Senior High School

Physical Science
Quarter 2 - Module 3
Light as a Wave and as a Particle

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 Physical Science - Grade 12
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Quarter 2 - Module 3: Light as a Wave and as a Particle
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 Senior
Senior High
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Physical Science
Quarter 2 - Module 3
Light as a Wave and as a Particle

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 Table of Contents

What This Module is About........................................................................................................................i

What I Need to Know...................................................................................................................................i
How to Learn from this Module................................................................................................................ii
Icons of this Module.....................................................................................................................................ii

What I Know..................................................................................................................................................iii

Lesson 1:
The Nature of Light
What I Need to Know........................................................................................... 1
What’s New: Observing a Ball’s Path at Different Speed............................... 1
What Is It: Theories of Light................................................................................ 1
What’s More: Exploring How Light Travels..................................................... 3
What I Have Learned: Sharing my Insights...................................................... 3
What I Can Do: Reflecting Me............................................................................ 3

Lesson 2:
Energy of Light
What’s In............................................................................................................... 4
What I Need to Know ......................................................................................... 4
What’s New: Arranging Rainbow Colors ........................................................ 4
What Is It: Energy and Frequency of Light........................................................4
What’s More: Matching Perfectly........................................................................ 6
What I Have Learned: Writing it Right…..…………………………………..… 6
What I Can Do: Spotting Similarities and Differences …................................ 6

Lesson 3:
Wave-like Properties of Electron
What I Need to Know..................................................................................7
What’s In.....................................................................................................7
What’s New: Let’s Match History................................................................7
What Is It: Can Electrons Behave Like Waves............................................8
What’s More: Where Can I Find You...........................................................8
What I Have Learned: Let Me Test Myself…………………………….…..… 9
What I Can Do: Challenge The Scientist in Me….......................................9
Lesson 4:
Properties of Light
What’s In.....................................................................................................10
What’s New: Am I Dispersed.....................................................................10
What a Colorful Day ............................................................10
What Is It: Dispersion & Scattering of Light.................................................10
What’s More: Let Me Interfere.....................................................................12
Let Me See You Through.......................................................12
What Is It: Interference & Diffraction of Light...............................................12
What I Have Learned: You Complete Me………………………………….… 13
What I Can Do: Let Me be a Collector …...................................................13

Lesson 5:
Various Light Phenomena
What’s In.....................................................................................................14
What I Need to Know..................................................................................14
What’s New: My Spoony Image/May I Pass Through.................................14
What Is It: Why Optical Phenomena Happen..............................................15
What’s More: Picture Analysis.....................................................................16
What is It: Various Light Phenomena..........................................................16
What I Have Learned: Let’s Test Your Understanding……………………… 17
What I Can Do: Let’s Illustrate…................................................................17

Lesson 6:
HERTZ’S RADIO PULSES
What’s In......................................................................................................18
What I Need to Know...................................................................................18
What’s New: Find Me Clearly.....................................................................18
What Is It: Hertz’s Apparatus.......................................................................19
What’s More: Hertz’s Experiment................................................................19
What I Have Learned: Test Your Memory……………………………………. 20
What I Can Do: Research Time …..............................................................20

Summary………………………………………………………………………………………..... 20
Assessment ……………………………………………..……………………………………….. 21
Key to Answers.................................................................................................................. 23
References......................................................................................................................... 26
What This Module is About
We live in a colorful world. The green leaves of trees, the blue lakes and oceans, the
white clouds, the red-orange horizon, the colorful rainbow, the multicolored landscape to
name a few. We see these wonderful creations because of the presence. of light. Would it
be wonderful to know the science behind all these?

In this module, you will be introduced to the dual nature of light, its properties and
behavior, and the various optical phenomena created by light. It includes light being a
particle and a wave or both. Some properties of light can be explained by considering light
as a wave (interference of light, diffraction and scattering) while other properties can be
explained by considering light as a particle (photoelectric effect) and still others can be
explained considering light as both wave and particle (reflection, refraction and dispersion).
It also includes the wave-like characteristics of electron and how Hertz produced radio
pulses applying the evidence-based knowledge of his predecessors on light and electron.

