Developing Electromagnetic Theory

Republic of the Philippines
Department of Education
Region XII
Kidapawan City Division
D A I L Y L E S S O N L O G (2nd Quarter)
School
Teacher Learning Area Science
Teaching Dates Grade Level 10
Time
Section
I-OBJECTIVES
A. Content Standard: B. Performance Standard: C. Learning Competency/ies:
The learner demonstrates The learner transfers learning by: Compare the relative wavelengths of different
understanding of the different (no performance standards indicated) forms of electromagnetic waves
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regions of the electromagnetic
D. Objective/s:
spectrum Match the scientists with their contributions to
the development of the electromagnetic theory
II-CONTENT The Electromagnetic Wave Theory

III- LEARNING RESOURCES
A. References
1. Teacher’s Guide Page/s: 117-118
2. Learner’s Materials Pages: 144-145
3. Textbook Pages: _____
4. Additional Materials from learning Resources(LR) portals: Physics textbook Science & Technology IV
B. Other Learning Resources
IV- PROCEDURES
A. Reviewing previous lesson or presenting the What was the lesson which we discussed last meeting?
new lesson
B. Establishing a purpose for the lesson Form words out of the letters in the word ELECTROMAGNET (let students do this
within 2 minutes).
C. Presenting illustrative examples/instances of Forming of groups with 5 members. Provide the students with list of books and
the lesson websites that they may browse as reference for the activity.
D. Discussing the new concepts and practicing Student will research on the different scientists who made significant contributions to
new skills#1 the development of the electromagnetic wave theory and discuss it among themselves.
(Ampere, Faraday, Hertz, Oersted, Maxwell)
E. Discussing new concepts and new skills #2 Match the scientists given with their contributions to the development of
Electromagnetic Theory. (Activity 1 LM pages 144-145)
F. Developing mastery(guides formative  Discussion on the correct answers to the activity.
assessment)
 Discuss the contributions made by Ampere, Faraday, Hertz, Maxwell, Oersted
to the development of the Electromagnetic Wave Theory. (Answers on TG
page 118).
 Discussion on the difference between mechanical wave and electromagnetic
wave. (Refer to attached material on comparing and contrasting two types of
waves)
G. Making generalizations and abstractions Who are responsible for the development of the Electromagnetic Wave Theory?
about the lesson Which among the scientist do you think have the most significant contribution?
What is the difference between mechanical and electromagnetic Waves?
H. Finding Practical applications of concepts What new insights/learning did you get about our natural world? How did it change your
and skills in daily living view about light?
Possible answer: We can come up with new ideas from the ideas of others.
Things are interconnected with each other.
Answers may vary.
I. Evaluation of Learning Match the scientists given with their contributions in the development of the
Electromagnetic Wave Theory. Write only the letter of your answer.
d 1. Faraday a. equations on the relationship of electricity and
magnetism
e 2. Oersted b. evidence of electromagnetic waves and their link to
light
a 3. Maxwell c. demonstrated the magnetic effect based on the
direction of current
c 4. Ampere d. principle behind electromagnetic induction
b 5. Hertz e. showed how a current carrying wire behaves like a
magnet
J. Additional activities for application or Prepare the following materials for the next activity. (same grouping)
remediation 3 bond papers, pencil, coloring pens, marker
V. REMARKS
VI. REFLECTION
A. No. of learners who earned B. No. of learners who scored C. Did the remedial lessons work? D. No. of learners who continue
80% in the evaluation: ________ below 80% who needs additional No. of learners who have caught up to require remediation:
activities for remediation: _______ with the lesson: ______ _________
E. Which of my teaching strategy/ies worked well? Why did these work?
F. What difficulties did I encounter with my principal or superior can help me solve?
G. What innovation or localized materials did I use/discover which I wish to share with other teachers?
H. Strategy used: Word Game; Research; Small group discussion
Date: ______________ Checked by: ____________________________________

Region XII
School
Time
Section
I-OBJECTIVES
The learner demonstrates The learner transfers learning by: Compare the relative wavelengths of
understanding of the different (no performance standards indicated) different forms of electromagnetic waves
S10FE-IIa-b-47
D. Objective/s:
spectrum  Make comic strips of the
scientists’ contributions to the
development of the
Electromagnetic Wave Theory
II-CONTENT The Electromagnetic Wave Theory

A. References
1. Teacher’s Guide Page/s: 118 3. Textbook Pages: _____
2. Learner’s Materials Pages: 144-145 4. Additional Materials from learning Resources(LR) portals: ________
IV- PROCEDURES
A. Reviewing previous lesson or presenting the Name the scientists who have made contributions to the development of the
new lesson Electromagnetic Wave Theory. What are their contributions? (refer to TG page 118
for answers)
B. Establishing a purpose for the lesson How is the electromagnetic theory developed? What are the stories behind its
development?
C. Presenting illustrative examples/instances of Presenting the summary of the contributions made by the scientists in the field of
the lesson electromagnetic waves.
D. Discussing the new concepts and practicing Make a comic strip on the contributions made by the following scientists. (same
new skills#1 group as with the last meeting)
1. Ampere 3. Hertz 5. Oersted
2. Faraday 4. Maxwell
Present to the students the rubrics for giving of points. (refer to attached rubric)
E. Discussing new concepts and new skills #2 Presentation of output by group.
Students’ output will be evaluated given using the rubrics.
F. Developing mastery(guides formative Discussion and or clarifications on the contributions made by the scientists in the
assessment) development of the Electromagnetic Wave Theory. (refer to TG page 118)
G. Making generalizations and abstractions about Among the mentioned scientists, who do you think gave the most significant
the lesson contribution to the development of the Electromagnetic Wave Theory? Why?
Answers may vary.
H. Finding Practical applications of concepts and In what daily activities can we relate the Electromagnetic Wave Theory?
skills in daily living Possible answers: listening to radio, cooking using microwave oven, seeing
television shows, use of X-rays, use of UV light, and others)
I. Evaluation of Learning Make comic strips of the scientists’ contributions to the development of the
Electromagnetic Wave Theory. Make comic strips of the scientists’ contributions to
the development of the Electromagnetic Wave Theory.
(Output of the activity also serves as the evaluation.)
J. Additional activities for application or What is Electromagnetic Wave?
remediation Write your answer on a ¼ sheet of paper to be submitted next meeting.
V. REMARKS
VI. REFLECTION
H. Strategy used: Comic strip writing
Date: ______________ Checked by: ____________________________________

