incident light is 20o from the vertical. A. What is the intensity of the light emerging from the first polarizer now? B. What is the intensity of the light emerging from the second polarizer now?

Extend Unpolarized light with an intensity of I 0 = 18 W/m2 is incident on a pair of polarizers. The first polarizer has its transmission axis aligned at 400 from the vertical. The second polarizer has its transmission axis aligned at 250 from the vertical. What is the intensity of light when it emerges from the polarizer?

Region X DIVISION OF GINGOOG CITY Gingoog City

Lesson Plan in Physics 2 Writer: Hazel R. Balan Gingoog City Comprehensive National High School 0926-969-2358

Content Standards

: Dispersion

Performance Standards : Use theoretical and, when feasible, experimental approaches to solve multiconcept, rich-context problems using concepts from electromagnetic waves, optics, relativity, and atomic and nuclear theory Learning Competency and Code : Plan and perform an experiment involving ray optics and analyze the data STEM_GP12OPT-IVb-19 Quarter:

4th

I. Objectives: At the end of 60 minutes, 100 % of learners are expected to: 1. Perform an experiment on Snell’s Law 2. Investigate the relationship between index of refraction of 2 media, angle of incidence and angle of refraction 3. Manipulate apparatus and do measurement of physical quantities

II. Content: Subject Matter

: Snell’s Law Experiment

Integration: ESP

: active cooperation in the accomplishment of group tasks

English

: Communicating ideas with groupmates and presenting outputs

Math

: using equations and performing operations in solving problems

Strategies:

7E’s Learning Model, Cooperative Learning, Brainstorming

Materials:

Laptop computer, LCD projector

References:

Modern Technical Physics (Arthur Bieser); General Physics 2 (Dustin A. Cacanindin) ; Conceptual Physics (Paul G, Hewitt) Curriculum Guide 2016

III. Learning Tasks: Elicit

Materials

What is index of refraction? How is it affected by the speed of light in a transparent medium? What transparent material has the greatest value of index of refraction? Engage Diamond is considered the hardest stone because it is very compact so that light has the slowest speed through it, what can you say with its n? Explore Students by group to perform an activity on Snell’s Law. They will then accomplish the worksheet after gathering data.

Glassplate, flashlight, protractor, ruler bondpaper, slit card

Explain Presentation of group output and checking of responses. Discussion on Snell’s Law will follow.

Power Point Presentation

Snell’s Law states:

n1 sin i = n2 sin r

Elaborate Continuation of output presentation and discussion..

Evaluate Checking of answers in the worksheets using rubrics.

Extend Bring calculator for Snell’s Law application Tomorrow.

Region X DIVISION OF GINGOOG CITY Gingoog City

Lesson Plan in Physics 2 Writer: Hazel R. Balan Gingoog City Comprehensive National High School 0926-969-2358

Content Standards

: Applications of dispersion and polarization

Performance Standards : Use theoretical and, when feasible, experimental approaches to solve multiconcept, rich-context problems using concepts from electromagnetic waves, optics, relativity, and atomic and nuclear theory Learning Competency and Code : Solve problems involving dispersion and polarization in contexts STEM_GP12OPT-IVc-21 Quarter:

4th

I. Objectives: At the end of 60 minutes, 100 % of learners are expected to: 1. solve problems on light dispersion and polarization 2. Apply Snell’s Law and Malus’s Law

II. Content: Subject Matter

: Problems on Dispersion and Polarization of Light

Integration: ESP

: active cooperation in the accomplishment of group tasks

English

: Communicating ideas with group mates and presenting outputs

Math

: using equations and performing operations in solving problems

Strategies:

7E’s Learning Model, Cooperative Learning, Brainstorming

Materials:

Laptop computer, LCD projector

References:

Modern Technical Physics (Arthur Bieser); General Physics 2 (Dustin A. Cacanindin) ; Conceptual Physics (Paul G, Hewitt) Curriculum Guide 2016

III. Learning Tasks: Elicit How do you compare angle of incidence and angle of refraction when light travels from less dense to denser medium? From denser to less dense medium?

Engage What is the relationship between the ratio of the index of refraction of two media to the ratio of angle of incidence and angle of refraction?

Explore What does each symbol represent? n1 n2 Sin i Sin r I I0

Materials

θ

Explain Snell’s Law states:

n1 sin i = n2 sin r

Malus’s Law states:

Elaborate A Layer of Benzene is floating on water. Find the angle of refraction in the water of a light ray whose angle of incidence from air to he Benzene is 450.