Quite interesting! You may now start exploring this module.

The following are the lessons contained in this module:

1. The Nature of Light
2. Energy of Light
3. Wave-Like Property of Electron
4. Properties of Light
5. Various Light Phenomena
6. Hertz's Radio Pulses

What I Need to Know

At the end of this module, you should be able to:

1. Describe how the propagation of light, reflection, and refraction are explained by the
wave model and the particle model of light (S11/12PS-IVf-59);
2. Explain how the photon concept and the fact that the energy of a photon is directly
proportional to its frequency can be used to explain why red light is used in
photographic darkrooms, why we get easily sunburned in ultraviolet light but not in
visible light, and how we see colors (S11/12PS-IVf-61);
3. Cite experimental evidence showing that electrons can behave like waves
(S11/12PS-IVf-6);
4. Differentiate dispersion, scattering, interference, and diffraction (S11/12PS-IVf-65)
5. Explain various light phenomena such as:
A. Your reflection on the concave and convex sides of a spoon looks different
B. Mirages
C. Light from a red laser passes more easily through red cellophane than green
cellophane
D. Clothing of certain colors appear different in artificial light and in sunlight
E. Haloes, sundogs, primary rainbows, secondary rainbows, and supernumerary
bows
F. Why clouds are usually white and rainclouds dark
G. Why the sky is blue and sunsets are red (S11/12PS-IVf-66)
6. Describe how Hertz produced radio pulses (S11/12PS-IVf-68)
i
How to Learn from this Module
To achieve the objectives cited above, you are to do the following:
• Get your pen and journal ready.
• Take your time reading the lessons carefully note-taking important information and
keywords.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Perform the activities to heart. Write your observations in your journal.
• Answer all the given tests and exercises as honestly as possible.
• If you have any questions for clarification, feel free to consult your teacher.

Icons of this Module

This part contains learning objectives that
What I Need to
are set for you to learn as you go along the
Know
module.

This is an assessment as to your level of

knowledge to the subject matter at hand,
What I know
meant specifically to gauge prior related
knowledge

This part connects the previous lesson with

What’s In
that of the current one.

An introduction of the new lesson through

What’s New various activities, before it will be presented
to you

These are discussions of the activities as a

What is It way to deepen your discovery and
understanding of the concept.

These are follow-up activities that are

What’s More intended for you to practice further in order
to master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

These are tasks that are designed to

showcase your skills and knowledge
What I can do
gained, and applied into real-life concerns
and situations.

ii
 What I Know

Multiple Choice. Select the letter of the best answer from among the given choices.

1. Which of the following phenomena describes no difference between the wave theory
and particle theory of light?
A. diffraction C. reflection
B. interference D. refraction

2. Which factor remains constant when light travels in a different medium?

A. Color C. Speed
B. Frequency D. Wavelength

3. Why does a blue t-shirt appear blue?

A. Blue is absorbed by the t-shirt C. Blue is reflected by the t-shirt
B. Blue is emitted by the t-shirt D. Blue is refracted by the t-shirt
.
4. E=hf is an equation that describes the relationship between energy (E) and frequency of
light (f). What will happen to the energy of light as the frequency goes higher? It
A. goes higher C. remains the same
B. goes lower D. undetermined

5. Under which type of light do we easily get sunburned?

A. infrared C. ultraviolet light
B. microwave light D. white light

6. He formulated the hypothesis that an electron being a particle has wave-like characteristics.
A. Albert Einstein C. Louis de Broglie
B. Max Plank D. Neils Bohr

7. Which property of light is responsible for white clouds, blue sky and red sunset?
A. Dispersion C. Interference
B. Scattering D. Diffraction

8. What natural occurrence is produced by the refraction of light as it travels between hot
and cold air?
A. mirage C. virtual image
B. myriad D. real image

9. Which of the following situations exemplifies the dispersion property of light?

A. The image of the flower in a mirror
B. The sparkling glow of the diamond ring
C. The swaying movement of coin underwater
D. The rainbow in the sky after the rain shower

10. Which of the following light phenomena is caused by diffraction of light?

A. Silver lining at the end of the clouds
B. Spectrum of colors on soap bubbles.
C. A secondary rainbow
D. Dark clouds

Iii

11. What effect does interference of light waves have on soap bubbles?
A. They become larger
 B. They become heavier
C. They produced different colors at the surface.
D. They produced images of objects like a mirror.