Region XII
School
Time
Section
I-OBJECTIVES
S10FE-IIa-b-47
D. Objective/s:
spectrum
 Identify the characteristics of an
electromagnetic wave
 Solve for word problems
involving speed, frequency and
wavelength of electromagnetic
waves
II-CONTENT The Electromagnetic Waves
A. References
4. Additional Materials from learning Resources(LR) portals: EASE Science 10 Module 17, EASE Waves: Carriers of Energy

IV- PROCEDURES
A. Reviewing previous lesson or presenting the What are the contributions of the following people in the development of the
new lesson electromagnetic wave theory?
a. Oersted – showed how a current carrying wire behaves like a magnet
b. Maxwell – contributed in developing equations showing relationship of electricity and
magnetism
c. Faraday – formulated the principle behind electromagnetic induction
B. Establishing a purpose for the lesson Do you have any idea what EM waves are?
Share something about what you know on electromagnetic waves.
Answers may vary.
C. Presenting illustrative examples/instances of Presentation of the illustration of the Electromagnetic Wave (printed illustration or
the lesson PowerPoint or EM wave GIF)
D. Discussing the new concepts and practicing What are the characteristics of the electromagnetic wave?
new skills#1  The high points are called crests or peaks while the low points are called troughs.
 The amplitude is the maximum displacement from the rest position. It is the height of the
crest or depth of a trough measured from the normal undisturbed position.
 The wavelength, λ, is the distance between two successive crests or two successive troughs.
 The frequency, f, is the number of crests or troughs that pass a point per second. This is
equivalent to the number of complete waves generated per second. Frequency is measured
in terms of hertz (Hz).
 The period, T, is the time taken to generate one complete wave. It is also the time taken for
the crests, or any given point on the wave, to move a distance of one wavelength.
 The speed, v, of the wave is the distance moved by a wave in one second.
E. Discussing new concepts and new skills #2  How are frequency, wavelength and speed related?
v=λf where v=wave speed (speed of light=3x10 8 m/s); λ=wavelength; f=frequency
 Illustrative example of word problem involving electromagnetic wave.

What is the frequency of radio waves with wavelength of 20 m?
f=v/λ
f= 3x108 m/s / 20m
7
f=1.5x10 Hz
F. Developing mastery(guides formative Student will do the Activity Waves (refer to attached Activity Sheet: Waves)
assessment) A. B.
1. Crest; trough 6. 42 m/s
2. Amplitude 7. 81.25 Hertz
3. Wavelength
4. Frequency
5. a. crest; b. trough; c. amplitude; d. wavelength
G. Making generalizations and abstractions about What are the different characteristics of an electromagnetic wave?
the lesson Crest; trough; frequency; wavelength; speed
How are frequency, wavelength and speed of a wave related?
v=λf where v=wave speed; λ=wavelength; f=frequency
H. Finding Practical applications of concepts and In what form of communication do we usually hear the word frequency being applied?
skills in daily living Radio communication
I. Evaluation of Learning 1. Identify the characteristic of EM wave being described.
a. the distance between 2 successive crests or troughs (wavelength)
b. the number of crests or troughs that pass through a point per second
(frequency)
2. A wave has a wavelength of 125 meters is moving at a speed of 20 m/s. What
is its frequency? (0.16 Hertz)
J. Additional activities for application or Prepare the materials for Activity 2 found on page 149 of the Learner’s Material. (by
remediation group)
V. REMARKS
VI. REFLECTION
H. Strategy used: Lecture-Discussion; Problem-solving
Date: ______________ Checked by: ____________________________________

Region XII
School
Time
Section
I-OBJECTIVES
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D. Objective/s:
spectrum
 Identify materials that can block and
allow EM waves to pass through
 Compare the speed of EM waves
through different materials
II-CONTENT The Electromagnetic Spectrum
A. References
1. Teacher’s Guide Page/s: 121
4. Additional Materials from learning Resources(LR) portals: EASE Science 10 Module 17; Physics textbook Science & Technology IV
IV- PROCEDURES
A. Reviewing previous lesson or presenting the What are the different characteristics of an electromagnetic wave?
new lesson Crest; trough; frequency; wavelength; speed
B. Establishing a purpose for the lesson Who among you are fond of playing with remote controlled toys? What difficulties do
you encounter when playing with such toys?
C. Presenting illustrative examples/instances of  Presentation of the illustration of the Electromagnetic Waves’ wavelengths,
the lesson frequencies and energies. (Refer to Table 1 p. 149 LM)
D. Discussing the new concepts and practicing  Discussion on the different types of electromagnetic waves, their sources and
new skills#1 applications. (refer to attached sheet on Forms of Electromagnetic Wave)
E. Discussing new concepts and new skills #2 Activity 2 Now you go! Now you won’t! (by group)
 Identifying the materials that can block or allow radio waves to pass through.
F. Developing mastery(guides formative Answering the Guide Questions 2-4 on page 150 LM and discussing the correct
assessment) answers.
Q2. Compare the time taken by the RC car to cover the same distance. Do some go slower or
faster?
The time for the different set-up were different from each other. Some are faster than the other.
Q3. What does this tell you about the transmission of a signal?
This tells us that the signal can be interrupted.
Q4. What characteristics of EM waves did you discover?
It tells us that some EM waves if not all can be blocked by some materials.
G. Making generalizations and abstractions about Based on the activity, what are the materials that allow EM waves to pass through?
the lesson (Students will make generalizations based on their answers on the table found on page 150
of LM)
Radio waves can be blocked by some types of materials.
H. Finding Practical applications of concepts and What do you think would be the most suitable material for the antenna of a remote
skills in daily living controlled car? Why do you think so?
I. Evaluation of Learning 1. Identify 1 material that allow and 1 material that block the passage of EM
waves.
Rubber; Aluminum foil
2. Compare the speed of EM waves when passing through the following
materials: aluminum foil and rubber.
EM waves travel slower when passing through aluminum foil than when travelling through
rubber.
J. Additional activities for application or Can electromagnetic waves travel through vacuum? Explain your answer.
remediation Electromagnetic waves, unlike mechanical waves, can travel through vacuum. Because they do not
need a medium, EM waves can pass through outer space, which is a near vacuum. Also,
because they do not give up energy in traveling, EM waves can cross the great distances that
separate stars and galaxies
V. REMARKS
VI. REFLECTION
H. Strategy used: Discovery method; collaborative work
Date: ______________ Checked by: ____________________________________