Unpolarized light with an intensity of I 0 = 18 W/m2 is incident on a pair of polarizers. The first polarizer has its transmission axis aligned at 400 from the vertical. The second polarizer has its transmission axis aligned at 250 from the vertical. What is the intensity of light when it emerges from the polarizer?

Evaluate A ray of light passes through a plane boundary separating two media whose indexes of refraction are n1 = 1.5 and n2 = 1.3. If the ray goes from medium 1 to medium 2 at an angle of incidence of 450, what is the angle of refraction? If the ray goes from medium 2 to medium 1 at the same angle of

Power Point Presentation

incidence, what is the angle of refraction?

Extend A glass prism has an apex angle of 600 and an index of refraction of 1.45. If a light ray enters the prism parallel to its base, at what angle of refraction does it leave the prism?

Region X DIVISION OF GINGOOG CITY Gingoog City

Lesson Plan in Physics 2 Writer: Hazel R. Balan Gingoog City Comprehensive National High School 0926-969-2358

Content Standards

: Reflection and refraction at plane and spherical surfaces

Performance Standards : Use theoretical and, when feasible, experimental approaches to solve multiconcept, rich-context problems using concepts from electromagnetic waves, optics, relativity, and atomic and nuclear theory Learning Competency and Code : Explain image formation as an application of reflection, refraction, and paraxial approximation STEM_GP12OPT-IVd-22 Quarter:

4th

I. Objectives: At the end of 60 minutes, 100 % of learners are expected to: 1. describe light rays striking a mirror 2. Describe light rays passing through a lens 3. Explain how image is formed by a mirror and a lens

II. Content: Subject Matter

: Image Formation by reflection and refraction

Integration: ESP

: active cooperation in the accomplishment of group tasks

English

: Communicating ideas with group mates and presenting outputs

Math

: using equations and performing operations in solving problems

Strategies:

7E’s Learning Model, Cooperative Learning, Brainstorming

Materials:

Laptop computer, LCD projector

References:

Modern Technical Physics (Arthur Bieser); General Physics 2 (Dustin A. Cacanindin) ; Conceptual Physics (Paul G, Hewitt) Curriculum Guide 2016

III. Learning Tasks: Elicit

Materials

How do light waves behave when they strike the surface of an a)opaque and b)transparent materials? A)

b)

Engage How does a mirror produce image?

Explore Brainstorm with your groupmates to complete the table below

Kind of mirror Type of image Location of formed image

Kind of lens

Type of image Location of formed image

Explain A mirror forms an image by reflecting the light that strikes it which are coming from an object. When the real or extended reflected light rays meet at the back or in front of a mirror, an image is formed.

Power Point Presentation

A lens forms an image by refracting the light that passes through it, when real or extended refracted light rays meet at the back or in front of a lens, an image is formed.

Elaborate This is how the light rays are reflected in a plane mirror and when reflected rays are extended at the back, a virtual image is located.

This is how the light rays are reflected in a concave mirror and when real reflected rays meet in front, real image is located.

This is how light rays are refracted in a concave lens, when refracted rays are extended in front, virtual image is formed.

This is how light rays are refracted in a convex lens, when refracted rays meet at the back of the lens, a real image is located.

Evaluate

1. What kind of reflected light rays will form image in a plane mirror? 2. What kind of reflected light rays will form image in a concave mirror? 3. What kind of refracted light rays will form image in a concave lens? 4. What kind of refracted light rays will form image in a convex lens? 5. What type of image is formed in a plane mirror? 6. What type of image is formed in a concave mirror? 7. What type of image is formed in a convex lens? 5. What type of image is formed in a concave lens?

Extend

Give two differences between virtual and real images.

Region X DIVISION OF GINGOOG CITY Gingoog City

Lesson Plan in Physics 2 Writer: Hazel R. Balan Gingoog City Comprehensive National High School 0926-969-2358

Content Standards

: Mirrors

Performance Standards : Use theoretical and, when feasible, experimental approaches to solve multiconcept, rich-context problems using concepts from electromagnetic waves, optics, relativity, and atomic and nuclear theory Learning Competency and Code : Relate properties of mirrors and lenses (radii of curvature, focal length, index of refraction for lenses) to image and object distance and sizes STEM_GP12OPT-IVd-23 Quarter:

4th

I. Objectives: At the end of 60 minutes, 100 % of learners are expected to: 1. enumerate the properties of mirrors and lenses 2. Describe how properties of mirrors and lenses affect image and object distance and sizes