12. After a rainstorm, a rainbow may appear in the sky. Which statement explains this
observation?
A. The raindrops act as prisms separating sunlight into a spectrum of colors.
B. The colors of the rainbow came from raindrops spread in the atmosphere
C. The white clouds are like prisms which are composed of different colors of the
rainbow
D. When the incident light is reflected by the ground towards the clouds, it separates
them into different colors.

13. What light phenomena result in a spectrum of colors that escapes when two reflections
happened inside the water droplets?
A. A primary rainbow C. A supernumerary bow
B. A secondary rainbow D. A Halo

14. Who discovered the radio wave?

A. Heinrich Hertz C. Henry Hertz
B. Heinrich Hess D. Henry Hess

15. What was Hertz’s observation in his experiment?

I. When sparks flew across the main gap, sparks also flew across the secondary gap.
II. When sparks flew across the main gap, sparks stopped across the secondary gap.
III. When sparks flew across the main gap, the secondary gap does not ignite.
A. I only C. II and III only
B. I, II and III D. III only

iv

Lesson
 1 The Nature of Light

What I Need to Know

What is light? Is it matter or is it energy? Do you think it is a particle or a wave? For

hundreds of years, scientists disagreed on the nature of light. In this lesson, you will be able to
describe how the propagation of light, reflection, and refraction are explained by the wave
model and the particle model of light.

What’s New
Activity 3.1.1. Observing a Ball’s Path at Different Speeds (1 point each)

Find a space in your yard where you can safely play a ball. Face a wall, a boundary or
a fence at about two meters away from it. Throw the ball slowly. How will you describe the
trajectory path of the ball? Record your observation in the table 3.1A below. Throw this ball
again but this time do it very fast. Complete the table.

Table 3.1A Ball’s Speed Versus Path

Speed Observation of Ball’s Path
Slow
Fast

What Is It
At low speeds, a curvature of a thrown ball was easily observed because of the
effect of gravity but at high speeds, the ball is inclined to follow a straight line. The second
observation on the ball is also true to the behavior of light. According to Sir Isaac Newton,
light travels in straight lines, thus its particles must move at very high speeds

Light can travel straight through empty

space (vacuum) until it hits something else.
Once it has hit another surface or particle, it
is either absorbed, reflected (bounces off),
refracted (direction and speed changes),
scattered (bounce-off in all directions) or
transmitted (passes straight through) as
seen in figure 3.1A. But is light a wave or a
particle?
Figure 3.1A: Propagation of Light

1
The nature of light can be explained by the following theories:
1. The Corpuscular (Particle) Theory – Newton’s Theory
According to the theory, Newton thought that light is made up of particles that travel
through space on a straight line. He explains further that:

 Reflection is the bouncing of light as it hits a surface. Newton demonstrated that particles
that collide with the surface bounce back (see figure 3.1Ba).

 Refraction is the bending of light. It is an attraction between the molecules of the medium
and the particles of light which contribute to the change of speed and direction as the
particles of the light travel inside the medium (see figure 3.1Bc).

(a) (b) (c) (d)

Figure 3.1B. The reflection of light as (a) particles and (b) waves; refraction of light as (c) particles) and (d) waves

1. The Wave Theory of Light

Christian Huygens, a Dutch physicist, argued that if light were made of particles, then
when light beams crossed, the particles would collide and cancel each other. He proposed
that light was a wave similar to that of water waves.
Huygens’ Principle describes each point on a wave behaves as a point source for
waves in the direction of wave motion. Huygens’ wave model of light explains reflection,
refraction, and diffraction of light. According to him:

 Reflection happens when light bounces off an object. Upon hitting a smooth surface as
illustrated in figure b, the light would be reflected. The waves would bounce back in the
opposite direction following the Law of Reflection producing a reverse image of the wave
(see figure 3.1Bb).