Region XII
School
Time
Section
I-OBJECTIVES
The learner demonstrates The learner transfers learning by: cite examples of practical applications of the
understanding of the different (no performance standards indicated) different regions of EM waves, such as the
use of radio waves in telecommunications
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spectrum D. Objective/s:
 Determine the radio band used in AM
radio broadcasting, FM radio
broadcasting, TV broadcasting and
satellite communication
II-CONTENT Radio Waves
A. References
4. Additional Materials from learning Resources(LR) portals: EASE Science 10 Module 17
IV- PROCEDURES
A. Reviewing previous lesson or presenting the What kind of materials block the passage of EM waves?
new lesson Materials made up of aluminum most probably block the passage of EM waves.
What kind of materials allow the passage of EM waves?
Wax paper, plastic wrapper and rubber allow the passage of EM waves..
B. Establishing a purpose for the lesson Playing a radio in front of the class. Let students enjoy listening to music for few
minutes.
C. Presenting illustrative examples/instances of What do you think is the principle and concept behind the development of radios?
the lesson (Elicit ideas from students)
D. Discussing the new concepts and practicing  Presentation of the Radio Wave Frequencies (Table 2 page 151 LM)
new skills#1 (Let students do data analysis by pair). Identify the different bands and their
corresponding frequency and wavelength range.
E. Discussing new concepts and new skills #2  Discussion on the applications of the different bands of radio waves. (refer to
attached table on Common Uses of Radio Waves)
F. Developing mastery(guides formative  What band is used in AM radio broadcasting?
assessment) MF and HF
 What band is used in FM radio broadcasting?
VHF and UHF
 What band is used in TV broadcasting?
VHF and UHF
 What factor determines the application and use of radio waves?
The main factor that determines the application of radio waves is its frequency range.
G. Making generalizations and abstractions about  Which band is suitable for communication over great distances?
the lesson Low frequency waves are most suitable for communication over great distances.
 Which frequency waves are used for broadcasting?
Medium and high frequency waves are used for broadcasting by local radio stations.
H. Finding Practical applications of concepts and What are the disadvantages of using radio frequencies?
skills in daily living  Communication devices that make use of the same frequencies interfere with their
transmission.
 It is easier to “eavesdrop” since signals are transmitted in space rather than a wire.
I. Evaluation of Learning Determine the radio band utilized by the following.
1. AM radio broadcasting – MF and HF
2. Satellite communication - SHF
3. FM radio broadcasting – VHF and UHF
4. TV broadcasting - VHF and UHF
J. Additional activities for application or Read in advance Activity 3 on page 152-153 of your Learner’s Manual
remediation
V. REMARKS
VI. REFLECTION
H. Strategy used: Data analysis
Date: ______________ Checked by: ____________________________________

Region XII
School
Time
Section
I-OBJECTIVES
The learner The learner transfers learning by: cite examples of practical applications of the different regions
demonstrates (no performance standards indicated) of EM waves, such as the use of radio waves in
telecommunications
understanding of the
S10FE-IIc-d-48
different regions of the D. Objective/s:
electromagnetic  Describe how radio waves are transmitted and
spectrum
received.
A. References
1. Teacher’s Guide Page/s: 122-
4. Additional Materials from learning Resources(LR) portals: BEAM Science Fourth Year-Physics; EASE Science 10 Module 17; Physics
textbook Science & Technology IV
B. Other Learning
Resources
IV- PROCEDURES
A. Reviewing previous lesson or Students will match the frequency range of radio waves with its corresponding application.
presenting the new lesson (metacards)
B. Establishing a purpose for the Who among you are fond of listening to FM radio stations? Which station is your favorite?
lesson
C. Presenting illustrative Tune in to a live broadcasting station. Let them describe what they hear upon changing the
examples/instances of the lesson location or position of the radio.
What do you notice
D. Discussing the new concepts and Let students conduct Activity 3. Sound check (by group)
practicing new skills#1 Answering guide questions 5-7 (individual task)
Q5. What happens when you stroke the prongs with the wire?
Noticeable “static” sound is produced.
Q6. How does changing the position affect the results?
The sound of static may change from one frequency to another.
Q7. What might be the cause when you sometimes hear static sound in your radio?
The waves might be interrupted by some factors.
E. Discussing new concepts and new Lecture on the generation, transmission and reception of radio waves. (refer to attached Teacher Resource
skills #2 Sheet 7).
F. Developing mastery(guides  What are the two main parts of a radio setup?
formative assessment) Transmitter and receiver
 What is the function of the transmitter?
The transmitter takes some sort of a message (voice, pictures for a TV set, data for a radio modem or others),
encodes it into a sine wave and transmits it with radio waves.
 What is the function of the receiver?
The receiver receives the radio waves and decodes the message from the sine wave it receives.
G. Making generalizations and How are radio waves transmitted and received? Summarize it by making a simple diagram.
abstractions about the lesson
H. Finding Practical applications of What common problems arise during transmission and reception of radio waves?
concepts and skills in daily living Radio waves may interfere with other signals. This makes transmission and reception difficult.
I. Evaluation of Learning Briefly describe how radio waves are transmitted and received.
The transmitter takes some sort of a message (voice, pictures for a TV set, data for a radio modem or others),
encodes it into a sine wave and transmits it with radio waves.
The receiver receives the radio waves and decodes the message from the sine wave it receives
J. Additional activities for application What is the function of an antenna in radio wave transmission and reception?
or remediation Both the transmitter and receiver use antennas to radiate and capture the radio signals.
V. REMARKS
VI. REFLECTION
H. Strategy used: Group activity; lecture
Date: ______________ Checked by: ____________________________________

