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Morales, Marie Paz E. (2012) DSEDPHY 11081112 – DLSU-Manila
1
LEARNING PACK 2:
ENERGY
in the
ENVIRONMENT
PP (Pangasinan Physics)
TM
Morales, Marie Paz E. (2012) DSEDPHY 11081112 – DLSU-Manila
2
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
Morales, Marie Paz E. (2012) DSEDPHY 11081112 – DLSU-Manila
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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
Morales, Marie Paz E. (2012) DSEDPHY 11081112 – DLSU-Manila
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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?
Morales, Marie Paz E. (2012) DSEDPHY 11081112 – DLSU-Manila
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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
Morales, Marie Paz E. (2012) DSEDPHY 11081112 – DLSU-Manila
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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..
Morales, Marie Paz E. (2012) DSEDPHY 11081112 – DLSU-Manila
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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
Morales, Marie Paz E. (2012) DSEDPHY 11081112 – DLSU-Manila
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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
Morales, Marie Paz E. (2012) DSEDPHY 11081112 – DLSU-Manila
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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
Morales, Marie Paz E. (2012) DSEDPHY 11081112 – DLSU-Manila
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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.
Morales, Marie Paz E. (2012) DSEDPHY 11081112 – DLSU-Manila
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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
Morales, Marie Paz E. (2012) DSEDPHY 11081112 – DLSU-Manila
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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
Morales, Marie Paz E. (2012) DSEDPHY 11081112 – DLSU-Manila
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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
16
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 _____________________.
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 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 ___________________________.
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 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.
17
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
18
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
19
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
20
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
22
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?
____________________________________________________________________________
24
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
Diad sayan aktibidad, say naantaan tan nagamuran da ray mana-aral ya ogugaw et;
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?
________________________________________________________________________________________________________
28
Content Performance Presentation TOTAL
Objective(s):
Answers to Guide Questions
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.
2. It is also pertinent that they realize that the culture of their folks and
place and some local materials can best help them deduce the straight
path movement of light as it moves.
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. 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 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
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
Content Performance Presentation TOTAL
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
Answers to Guide Questions
Name
Score
Year and Section
Group Number
Date Performed
Date Submitted
Name of Instructor
Activity 3: Silew na Sumisigay! WORKSHEET
34
1. The major objective in this part is to deduce from the students the
concept that there are many sources of light. The brightness of these
is dependent on the conversion of energy from chemical to light.
2. It is also pertinent that they realize that the culture of their folks and
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.
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. 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 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
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 = ______________________
39
Content Performance Presentation TOTAL
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
Answers to Guide Questions
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.
2. It is also pertinent that they realize that the culture of their folks and
place and some local materials can best help them deduce special
properties of light like color.
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. 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 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
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
Diad sayan aktibidad, say naantaan tan nagamuran da ray mana-aral ya ogugaw et;
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
Content Performance Presentation TOTAL
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 ____________________
Answers to Guide Questions
%𝐷𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑐𝑒 = |𝑀𝑒𝑎𝑠𝑢𝑟𝑒𝑚𝑒𝑛𝑡 1 − 𝑀𝑒𝑎𝑠𝑢𝑟𝑒𝑚𝑒𝑛𝑡 2|
𝑀𝑒𝑎𝑠𝑢𝑟𝑒𝑚𝑒𝑛𝑡 1 + 𝑀𝑒𝑎𝑠𝑢𝑟𝑒𝑚𝑒𝑛𝑡 2
2 𝑥100
48
1. The major objective in this part is to deduce from the students the
law of reflection that the indicent angle is equal to the reflection
angle. Further, they should realize how images are formed by
mirrors.
2. It is also pertinent that they realize that the culture of their folks and
place and some local materials can best help them verify the law of
reflection and how images are formed by different kinds of mirrors
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. 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 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
49
Objectives
Diad sayan aktibidad, say naantaan tan nagamuran da ray mana-aral ya ogugaw et;
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
Content Performance Presentation TOTAL
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.
2. It is also pertinent that they realize that the culture of their folks and
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.
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. 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 experiments; (2) Data gathering procedures and
measurement; and (3) Rubric Scoring Guide.
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
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
1. 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.
2. 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.
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
Diad sayan aktibidad, say naantaan tan nagamuran da ray mana-aral ya ogugaw et;
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
Content Performance Presentation TOTAL
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
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.
2. It is also pertinent that they realize that the culture of their folks and
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.
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. 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.
5. In the pre-activity discussion, focus on the orientation of the students
on the following: (1) Protocols and precautionary measures in
conducting experiments; (2) Data gathering and analysis procedures
and measurement; and (3) Interview Protocols and Survey sheets.
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
62
Objectives
Diad sayan aktibidad, say naantaan tan nagamuran da ray mana-aral ya ogugaw et;
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
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
Content Performance Presentation TOTAL
Objective(s):
Answers to Guide Questions
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.
2. It is also pertinent that they realize that the culture of their folks and
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.
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. 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 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.
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
Diad sayan aktibidad, say naantaan tan nagamuran da ray mana-aral ya ogugaw et;
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
Content Performance Presentation TOTAL
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
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.
2. 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.
3. Emphasize also that preparations are needed before conducting
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.
4. In the pre-activity discussion, focus on the orientation of the students
on the following: (1) Protocols and precautionary measures in
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
6. Post –Activity discussion may start with probing the students using
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
1. 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.
2. 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.
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://users.hal-pc.org/~clement/Simulations/Mixing%20Colors/rgbColor.html
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.
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