 Refraction is the bending of waves when it enters a medium where its speed changes. In
figure d, the wavefront approaches the two media with different densities. Since the incident
wave is travelling at an angle, a small portion of the wavefront starts to slow down upon
impact to the boundary while the rest are maintaining their speeds. This condition makes the
wavefront bend while entering the second medium with a higher density (see figure 3.1Bd).

Light actually has a dual nature. It consists of a particle and travel as a wave. Its
nature as a particle, a wave or both may be used to explain but also depending on the
phenomenon (see table 3.1B).

Table 3.1B Behavior of Light

Phenomenon Behavior of Light that can be explained by
Wave Theory Particle Theory
Reflection  
Refraction  
Interference* 
Diffraction* 
Polarization* 
Photoelectric effect* 
*Shall be discussed in details in the succeeding lessons
2
 What’s More
Activity 3.1.2 Exploring How Light Travels (10 points)

Go back to your front yard or backyard. Pick 3 best selfie spots. Before posing for
your camera, observe your shadow as you go through those spots.

1. Where did you see the shadows?

______________________________________________________________________
2. Did the shadows change?
______________________________________________________________________
3. Under what circumstances?
______________________________________________________________________
4. Take selfies facing different directions. In the context of light, under what circumstances did
you have a nice selfie photo? Justify your answer.
______________________________________________________________________
5. Upload your best and worst capture in your Physical Science group chat on Messenger
or Google Classroom.

What I Have Learned

Activity 3.1.3 Sharing My Insights (Criteria: Critical Thinking-5, Communication-5)

Based on the lesson on Corpuscles’ Theory and Wave Theory of Light, I have realized
that _______________________________________________________________________
__________________________________________________________________________

What I Can Do
Activity 3.1.4 Reflecting Me (1 point each).
Complete table 3.1C to describe how reflection and refraction are explained by
the wave theory and the particle theory of light

Table 3.1 C Behavior of Light

Description of the Behavior of Light by
Phenomena Wave Theory of Light Particle Theory of Light

Reflection

Refraction

Lesson
Energy of Light
 2
What’s In
Light may behave as a particle, a wave or both depending on which light
phenomenon is observed. To scientists, colors of things are not substances of the things
themselves, but the frequencies of light emitted or reflected by things which are dependent on
their color pigments.

What I Need to Know

In this lesson, you will be able to explain how the photon concept and the fact
that the energy of a photon is directly proportional to its frequency can be used to explain why
in photographic darkrooms red light is used, why in ultraviolet light but not in visible light we
get easily sunburned, and how we see colors?

What’s New
Activity 3.2.1 Arranging Rainbow Colors (1 point each).

Open your Facebook app. Type visible light spectrum on the search bar. Go through
the resources and take note of the frequencies and energies of the different colors of light.
Using the colors below, complete the chart according to the increasing frequency
and increasing energy.

Red Orange Yellow Green Blue Indigo Violet

Parameter 1 2 3 4 5 6 7
Frequency
Energy

What happens to the energy of light as the frequency increases?

__________________________________________________________________________.
__________________________________________________________________________.
__________________________________________________________________________.

What Is It

The electromagnetic spectrum depicts all the types of light, including those that we
cannot see in our own eyes. In fact, most of the light in the universe is invisible to humans.

4
The light we can see, made up of the individual colors of the rainbow, represents only
a very small portion of the electromagnetic (EM) spectrum. It is called visible light as shown
in figure 3.2A. Other types of light include radio waves, microwaves, infrared radiation,
ultraviolet rays, X-rays and gamma rays — all of which are imperceptible to human eyes.