Region XII
School
Time
Section
I-OBJECTIVES
The learner demonstrates The learner transfers learning by: cite examples of practical applications of the
understanding of the different (no performance standards indicated) different regions of EM waves, such as the
use of radio waves in telecommunications
S10FE-IIc-d-48
 Name the parts of the radio
transmitter and receiver
 Identify the function of each part of
the transmitter and receiver
A. References
4. Additional Materials from learning Resources(LR) portals: BEAM Science Fourth Year-Physics; EASE Science 10 Module 17; Physics
textbook Science & Technology IV;
https://www.dummies.com/programming/electronics/components/r
adio-electronics-transmitters-and-receivers/
IV- PROCEDURES
A. Reviewing previous lesson or presenting the Why do we sometimes hear static sounds when listening to the radio?
new lesson The waves might be interrupted by some factors.
B. Establishing a purpose for the lesson Let students have a short game on message relay.
Message: Kidapawan, which is known as the City of Fruits and Highland Springs,
made a mark in the Guiness Book of World Records, not once but twice.
C. Presenting illustrative examples/instances of What are the important factors involved to win the game of message relay?
the lesson (Emphasize to the students the importance of correct manner of transmitting and receiving the
message.)
D. Discussing the new concepts and practicing  Presentation of illustration of a radio transmitter and receiver. (see attached
new skills#1 illustration)
 What are the different parts of a radio transmitter?
Power Supply, Oscillator, Modulator, amplifier, antenna
What are parts of a radio receiver?
Antenna, RF amplifier, Tuner, Detector, Audio amplifier
E. Discussing new concepts and new skills #2 What are the functions of each part of the radio transmitter and receiver?
(Refer to attached information sheet Radio Electronics: Transmitters and Receivers)
F. Developing mastery(guides formative Which part is common to both the radio transmitter and receiver?
assessment) Antenna
Why do you think do they both have this part?
In the transmitter, the antenna converts the signal to radio waves, while in the receiver, it
captures radio waves. Thus, both the transmitter and the receiver uses the antenna for
the transmission and reception of radio waves.
G. Making generalizations and abstractions about Make a simple chart of the parts of a radio transmitter and receiver.
the lesson Transmitter Receiver
H. Finding Practical applications of concepts and What are some problems which you have encountered in radio broadcasting?
skills in daily living
I. Evaluation of Learning 1. Name 2 parts of radio transmitter and identify its function.
Possible answers:
Oscillator – generates a sine wave known as a carrier wave.
Modulator – adds useful info to the carrier wave
Amplifier – amplifies the modulated carrier wave to increase its power
Antenna – converts amplified signal to radio waves
2. Name 2 parts of radio receiver and identify its function.
Antenna – captures radio waves
RF Amplifier – amplifies very weak radio frequency signal from the antenna
Tuner – extracts signals of a particular frequency
Detector – separates the audio info from the carrier wave
Audio Amplifier – amplifies the weak signal so that it can be heard
.
Gather as much information about microwave. Write it in your notebook.
V. REMARKS
VI. REFLECTION
H. Strategy used: Message Relay Game; Flowchart making
Date: ______________ Checked by: ____________________________________

Region XII
School
Time
Section
I-OBJECTIVES
The learner demonstrates The learner transfers learning by: Explain the effects of EM waves on living
understanding of the different (no performance standards indicated) things and on the environment
S10FE-IIe-f-49
D. Objective/s:
spectrum
 Describe microwave in terms of
wavelength
 Identify the applications of microwave
II-CONTENT Microwaves
A. References
4. Additional Materials from learning Resources(LR) portals: . BEAM Science Fourth Year-Physics
https://www.livescience.com/50259-microwaves.html
IV- PROCEDURES
A. Reviewing previous lesson or presenting the Recall on the parts of a transmitter/receiver and their corresponding functions.
new lesson Show students the illustration and let them identify the part at state its function.
B. Establishing a purpose for the lesson Do you have any idea what a microwave is? What do you think it is called
“microwave”? Illustration of the EM Spectrum will be presented to the class.
C. Presenting illustrative examples/instances of Showing the students images of satellite, radar, TV, cellular phone, and microwave
the lesson oven.
What do these things have in common?
(Solicit ideas from the students until they come up with the correct answer.)
D. Discussing the new concepts and practicing  Input on the definition, description and uses of microwaves.
new skills#1 (Microwave) https://www.livescience.com/50259-microwaves.html
E. Discussing new concepts and new skills #2 Input on how the microwave oven cooks food inside it.
1. A part of the oven produces microwaves.
2. The microwaves are sent to the reflecting fan.
3. The microwaves are reflected in many directions by the fan and the walls of
the microwave oven.
4. As microwaves pass through the food, the transfer energy to the water
molecules in the form of heat.
F. Developing mastery(guides formative Present to the class the Electromagnetic Spectrum.
assessment)  How would you describe microwave in terms of its position in the electromagnetic
spectrum?
The microwave is found in between the Infrared and Radio Waves
 What can you say about its wavelength?
Microwave has longer wavelength than gamma, X-ray UV, visible light and infrared.
 Describe its frequency.
The microwave has a lower frequency than gamma, X-ray UV, visible light and infrared.
G. Making generalizations and abstractions about What are microwaves?
the lesson  Microwaves have shorter wavelengths than radio waves
 Ranges from one-tenth of a mm to 1 cm.
 They are also used in telecommunication.
 Microwaves are good for transmitting information from one place to another
because microwave energy can penetrate haze, light rain and snow, clouds,
and smoke.
H. Finding Practical applications of concepts and Why is microwave so useful in cooking?
skills in daily living Microwaves have shorter wavelengths than radio waves, which make them more
easily absorbed by water which heat the food that we eat.
I. Evaluation of Learning 1. In terms of wavelength, describe microwave. Compare it with radio waves.
Microwaves have shorter wavelength as compared to radio waves.
2. Name three applications of microwaves.
Possible answers: Satellite communications, RADAR, TV transmission, microwave oven
J. Additional activities for application or Research on the negative effects of Low Frequency Waves to people and to the
remediation environment.
V. REMARKS
VI. REFLECTION
H. Strategy used: Lecture-Discussion
Date: ______________ Checked by: ____________________________________

Region XII
School
Time
Section
I-OBJECTIVES
S10FE-IIe-f-49
D. Objective/s:
spectrum
 Determine the relationship between
frequency and the energy carried by an
EM wave.
 Name the applications of infrared.
II-CONTENT Infrared
A. References
4. Additional Materials from learning Resources(LR) portals: BEAM Science Fourth Year-Physics
IV- PROCEDURES
A. Reviewing previous lesson or presenting the How would you describe microwave in terms of its wavelength relative to radio
new lesson waves? Microwaves have shorter wavelength as compared to radio waves.
Name some useful applications of microwave. Microwaves are useful in satellite
communications, Radar, TV transmission and in cooking through microwave ovens.
B. Establishing a purpose for the lesson Show the students an infrared image. Let them guess what the image is based on
what they see. (see attached image)
C. Presenting illustrative examples/instances of What does the colors of an infrared image indicate?
the lesson
D. Discussing the new concepts and practicing Let students perform Activity 5. It’s Getting Hotter.
new skills#1 Let them answer Guide Questions
Q9. Do you see any trend? Explain if there is any.
Q9. The temperature increases from the blue to the red part.
Q10. What did you notice about the temperature readings?
Q10. The temperature readings in the three thermometers are different from one another.
Q11. In which region have you recorded the highest temperature after 10 minutes?
Q11. The highest temperature is at point beyond the red end of the color spectrum.
Q12. What do you think exist just beyond the red part of the spectrum?
12. This is the infrared portion of the EM spectrum
Q13. Discuss any other observations or problems
. Q13. Answers may vary.
E. Discussing new concepts and new skills #2 What are some useful applications of IR radiation?
(refer to page 59 of LM)
F. Developing mastery(guides formative  What does the blue color in the IR indicate?
assessment) Blue color indicates lower temperature.
 What does the red color in the IR indicate?
Red color indicates higher temperature.
 What does higher frequency mean in terms of energy?
Higher frequency would mean greater energy.
G. Making generalizations and abstractions about In what particular fields is IR radiation useful?
the lesson What is the relationship between the frequency and energy carried by an EM wave?
H. Finding Practical applications of concepts and In general, is IR radiation advantageous or disadvantageous?
skills in daily living
How useful are night-vision goggles?
I. Evaluation of Learning 1. Determine the relationship between the frequency and the energy carried by the EM
waves.
The greater the frequency, the greater the energy. There is a direct relationship between the two.
2. Name two applications of Infrared waves.
Possible answers: infrared photography, infrared scanners in medicine, infrared remote controls,
night-vision goggles, autofocus cameras
J. Additional activities for application or Explain why the eyes and mouth of the dog appears red in the infrared image.
remediation
V. REMARKS
VI. REFLECTION
H. Strategy used: Small group discussion; image interpretation
Date: ______________ Checked by: ____________________________________