II. Content: Subject Matter

: Factors affecting image and object distance and sizes

Integration: ESP

: active cooperation in the accomplishment of group tasks

English

: Communicating ideas with group mates and presenting outputs

Math

: using equations and performing operations in solving problems

Strategies:

7E’s Learning Model, Cooperative Learning, Brainstorming

Materials:

Laptop computer, LCD projector

References:

Modern Technical Physics (Arthur Bieser); General Physics 2 (Dustin A. Cacanindin) ; Conceptual Physics (Paul G, Hewitt) Curriculum Guide 2016

III. Learning Tasks: Elicit

What are the kinds of mirrors? What are the kinds of lenses? What is the importance of mirrors and lenses? What are the types of images and how do they differ from each other?

Engage How do you describe the images formed in the mirror below?

Materials

Why are the images smaller than the objects? Explore Brainstorm with your groupmates to 1. identify the properties of the lens below indicated by the arrows.

Pri

Pri Op

Fo

Fo

2. identify the properties of the curve mirror below

Explain Properties of the mirror are: Principal axis, vertex, center of curvature, focal point, and focal length Properties of a lens are:

Power Point Presentation

Principal axis, optical axis, focal point and focal length

The following equations will help us determine the distance of the obect and image and the sizes. 1.

1/f =

2.

So/do =

3.

Si

4.

1/do + 1/di

Si/di

= Sodi/do

di = Sido/So

Elaborate Image distance and size is affected by the focal length, radius of curvature and location of the object. The table below shows the size and distance of the image for different locations of the object as compared to the focal length and radius of curvature.

Object distance

Size,Orientation and Type Location of image of image

do = ∞

Inverted, smaller, real

f < di < 2f

do > 2f

Inverted, smaller, real

f < di < 2f

do = 2f

Inverted, same size, real

di = 2f

f < do < 2f Inverted, magnified, real

di > 2f

do = f

No image formed

do < f

upright, magnified, virtual di
Evaluate

Where is image formed when object is located at 1. beyond C 2. At C 3. Between F and C 4. Between V and F 5. At F What is the size of the image when object is located at 6. beyond C 7. At C 8. Between F and C 9. Between V and F 10. At F

Extend

Differentiate converging and diverging lenses?

Region X DIVISION OF GINGOOG CITY Gingoog City

Lesson Plan in Physics 2 Writer: Hazel R. Balan Gingoog City Comprehensive National High School 0926-969-2358

Content Standards

: Mirrors

Performance Standards : Use theoretical and, when feasible, experimental approaches to solve multiconcept, rich-context problems using concepts from electromagnetic waves, optics, relativity, and atomic and nuclear theory Learning Competency and Code : Determine graphically and mathematically the type (virtual/real), magnification, location, and orientation of image of a point and extended object produced by a plane or spherical mirror STEM_GP12OPT-IVd-24 Quarter:

4th

I. Objectives: At the end of 60 minutes, 100 % of learners are expected to: 1. Locate and describe the image formed in a concave and convex mirror using ray diagram method. 2. Draw ray diagrams 3. Relate object distance, image distance and Image size

II. Content: Subject Matter Integration:

: Images in Mirrors

ESP

: active cooperation in the accomplishment of group tasks appreciate the importance of mirrors in our daily lives

English

: Communicating ideas with group mates and presenting outputs

Math

: using math tools and analyzing diagrams

Strategies:

7E’s Learning Model, Cooperative Learning, Brainstorming

Materials:

Laptop computer, LCD projector, ruler, meterstick, protractor

References:

Modern Technical Physics (Arthur Bieser); General Physics 2 (Dustin A. Cacanindin) ; Conceptual Physics (Paul G, Hewitt) Curriculum Guide 2016

III. Learning Tasks: Elicit What is a mirror? How is concave mirror different from convex mirror? What are the uses of convex and concave mirrors?

Engage What type of spherical mirror is shown below? What have you noticed with the images formed? How can we locate and describe the images formed in a mirror?

Materials

Explore Students by group to follow the directions below and do the tasks in a manila paper:

Power Point Presentation

1. draw a concave mirror 2. Draw the principal axis 3. Locate the vertex, focus and center of curvature then label these parts 4. Draw the object above the principal axis

Now you are ready to locate the image formed in a concave mirror using Ray Diagram Method. Explain A ray diagram is a pictorial representation of how the light travels to form an image and can tell you the characteristics of the image. Rule One: Draw a ray, starting from the top of the object, parallel to the principal axis and then through “f” after reflection.