Figure 3.2A. The Electromagnetic (EM) Spectrum

The relationship between energy and frequency is given by the equation E = hf,
where h is 6.63 x10-24 joules-second called as Planck's constant. A direct relationship exists;
electromagnetic (EM) radiation is more energetic with a higher frequency.

Why do we get easily sunburned in ultraviolet light but not in visible light? The sun is
a source of the full spectrum of the ultraviolet radiation which is responsible for causing us
sunburn. This UV light has higher frequency than visible light, therefore it has higher energy.

Why is red light used in photographic darkrooms? Darkrooms used red lighting to
allow careful control light to pass through so that photographic paper which is light sensitive
would not become overexposed that will result in ruining the pictures during the developing
process. Red light in the visible region of the spectrum has the lowest frequency and lowest
energy and therefore it does not affect the photo developing process.

How do we see colors? Visible light is a small part within the spectrum that human
eyes are sensitive to and can detect. It is of different frequencies and each frequency is a
particular color. Objects appear in different colors because they absorb some colors and
reflect or transmit the others. Whatever color the object reflect or transmit is the color we see
in the object. White objects appear white because they reflect all colors. Black objects
absorb all of them so no light is reflected.

Other real-life applications of the Electromagnetic waves are specified in table 3.2A.
Table 3.2A EM Waves Applications

Type Applications Life sciences aspect Issues

Requires controls
Radio Communications remote controls MRI for band use

Microwaves Communications, ovens, radar Deep heating Cell phone use

Infrared Thermal imaging, heating Absorbed by atmosphere Greenhouse effect

Visible light All pervasive Photosynthesis, Human vision

Ozone depletion,
Ultraviolet Sterilization, Cancer control Vitamin D production
Cancer causing

Medical diagnosis, Cancer

X-rays Medical Security Cancer causing
therapy

Medical diagnosis, Cancer Cancer causing,

Gamma rays Nuclear medicine, Security
therapy Radiation damage

5
 What’s More
Activity 3.2.2 Matching Perfectly (1point each).
Directions: Match the expressions in column A with those in column B by placing the
letter that corresponds to the best answer on the space provided.
A B
______1. Using red light in photographic darkroom a. higher frequency. higher energy
______ 2. Getting sunburned in ultraviolet light b. higher frequency. lower energy
______ 3. Seeing white t-shirt as blue c. lower frequency, higher energy
d. lower frequency, lower energy

What I Have Learned

Activity 3.2.3 Writing it Right (Criteria: Critical Thinking-5, Communication-5)

Based on the lesson on frequency and energy of light, I have realized that ______________
_________________________________________________________________________
_________________________________________________________________________

What I Can Do
Activity 3.2.4 Spotting Similarities and Differences
(Criteria: Critical Thinking-5, Communication-5, Creativity-5)

Compare and contrast any two radio waves, microwave, infrared, visible light,
ultraviolet, x-ray and gamma ray in terms of energy, frequency and uses. Present your output
creatively.

6
 Lesson

3 Wave Property of an Electron

What I Need to Know

In this lesson, you should be able to cite some experimental evidence showing
that an electron can behave like a wave.

What’s In

In the preceding lesson, you learned that light can behave as a particle and as a
wave. The idea of photoelectric effects, which show the particle property of light fascinated the
French physicist Louis de Broglie. If light being a wave can show a particle-like property, then
electron and other particles may also have wave-like properties such as wavelength and
frequency.

What’s New
Activity 3.3.1 Let’s Match History!

1. Match the year, the scientist and their contribution to the development of the wave-like
property of the electron.

2. Write your answer in the column for Coded Answer.

A (Year) Coded Scientists Contribution

Answer
1. 1900 1. ___, __ A. Albert Einstein G. proposed that electron could have
wave-like properties
2. 1905 2. ___, ___ B. Clinton H. Photoelectric effect
Davisson and Lester
Germer
3. 1922 3. ___, ____ C. Arthur Holy I discovered Planck’s radiation law
Compton
J. announced the complementary
4. 1924 4. ___, ____ D. Max Planck relation between the wave and
particle aspect of electron
5. 1927 5. ____, ___ E. Louis de Broglie K. Compton effect