Region XII
School
Time
Section
I-OBJECTIVES
S10FE-IIe-f-49
D. Objective/s:
spectrum
 Arrange the colors of the visible spectrum
according to increasing/decreasing
wavelength.
 Identify the uses of UV rays
II-CONTENT The Visible Spectrum
Ultraviolet Radiation
A. References
IV- PROCEDURES
A. Reviewing previous lesson or presenting the Name some useful applications of IR radiation.
new lesson Possible answers: infrared photography, infrared scanners in medicine, infrared remote controls,
night-vision goggles, autofocus cameras
B. Establishing a purpose for the lesson  Presenting a glass prism. What is its function?
While light passes through a prism, it is separated into its constituent colors: red, orange, yellow,
green, blue, indigo and violet.
C. Presenting illustrative examples/instances of  Presenting the table of the wavelength of the different colors of light (Table 3
the lesson page 160 LM).
D. Discussing the new concepts and practicing  Demonstration of the separation of colors of white light by passing thru a prism.
new skills#1
 Identification of the different colors of light
Students illustrate the colors of light based on what they observed
E. Discussing new concepts and new skills #2  Students perform Activity 6. Screen the UV Out.
 Let students answer Guide Questions Q14-Q16
Q14. How does the newsprint vary in the three divisions of the newspaper?
The newsprint in the fully exposed part of the newspaper faded more dramatically
than the other parts.
Q15. What does this indicate?
It indicates that sunlight, specifically UV rays affect the pigments of different objects.
Q16. How does this realization impact to your personal life?
Answers may vary.
F. Developing mastery(guides formative  Looking at the illustration of the colors of light, which among the colors have the greatest
assessment) wavelength?
Red
 Which among the colors have the lowest frequency?
Red
 Is the sun the sole source of UV rays?
No
G. Making generalizations and abstractions about Arrange the colors of light according to increasing wavelength.
the lesson violet, indigo, blue, green, yellow, orange, red
What are some uses of UV rays?
UV lamps used in banks, sterilization of water, gives tanning effect to the skin
H. Finding Practical applications of concepts and Why do we use sunblock?
skills in daily living People use sunblock to avoid overexposure to UV radiation from the sun which may cause skin
cancer. They serve as filters to protect the body.
I. Evaluation of Learning 1. What are the different colors of light? Arrange them according to decreasing
wavelength.
red, orange, yellow, green, blue, indigo, violet
2. Identify two uses of UV rays
UV lamps used in banks, sterilization of water, gives tanning effect to the skin
J. Additional activities for application or Let students continue the activity by exposing the material for several days. Observe
remediation what happens.
V. REMARKS
VI. REFLECTION
H. Strategy used: Discovery method
Date: ______________ Checked by: ____________________________________

Region XII
School
Time
Section
I-OBJECTIVES
S10FE-IIe-f-49
D. Objective/s:
spectrum
 Describe X-Rays and Gamma Rays
in terms of wavelength, frequency
and energy
 Identify the uses of X-Rays and
Gamma Rays
II-CONTENT X-Rays
Gamma Rays
A. References
IV- PROCEDURES
A. Reviewing previous lesson or presenting the Which color of white light has the greatest wavelength?
new lesson Red
Which between the UV radiation and visible spectrum carry more energy?
Ultraviolet waves have shorter wavelengths than visible light, thus, UV radiation carries more
energy.
B. Establishing a purpose for the lesson Show students an X-Ray film. Let them describe what they see.
C. Presenting illustrative examples/instances of Show to the students the electromagnetic spectrum.
the lesson What are the last two parts of the electromagnetic spectrum?
D. Discussing the new concepts and practicing  You will be divided into two groups. We will also have 2 learning stations where
new skills#1 you will have to discuss among yourselves about X-rays and gamma rays. You
will be given 10 minutes per learning station. After which, someone from your
group will have to present a summary of what you have learned in the 2 learning
stations. You will have to describe the rays in terms of wavelength, frequency and
energy, and identify its most important applications.
 Learning Station 1 – X-Rays
 Learning Station 2 – Gamma Rays
E. Discussing new concepts and new skills #2 Presentation of the summary of learnings in:
 Learning Station 1 – X-Rays (Group 1)
 Learning Station 2 – Gamma Rays (Group 2)
F. Developing mastery(guides formative What makes x-rays suitable for diagnosing bone fractures?
assessment) X-rays can pass through soft tissues but are filtered by dense matter such as the bones. This
characteristic makes it possible for the X-ray to be used in medical purposes.
Why do you think is the gamma ray used in medical treatment, such as killing cancer
cells?
Gamma rays are very strong that they can kill living cells. They are used to treat cancer through the
process of radiotherapy.
G. Making generalizations and abstractions about Which ray has the shortest wavelength in the electromagnetic spectrum?
the lesson Of all the electromagnetic waves, the gamma rays are shortest in wavelength. Thus, they have the
highest frequency and carries the most energy.
What are the uses of X-Rays and Gamma Rays?