Rule Two: Draw a ray, starting from the top of the object, through the focal point, then parallel to the principal axis after reflection.

Power Point Presentation, meterstick, wooden protractor

Rule Three: Draw a ray, starting from the top of the object, through C, then back upon itself.

The point of intersection of the three rays is the location of the object. The image formed can be described in terms of the following characteristics: 1. type - real or virtual 2. Size - enlarged, diminished, same size 3. Orientation - inverted, upright 4. Location - beyond C, at C, between C and F, at F, between F and V

Elaborate Describe the size, position/orientation, location and type of the image formed in the figure below when the object is located beyond the center of curvature.

Evaluate Tasks: (Group work) Ray Diagram Method 1. Using the ray diagram method, locate the images formed in a concave mirror at different locations of the object. A. Object at C B. Object between C and F C. Object at f D. Object between f and V 2. Describe the type, orientation, size and location of the images formed by the concave mirror. Extend Use the ray diagram method to locate the image formed in a convex mirror when the object is located beyond C.

Region X DIVISION OF GINGOOG CITY Gingoog City

Lesson Plan in Physics 2 Writer: Hazel R. Balan Gingoog City Comprehensive National High School 0926-969-2358

Content Standards

: Thin Lens

Performance Standards : Use theoretical and, when feasible, experimental approaches to solve multiconcept, rich-context problems using concepts from electromagnetic waves, optics, relativity, and atomic and nuclear theory Learning Competency and Code : Determine graphically and mathematically the type (virtual/real), magnification, location, and orientation of image of a point and extended object produced by a lens or series of lenses STEM_GP12OPT-IVd-27 Quarter:

4th

I. Objectives: At the end of 60 minutes, 100 % of learners are expected to: 1. Locate and describe the image formed in a concave and convex lens using ray diagram method. 2. Draw ray diagrams 3. Relate object distance, image distance and Image size

II. Content: Subject Matter

: Images in Lenses

Integration: ESP

: active cooperation in the accomplishment of group tasks Appreciate the importance of lenses in our lives

English

: Communicating ideas with group mates and presenting outputs

Math

: using math tools and analyzing diagrams

Strategies:

7E’s Learning Model, Cooperative Learning, Brainstorming

Materials:

Laptop computer, LCD projector, ruler

References:

Modern Technical Physics (Arthur Bieser); General Physics 2 (Dustin A. Cacanindin) ; Conceptual Physics (Paul G, Hewitt) Curriculum Guide 2016

Elicit What is a lens? What are the types of lenses? How do they differ in terms of shape, type of image formed, sign of focal length, type of focus and refracting power?

Engage Can you identify the instrument placed in front of the flower in the picture below? What happened to the size of the leaves under the magnifying glass?

Materials

Explore Students by group to follow the directions below and do the tasks in a manila paper: 5. draw a concave lens

Power Point Presentation, meterstick, wooden protractor

6. Draw the principal axis 7. Locate the optical center, focus and twice the focus then label these parts 8. Draw the object above the principal axis

Now you are ready to locate the image formed in a concave lens using Ray Diagram Method. Explain A ray diagram is a pictorial representation of how the light travels to form an image and can tell you the characteristics of the image.

Rule One: Draw a ray, starting from the top of the object, parallel to the principal axis and then through “f” after refraction.

Rule Two: Draw a ray, starting from the top of the object, through the focal point, then parallel to the principal axis after refraction.

Rule Three: Draw a ray, starting from the top

Power Point Presentation

of the object, through O, then along the same line.

The point of intersection of the three rays is the location of the object.

The image formed can be described in terms of the following characteristics: 5. type - real or virtual 6. Size - enlarged, diminished, same size 7. Orientation - inverted, upright 8. Location - beyond C, at C, between C and F, at F, between F and V

Elaborate Describe the size, position/orientation, location and type of the image formed in the figure below when the object is located beyond the center of curvature.

Evaluate Tasks:

Ray Diagram Method

1. Using the ray diagram method, locate the images formed in a convex lens at different locations of the object. 2. Describe the type, orientation, size and location of the images formed by the convex lens.

Extend Why can a lens burn a paper placed below it under the heat of the sun?