6. 1928 6. ___, ___ F. Neils Bohr L. experimentally established the

wave-nature of electron

7
 What Is It

In 1900, Max Planck was able to formulate and discover the so-called Plank’s
constant which he included in his discovery of Plank’s radiation law. In 1905 German
physicist Albert Einstein first showed that light, being considered as a form of EM wave, can
be thought of as a particle and localized in packets of discrete energy. This was shown in his
photoelectric effect experiment. The observations of the Compton effect in 1922 by
American physicist Arthur Holly Compton could be explained only if the light had a wave-
particle duality. Fascinated with the idea that light as a wave can have a particle-like
property, in 1924, French physicist Louis de Broglie proposed that electrons and other
discrete bits of matter, which until then had been conceived only as material particles, must
also have wave properties such as wavelength and frequency. Later in 1927, the wave
nature of electrons was experimentally established by American physicists Clinton
Davisson and Lester Germer on their Davisson-Germer experiment. An understanding of
the complementary relationship between the wave aspects and the particle aspects of the
same phenomenon was announced by Danish physicist Niels Bohr in 1928.

What’s More

Activity 3.3.2 Where Can I Find You?

1. Encircle as many words that

relate to the wave-like property
of electron on the puzzle mat.

2. It can be horizontal, vertical, or

diagonal.

3. Write the words that you found

in the puzzle in your journal
notebook

4. Good luck and enjoy the

puzzle.

What Is It

Electron being considered as a wave created questions that gain the interest of other
fellow scientists. Among the questions that lingered on the minds of other scientists was that
“if electron traveled as a wave, then where could be the precise position of the electron
within the wave?”

The answer to this question was given by German physicist Werner Heisenberg in
1927, in his famous Heisenberg Uncertainty Principle. He articulated that both the
momentum and position of the electron cannot be measured exactly at the same time.

8
 Another scientist in the name of Erwin Shrodinger derived a set of equations also
called wave functions for electrons as a result of de Broglie’s hypothesis and Heisenberg’s
uncertainty principle. He formulated the equations that would specify that the electrons
confined in their orbits would set up standing waves and the probability of finding the
electrons in the orbitals could be described as the electron density clouds. The greatest
probability of finding an electron in an orbital is in the densest area, likewise, the lowest
probability of finding an electron is in the orbital of least dense.

What I Have Learned

Activity 3.3.4 Let me Test Myself!

What is some experimental evidence showing that an electron has a

wavelike property? Write your answer in your journal notebook.

What I Can Do

Activity 3.3.5. Challenge the Scientist in Me!

I. Choose any 1 of the activity.

A. Search on Davisson-Germer Experiment that confirms De Broglie’s hypothesis.

Make a synthesis of their experiment. Write it in your journal notebook.

B. Watch the video on Youtube “De Broglie wavelength/Khan Academy @

https://www.khanacademy.org/science/physics/quantum-physics/toms-and-
electrons/v/de-broglie-wavelength. Write a synthesis of the video on your journal
notebook

9
 Lesson

4 Properties of Light

What’s In

As you may recall, the wave-particle nature of light can explain why light is
reflected or it may bounce back as it hits an opaque surface and it shall be refracted or bend
as it passes through a transparent material. In this lesson, you shall encounter more
properties of light that may uncover the formation of rainbows, the rainbow-colored soap
bubbles that you played with your younger siblings, the beautiful horizon that you experience
in the late afternoon and white fluffy clouds below the blue sky during the midday.

What’s New
Do you ever wonder how multicolored rainbows are formed? Perform the
next activity diligently to know-how.

Activity 3.4.1A Am I Dispersed? (Adopted from project EASE-physics Module 3)

Materials: a prism or a clear bottle half-filled with water

Flashlight or sunlight
White bond paper/white wall

Procedure: Hold a prism or a bottle half-filled with water against the sunlight or any light
source like a flashlight. Observe its reflection in a white bond paper or white wall.