X-rays and gamma rays are used in medical purposes because they have the shortest wavelength,
highest frequency and energy. However, frequent exposure to these rays poses health risks.
H. Finding Practical applications of concepts and Why are pregnant women prohibited from being exposed to X-Rays?
skills in daily living Too much exposure to X-rays can damage body tissues and can cause cancer. For this reason,
pregnant women are prohibited from being exposed to X-rays to avoid damage to the developing fetus
inside the womb.
I. Evaluation of Learning 1. Describe X-rays and Gamma rays in terms of their wavelength, frequency and
energy.
X-rays and gamma rays have the shortest wavelength among the EM waves. They have the highest
frequencies and carry the most energy.
2. Identify one (1) use of X-ray and one (1) use of gamma rays.
Possible answers:
X- rays – diagnosing bone fractures and dense tumors
Gamma rays – sterilizing medical equipment, used to kill cancer cells
J. Additional activities for application or Summarize the applications/uses of all electromagnetic waves. Tabulate your answer
remediation and follow the format below
EM Waves Application/Uses
V. REMARKS
VI. REFLECTION
H. Strategy used: Learning Stations; Group Discussion
Date: ______________ Checked by: ____________________________________

Region XII
School
Time
Section
I-OBJECTIVES
The learner demonstrates The learner transfers learning by: Predict the qualitative characteristics
understanding of the different (no performance standards indicated) (orientation, type and magnification) of images
formed by plane and curved mirrors and
lenses S10FE-IIg-50
 To identify the height, width, and the
distance of the image formed by plane
mirrors.
II-CONTENT Reflection of Light in Mirrors
A. References
4. Additional Materials from learning Resources(LR) portals: ________
IV- PROCEDURES
A. Reviewing previous lesson or presenting the Identify some uses of X-rays and gamma rays.
new lesson X- rays – diagnosing bone fractures and dense tumors
Gamma rays – sterilizing medical equipment, used to kill cancer cells
B. Establishing a purpose for the lesson Before you go to school, what do you usually do? What object in the house do you
always use to ensure that you are properly groomed and look pleasing?
Mirror
C. Presenting illustrative examples/instances of Show students a mirror. Let them describe it. Let them see themselves on the mirror.
the lesson What do you see?
D. Discussing the new concepts and practicing You will be grouped with 5 members for each group. You will be doing Activity 1.
new skills#1 Mirror, mirror, on the wall…on page 173-174 of your Learner’s Material. Complete
tables 1 and 2 on page 174.
Activity 1. Mirror, Mirror on the Wall (refer to page 173 of LM).
E. Discussing new concepts and new skills #2 Answer Questions 1 and 2 individually. Write your answers on your activity notebook.
Q1. Compare the distance from the mirror of the object with that of the image.
The distance (as indicated by the number of parallel lines) of the object from the mirror is the same as
the distance of the image from the mirror.
Q2. How do the height and width of the object compare with the height and width of
the image?
The height and the width of the object is the same as the height and width of the image as
seen from the plane mirror.
F. Developing mastery(guides formative  How does the image distance compare to the object distance on a plane mirror?
assessment) When seen in a plane mirror, the image distance is equal to the object distance.
 How does the size of the image compare to the size of the object?
When seen in a plane mirror, the size of the image is the same as the size of the object.
G. Making generalizations and abstractions about How do you now describe the height, width and distance of the image formed by a
the lesson plane mirror relative to the actual object?
Whatever the height, width and distance of the actual object, the same will be seen on
the image formed by a plane mirror.
H. Finding Practical applications of concepts and Where do we usually use plane mirrors? Explain why plane mirrors are used instead
skills in daily living of any other types of mirrors.
People usually make use of plane mirrors at home. This could be attributed to the fact
that the size and distance of the image formed by the plane mirror is identical with that of
the actual object.
I. Evaluation of Learning Identify the height, width and distance of the actual object when its image formed in
the plane mirror is having the following properties:
Height = 15 cm Width = 4.5 cm Distance = 7 cm
Answer: Height = 15 cm Width = 4.5 cm Distance = 7 cm
J. Additional activities for application or Bring any physics books which you could make use as reference for the topic
remediation reflection which will be discussed next meeting. You may also surf the internet on
information about reflection.
V. REMARKS
VI. REFLECTION
H. Strategy used: Group Activity
Date: ______________ Checked by: ____________________________________

Region XII
School
Time
Section
I-OBJECTIVES
lenses
spectrum S10FE-IIg-50
D. Objective/s:
 Define the terms Incident ray, and
Reflected ray
 Illustrate the reflection of a light ray on a
plane mirror
A. References
2. Learner’s Materials Pages: 175
4. Additional Materials from learning Resources(LR) portals: EASE Project Nature and Properties of Light;
https://www.slideshare.net/thelawofscience/reflections-in-a-plane-
mirror-12287523?from_action=save
IV- PROCEDURES
A. Reviewing previous lesson or presenting the Compare the size and distance of the image formed by a plane mirror with that of the
new lesson actual object.
Whatever the height, width and distance of the actual object, the same will be seen on
the image formed by a plane mirror.
B. Establishing a purpose for the lesson What can you see when you look at a mirror, or a polished metal or a still pool of
water? You can see your image. Why? These objects are image reflecting objects.
C. Presenting illustrative examples/instances of Today we will be learning about reflection of light on plane mirrors.
the lesson
D. Discussing the new concepts and practicing Listen attentively PowerPoint presentation on the reflection of light on plane mirrors.
new skills#1 Note the most important points about the topic. (source:
https://www.slideshare.net/thelawofscience/reflections-in-a-plane-mirror-
12287523?from_action=save)
E. Discussing new concepts and new skills #2 Illustrate the reflection of light on a plane mirror.
F. Developing mastery(guides formative Quiz Bowl by team:
assessment) 1. What is the scientific word for light bouncing off a surface?
Reflection
2. Is the following statement true or false? A smooth surface reflects
light to different directions .
False
3. Is the following statement true or false? In your mirror image your
left hand is shown as your left hand.
True
G. Making generalizations and abstractions about How do incident rays, and reflected rays differ from one another? How are they
the lesson related?
Incident ray is the ray of light approaching the mirror, while reflected rays are
the ray of light which leaves the mirror. The angle between the incident ray
and the normal line is equal to the angle between the reflected ray and the
normal line.
H. Finding Practical applications of concepts and Name some uses if plane mirrors.
skills in daily living  Periscopes and kaleidoscopes
 Automobiles
 Torch Lights
 Shaving Mirrors
 In Dentist
 Solar Cooker
 Security
I. Evaluation of Learning 1. Define the following terms related to mirrors and reflection.
a. Incident ray - the ray of light approaching the mirror
b. Reflected ray - the ray of light which leaves the mirror
2. Illustrate the reflection of a light ray on a plane mirror. Label the 3 lines.
J. Additional activities for application or Bring a paper protractor and a laser pen or laser pointer nest meeting
remediation
V. REMARKS
VI. REFLECTION
H. Strategy used: PowerPoint presentation
Date: ______________ Checked by: ____________________________________