Region X DIVISION OF GINGOOG CITY Gingoog City

Lesson Plan in Physics 2 Writer: Hazel R. Balan Gingoog City Comprehensive National High School 0926-969-2358

Content Standards

: Thin Lens

Performance Standards : Use theoretical and, when feasible, experimental approaches to solve multiconcept, rich-context problems using concepts from electromagnetic waves, optics, relativity, and atomic and nuclear theory Learning Competency and Code lens STEM_GP12OPT-IVd-26 Quarter:

: Differentiate a converging lens from a diverging

4th

I. Objectives: At the end of 60 minutes, 100 % of learners are expected to: 1. differentiate the types of lenses 2. Trace light rays in concave and convex lenses 3. Describe the characteristics of the two lenses

II. Content: Subject Matter

: Converging and Diverging Lenses

Integration: ESP

: active cooperation in the accomplishment of group tasks Appreciation of the importance of lenses in our daily lives

English

: Communicating ideas with group mates and presenting outputs

Math

: tracing rays, analyzing diagrams, measuring quantities

Strategies: Materials: References:

7E’s Learning Model, Cooperative Learning, Brainstorming Laptop computer, LCD projector, concave and convex lenses, three-slit card, light source, ruler, bondpaper, worksheet Modern Technical Physics (Arthur Bieser); General Physics 2 (Dustin A. Cacanindin) ; Conceptual Physics (Paul G, Hewitt) Curriculum Guide 2016

III. Learning Tasks: Elicit

What kind of material refracts light? What are the effects of refraction?

Materials

What can you observe with the part of the spoon submerged in the water? Engage Are you familiar with this pictures?

What are these instruments for? Explore Students by group to perform an experiment using concave and convex lenses,

Their tasks is to trace the light rays that enters and comes out of each of the lens, including the lens. After the tracing, they will describe the shape of the lens, the refracted light light, locate the focus, measure the focal length and describe the image that may be formed. Worksheet is to be accomplished by the group.

Explain

Power Point Presentation, concave and convex lenses, three-slit card, light source, bondpaper

What is a lens? What are the parts of a lens? What are the types of lenses in terms of shape, refractive power, type of image formed, type of focus,and sign of focal length? What are the uses of concave lens? Convex lens?

Elaborate Complete the table below to differentiate concave and convex lenses.

description shape Refractive power Type of focus Sign of focal

Converging lens

Diverging lens

length Type of image

Evaluate A. Identify the type of lens used in every situation: 1. Projector 2. Magnifying lens 3. Camera 4. Spotlight 5. Telescope 6. Microscope 7. Photocopier 8. Human eye

B. Identify the type of lens that is being referred to: a.

thicker at the center than at the edges.

b.

thinner in the middle than at the edges.

c. forms real images d. forms virtual images e. has negative focal length f. has positive focal length g. refracts parallel light rays so that the rays meet at a point. h. rays passing through it spread out. i. has a real focus

j. has a virtual focus

Extend How can images formed by lenses be located and described? Bring ruler tomorrow

Region X DIVISION OF GINGOOG CITY Gingoog City

Lesson Plan in Physics 2 Writer: Hazel R. Balan Gingoog City Comprehensive National High School 0926-969-2358

Content Standards

: Geometric optics

Performance Standards : Use theoretical and, when feasible, experimental approaches to solve multiconcept, rich-context problems using concepts from electromagnetic waves, optics, relativity, and atomic and nuclear theory Learning Competency and Code : Apply the principles of geometric optics to discuss image formation by the eye, and correction of common vision defects STEM_GP12OPT-IVd-28 Quarter:

4th

I. Objectives: At the end of 60 minutes, 100 % of learners are expected to: 1. identify the parts of the eye and give their functions 2. discuss image formation by the eye 3. explain how common eye defects are corrected

II. Content: Subject Matter

: Human Vision and Eye Defects

Integration: ESP

: active cooperation in the accomplishment of group tasks

Appreciate the importance of human vision English

: Communicating ideas with group mates and presenting outputs

Math

: analyzing pictures

Strategies:

7E’s Learning Model, Cooperative Learning, Brainstorming

Materials:

Laptop computer, LCD projector

References:

Modern Technical Physics (Arthur Bieser); General Physics 2 (Dustin A. Cacanindin) ; Conceptual Physics (Paul G, Hewitt) Curriculum Guide 2016

III. Learning Tasks: Elicit What property of light form images in transparent materials? How do we see objects? Are you familiar with this?

Engage What is common with the two pictures below? What is the purpose of wearing correctional eyeglasses?

Materials

Explore Analyze the given picture of an eye and complete the table below. Parts of the eye

Function

Explain Presentation and checking of outputs. What two parts of the eye are responsible for the refraction of light and formation of image? Where will the refracted light rays converge? What type of image is form in the retina? What is size and orientation of image?

Power Point Presentation

How do human eye accommodate distant and nearby objects?

Elaborate Can you read what’s written in the picture below?

If not then you are already suffering from an eye defect. What are the common human eye defects? How can these be corrected?

Evaluate A. Trace how the human eye forms an image.

B. complete the table below Eye defect

Extend

Description

Correction

1. You can't see the Flatirons and your thumb clearly at the same time because A. your pupil is too small B. your iris can't change fast enough C. your eye cannot accommodate D. eye does not have enough depth of field

2. When you see someone out-of-focus, there is A. no image anywhere B. an in-focus image on your fovea C. an in-focus image on your retina D. an image in-focus either in front or in back of your retina

3. In order to focus on close objects your A. eyelens needs to bulge B. eyelens needs to flatten C.cornea needs to bulge D.cornea needs to flatten the distance (xi) between your eyelens and retina needs to change

Region X DIVISION OF GINGOOG CITY Gingoog City

Lesson Plan in Physics 2 Writer: Hazel R. Balan Gingoog City Comprehensive National High School 0926-969-2358

Content Standards

: Geometric optics

Performance Standards : Use theoretical and, when feasible, experimental approaches to solve multiconcept, rich-context problems using concepts from electromagnetic waves, optics, relativity, and atomic and nuclear theory Learning Competency and Code : Solve problems in geometric optics in contexts such as, but not limited to, depth perception, microscopes, telescopes, and the correction of vision defects STEM_GP12OPT-IVe-29 Quarter:

4th

I. Objectives: At the end of 60 minutes, 100 % of learners are expected to: 1. solve problems on depth perception, microscopes, telescopes and correcting eye Defects 2. calculate apparent depth and true depth, magnifying power of lens, angular magnification and focal length of a telescope, linear magnification of a microscope

II. Content: Subject Matter

: Geometric optics

Integration: ESP

: active cooperation in the accomplishment of group tasks

English

: Communicating ideas with groupmates and presenting outputs

Math

: using equations and performing operations in solving problems

Strategies:

7E’s Learning Model, Cooperative Learning, Brainstorming

Materials:

Laptop computer, LCD projector

References:

Modern Technical Physics (Arthur Bieser); General Physics 2 (Dustin A. Cacanindin) ; Conceptual Physics (Paul G, Hewitt) Curriculum Guide 2016

III. Learning Tasks: Elicit

Materials Power Point Presentation

What do you call the inability of the eye to focus light from distant objects? How can it be corrected? What about the inability of the eye to focus light on nearby objects? How can it corrected?

Engage Of what use are the following instruments?

Explore From the lens and mirror equation: 1/p + 1/q = 1/f

Power Point Presentation

Derive the alternative and simplified forms of the equation for finding: p , q, and f

Explain To solve problems on depth perception, microscope, telescope and vision defect correction, we need to apply the following equations:

Power Point Presentation

q = pf / p-f P = qf / q-f

f = pq / p+q

M = m1m2

M= h’/h = -q/p

Mang = f obective / f eye lens

Elaborate Sample problem Solving: Depth perception A fish frozen in the clear ice (n= 1.3) of a frozen

Power Point Presentation

lake appears to be 40 cm below the surface. What is its actual depth? (h’/h = n2/n1) A. 31 cm b. 46 cm c. 52 cm d. 80 cm Correction of eye defects A certain nearsighted eye cannot see objects distinctly when they are more than 25 cm away. Find the power in diopters of a correcting lens that will enable this eye to see distant objects clearly. (1/f = 1/p + 1/q , where p=∞)

Evaluate Solve the problem below in a 1/2 crosswise paper: 1. A certain farsighted eye cannot see objects distinctly when the are closer than 1.0 m away. Find the power in diopters of a correcting lens that will enable this eye to read a letter 25 cm away.

2. The diameter of the planet Mars is 6.8x106 m. What focal length must a telescope objective have in order to produce a photographic image of mars 1.0 mm in diameter at a time when Mars is 8.0x1010 m from the Earth?

Extend 1. A hyperopic eye has a near point of 60 cm. What is its near point when a correcting lens of +3.33 diopters is used?

2. A telescope has an objective whose focal

Power Point Presentation

length is 60 cm. Find the eyepiece focal length needed for an angular magnification of 20. The telescope is used to watch a young zebra 500 m away. If the zebra’s image is 20 mm long and is located 25 cm in front of the eyepiece, find the zebra’s actual length.