Region XII
School
Time
Section
I-OBJECTIVES
lenses
D. Objective/s:
 State the two laws of reflection.
 Write the equation for the law of
reflection.
 Explain lateral inversion
A. References
4. Additional Materials from learning Resources(LR) portals: EASE Project Nature and Properties of Light
IV- PROCEDURES
A. Reviewing previous lesson or presenting the What is an incident ray? What is a reflected ray?
new lesson Incident ray is the ray of light approaching the mirror, while reflected rays are the ray of light
which leaves the mirror. The angle between the incident ray and the normal line is equal to
the angle between the reflected ray and the normal line.
B. Establishing a purpose for the lesson What is a law? Have you heard of the Laws of Reflection?
C. Presenting illustrative examples/instances of Angle of Incidence vs. Angle of Reflection (refer to LM page 138. Table 3). Students
the lesson will have to analyze the data (Think-Pair-Share)
D. Discussing the new concepts and practicing  Based on the data shown on the table, formulate a statement about the relation of
new skills#1 the angle of incidence and angle of reflection.
“The angle of incidence is equal to the angle of reflection.” (First Law of Reflection)
 Describe the normal line, incident ray and the reflected ray.
“The normal line, incident ray, and the reflected ray lie on the same plane.” (Second Law
of Reflection)
 Write a mathematical equation for the relation of the angle of incidence and the
angle of reflection.
In symbols, Øi = Ør where Øi = angle of incidence; Ør = angle of reflection
E. Discussing new concepts and new skills #2  Stand in front of a plane mirror. Is your image exactly the same in size as you
are? Where is it apparently found?
The image is exactly the same in size. It is found apparently behind the mirror.
 Raise your left hand. What hand does your image raise? What do you call this
effect?
When I raise my left hand, the image seems to raise the right hand. His is called lateral
inversion.
 Is your image erect or inverted?

The image is erect
F. Developing mastery(guides formative  A ray of light is reflected from a plane mirror. The angle of incidence is 20°. What
assessment) is the measurement of the angle between the incident and the reflected ray?
According to the Law of Reflection, since the angle of incidence is 20°, then the angle of
reflection is also 20°. This is with reference to the normal line. Thus, the measurement of
the angle between the incident ray and the reflected ray is 40°
 How much larger will your classroom seem to appear if the entire two adjacent
walls of your classroom consist of plane mirrors?
The room will appear 4x larger.
G. Making generalizations and abstractions about What are the two laws of reflection?
the lesson “The angle of incidence is equal to the angle of reflection.” (First Law of Reflection)
of Reflection)
What is lateral inversion?

Lateral inversion" means the apparent reversal of the mirror image's left and right when
compared with the object. "Lateral" just means "sideways"
H. Finding Practical applications of concepts and Explain why the word AMBULANCE is written in laterally inversed manner in
skills in daily living ambulance vehicles.
The word AMBULANCE is written laterally inverted on the front of the ambulance because
if you are driving ahead of ambulance vehicle, then you can see ambulance written
laterally to normal way in your side mirror and give the way to this emergency vehicle.
I. Evaluation of Learning 1. State the two Laws of Reflection.

“The angle of incidence is equal to the angle of reflection.” (First Law of Reflection)
of Reflection)
2. Write the equation for the First Law of Reflection.

Øi = Ør where Øi = angle of incidence; Ør = angle of reflection
3. Explain Lateral Inversion

Lateral inversion" means the apparent reversal of the mirror image's left and right when
compared with the object. When one stands in front of the mirror, and raises the left
hand, the image seems to raise its right hand.
J. Additional activities for application or Bring a plane mirror by group for the next activity.
remediation
V. REMARKS
VI. REFLECTION
H. Strategy used: Thiink-Pair-Share; Lecture-Discussion
Date: ______________ Checked by: ____________________________________

Region XII
School
Time
Section
I-OBJECTIVES
lenses
D. Objective/s:
 Identify the relationship between the number
of images formed and the angle between the
two mirrors
 Identify the formula for determining the
number of images formed when two mirrors
are kept at a certain angle.
 Determine the number of images formed by
two mirrors given the angle.
A. References
4. Additional Materials from learning Resources(LR) portals: EASE Project Nature and Properties of Light
IV- PROCEDURES
A. Reviewing previous lesson or presenting the State the two laws of reflection.
new lesson “The angle of incidence is equal to the angle of reflection.” (First Law of Reflection)
of Reflection)
B. Establishing a purpose for the lesson Let students draw angles with different measurements using protractor.
C. Presenting illustrative examples/instances of Visualize a beauty salon. Describe the mirrors found in the salon.
the lesson What is the purpose of having several mirrors placed at an angle in a salon?
Answers may vary.
D. Discussing the new concepts and practicing Perform Activity 4. Who Wants to be a Millionaire? (by group)
new skills#1 Complete Table 4 page 179 of LM and answer Q8-Q11 to be written on a manila
paper.
E. Discussing new concepts and new skills #2 Display your groups’ output on the walls of the classroom. Compare your answers to
the questions with that of other groups’ output.
F. Developing mastery(guides formative  Discussion on the correct answers to Table 4 and Q8-Q11.
assessment) Q8. What happens to the number of images formed as you vary the angle of images
formed?
As the angle between two mirrors decreases, the number of images increases.
Conversely, as the angle between the mirrors increases, the number of images formed
decreases.
Q9. What relationship exists between the number of images formed and the angle
between two mirrors?
The number of images is inversely proportional to the angle between two mirrors.
Q10. Derive the formula for determining the number of images formed by two
mirrors.
N=360/Ø – 1 where N=no. of images Ø = angle between 2 mirrors
Q11. How should the mirrors be arranged such that an infinite number of images will
be formed or seen?
The mirrors should be placed parallel facing each other to see an infinite number of
images.
G. Making generalizations and abstractions about What is the relationship between the angle between two mirrors and the number of
the lesson images formed?
H. Finding Practical applications of concepts and What do you think is the most appropriate angle between two mirrors in a beauty
skills in daily living salon? Defend your answer.
Answers may vary.
I. Evaluation of Learning 1. Identify the relationship between the number of images formed and the
angle between the two mirrors.
a. Directly proportional
b. Inversely proportional
2. Identify the correct formula for determining the number of images formed
when two mirrors are kept at a certain angle.
a. N=360/Ø - 1
b. N=360/Ø + 1
3. Determine the number of images formed by two mirrors placed in 45° with
each other.
7 images
J. Additional activities for application or Determine the number of images formed by two mirrors placed in 20° angle with
remediation each other.
17 images
V. REMARKS
VI. REFLECTION
H. Strategy used: Group Activity
Date: ______________ Checked by: ____________________________________

Region XII
School
Time
Section
I-OBJECTIVES
lenses
D. Objective/s:
 Differentiate the two kinds of
spherical mirrors in terms of the
reflecting surface and image formed.
 Define the terms related to spherical
mirrors
II-CONTENT Reflection on Spherical Mirrors
A. References
4. Additional Materials from learning Resources(LR) portals: What is the Difference Between Concave and Convex Mirror | Tabular Form |
Explanation | Grade 10 Physic (https://youtu.be/ck0j2Oo0gso)

IV- PROCEDURES
A. Reviewing previous lesson or presenting the What is the relationship between the angle between two mirrors and the number of
new lesson images formed?
B. Establishing a purpose for the lesson Have you seen your image on the two sides of a clear spoon?
What do you notice about your image on each of the two sides of the spoon?
Answers may vary.
C. Presenting illustrative examples/instances of  Presenting of spherical mirrors, concave and convex.
the lesson Pass the mirrors around so that the you will be able to see the difference between
the two in terms of shape and images formed.
D. Discussing the new concepts and practicing Video on the two kinds of spherical mirrors
new skills#1 What is the Difference Between Concave and Convex Mirror | Tabular Form |
Explanation | Grade 10 Physic (https://youtu.be/ck0j2Oo0gso)
E. Discussing new concepts and new skills #2 Define the following terms related to spherical mirrors. (Matching the term with the
definition) (https://www.slideshare.net/sophiamarieverdeflor/curved-mirrors-concave-
and-convex?from_action=save)
 Center of Curvature- the point in the center of the sphere from which the mirror was
sliced.
 Focal Point/Focus- the point between the vertex and the center of curvature.
 Vertex- the point on the mirror's surface where the principal axis meets the mirror.
Principal Axis- line passing through the center of the sphere and attaching to the
mirror in the exact center of the mirror.
 Radius of Curvature- the distance from the vertex to the center of curvature.
 Focal Length- the distance from the mirror to the focal point.
F. Developing mastery(guides formative What will be your man basis in determining whether the mirror is a convex mirror or a
assessment) concave one?
The basis of determining whether a mirror is a convex or concave type is its reflecting
surface.
A concave mirror has the reflecting surface on the inner side. On the other hand, a
convex mirror has the reflecting surface on the outer side.
G. Making generalizations and abstractions about What are the two types of spherical mirrors? How do they differ in terms of the
the lesson shape? In terms of the image formed?
(refer to attached sheet on the difference between convex and concave mirrors)
H. Finding Practical applications of concepts and This time you will see the applications of convex and concave mirrors.
skills in daily living Enjoy the prezi presentation on the practical uses of curved mirrors
(https://prezi.com/oz1bxik_seq-/applications-on-concave-and-convex-mirrors/)
I. Evaluation of Learning 1. Differentiate concave mirror from a convex mirror in terms of the following.
a. Reflecting surface - A concave mirror has the reflecting surface on the inner
side. On the other hand, a convex mirror has the reflecting surface on the
outer side.
b. Image formed for the mirror - A concave mirror forms a real or virtual image,
while the convex mirror forms a virtual image.
2. Define the following terms
a. Focal length- the distance from the mirror to the focal point
b. Vertex- the point on the mirror's surface where the principal axis meets the
mirror
J. Additional activities for application or What kind of mirror is used as side mirrors in vehicles? Why?
remediation Convex mirrors are used as side mirrors of vehicles because it allows the driver to see the
surrounding cars at a relatively wider range
V. REMARKS
VI. REFLECTION
H. Strategy used: Prezi presentation; use of video as presentation
Date: ______________ Checked by: ____________________________________

Developing Electromagnetic Theory

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Developing Electromagnetic Theory

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II-CONTENT The Electromagnetic Wave Theory

E. Which of my teaching strategy/ies worked well? Why did these work?

H. Strategy used: Word Game; Research; Small group discussion

Date: ______________ Checked by: ____________________________________

II-CONTENT The Electromagnetic Wave Theory

E. Which of my teaching strategy/ies worked well? Why did these work?

H. Strategy used: Comic strip writing

Date: ______________ Checked by: ____________________________________

B. Other Learning Resources

 Illustrative example of word problem involving electromagnetic wave.

E. Which of my teaching strategy/ies worked well? Why did these work?

H. Strategy used: Lecture-Discussion; Problem-solving

Date: ______________ Checked by: ____________________________________

E. Which of my teaching strategy/ies worked well? Why did these work?

H. Strategy used: Discovery method; collaborative work

Date: ______________ Checked by: ____________________________________

E. Which of my teaching strategy/ies worked well? Why did these work?

H. Strategy used: Data analysis

Date: ______________ Checked by: ____________________________________

E. Which of my teaching strategy/ies worked well? Why did these work?

H. Strategy used: Group activity; lecture

Date: ______________ Checked by: ____________________________________

E. Which of my teaching strategy/ies worked well? Why did these work?

H. Strategy used: Message Relay Game; Flowchart making

Date: ______________ Checked by: ____________________________________

E. Which of my teaching strategy/ies worked well? Why did these work?

H. Strategy used: Lecture-Discussion

Date: ______________ Checked by: ____________________________________

E. Which of my teaching strategy/ies worked well? Why did these work?

H. Strategy used: Small group discussion; image interpretation

Date: ______________ Checked by: ____________________________________

E. Which of my teaching strategy/ies worked well? Why did these work?

H. Strategy used: Discovery method

Date: ______________ Checked by: ____________________________________

What are the uses of X-Rays and Gamma Rays?

E. Which of my teaching strategy/ies worked well? Why did these work?

H. Strategy used: Learning Stations; Group Discussion

Date: ______________ Checked by: ____________________________________

Answer: Height = 15 cm Width = 4.5 cm Distance = 7 cm

E. Which of my teaching strategy/ies worked well? Why did these work?

H. Strategy used: Group Activity

Date: ______________ Checked by: ____________________________________

E. Which of my teaching strategy/ies worked well? Why did these work?

H. Strategy used: PowerPoint presentation

Date: ______________ Checked by: ____________________________________

 Is your image erect or inverted?

What is lateral inversion?

I. Evaluation of Learning 1. State the two Laws of Reflection.

2. Write the equation for the First Law of Reflection.

3. Explain Lateral Inversion

E. Which of my teaching strategy/ies worked well? Why did these work?

H. Strategy used: Thiink-Pair-Share; Lecture-Discussion

Date: ______________ Checked by: ____________________________________

E. Which of my teaching strategy/ies worked well? Why did these work?

H. Strategy used: Group Activity

Date: ______________ Checked by: ____________________________________

B. Other Learning Resources

E. Which of my teaching strategy/ies worked well? Why did these work?

H. Strategy used: Prezi presentation; use of video as presentation

Date: ______________ Checked by: ____________________________________

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