Guide questions:
1. What do you see in the white bond paper/white wall?
2. Enumerate the colors you observe.

Activity 3.4.1B What a Colorful Day

Now, get your pen and journal notebook and go outside for a while and look up
the sky above you. Note down the things and colors you have noticed. Repeat your
observation at any time of the day and in the late afternoon. You may do this observation
activity for a series of 2-3 days when the weather Is fine. Keep your journal notebook handy.
Good luck

What Is It
Dispersion & Scattering of Light

As light enters into a prism or an object that may

act as a prism, it separates into different band of
colors. This separation of white light into different
colors as it passes through a prism is called
dispersion. The separated band of colors, red,
orange, yellow, green, blue, indigo and violet, range
from 400 nanometers to 700 nanometers Figure 4.1 Dispersion of light in a Prism
10
 in wavelength. Dispersion occurs due to the slight
difference in the refractive index of each color.

A rainbow is formed after a rain shower when

droplets of water in the sky act as a prism that separates
the rays of the sun hitting the water droplets into a band
of different colors.
Figure 4.2. A rainbow captured after a
rainshower in Bayabas, Cagayan de Oro
City. Photo credits to Ms. Maria Chicany
R. Blegario

Scattering of light is responsible for this blue-

colored sky and beautiful horizon. Tiny dust particles,
and atoms of oxygen and nitrogen in the atmosphere
which are far apart from each other act as the
scatterer. They scatter sunlight in all directions. Of
the band of colors of light, violet has the shortest
wavelength of 400 nanometers. It is scattered the
most, followed by indigo, blue, green, yellow, orange
and red which is scattered the least. But our eyes are Figure 4.3.A view from the 2nd flr new JHS
not sensitive to indigo and violet, and blue is most building of Bayabas NHS, Cagayan de
Oro City. Photo credits to JJ Ragandang
predominant to our site , so we see the blue sky.

In the late afternoon where the sun is on the

horizon, the longer wavelength red light reaches our
eyes more than the blue light which is scattered the
most. Red being scattered the least is transmitted
and passed through more of the atmosphere than
any other color. Thus, it is the red color together
with
Figure 4.4. A view from the Beach of Man-iso, some
Balingasag, Misamis Oriental.
Photo credits to Ms. SJ Khu. orange
that
reaches our eyes in the late afternoon and we see
the beautiful red-orange sunset.

Clouds are made of water droplets of varying

sizes. Smaller droplets scatter blue, medium droplets
scatter green and yellow and larger droplets scatter
red color. A combination of these color results in white
clouds.
Figure 4.5.A view from San Franz, El Salvador City
Photo credits to Mr. Zigger Villahermosa, SH of
San Franz ES, El Salvador City Division

Rain
clouds appear dark because the water droplets
become bigger and denser and it can absorb more

Figure 4.6. Dark clouds in the sky over the

new JHS building of Bayabas NHS, CDO
Photo credits Ms, JJ Ragandang
 light than scatter it. Almost all colors are absorbed
and the resulting color is dark or even black.
So, the next time you look up the sky and view the
horizon, you know the science behind its beauty.

11
What’s More
Activity 3.4.2A Let Me Interfere!

Materials: 10 mL Liquid soap, 500 mL water, basin

Procedure: Put some 500 mL water in a basin and pour 10 mL of liquid soap. Stir and make
soap bubbles. Blow on soap bubbles. Observe.

Guide Question:
What can you observe in the soap bubbles? Write your observation on your journal
notebook.

Activity 3.4.2B Let me see you through!

1. Look at the light from a source such as a fluorescent bulb through the slit between
your fingers. What do you observe? Do you see vertical white and dark bands? What
causes these bands?
2. Repeat step 1 but make the slit narrower. Compare your observations with the
previous one.
3. Write your observations in your journal notebook.

What Is It

Interference & Diffraction of Light

The beautiful spectrum of colors reflected on the soap bubbles are produced by the
interference of light. It occurs when 2 waves meet while traveling on the same medium. It
may be constructive interference producing bright fringes or destructive interference
producing dark bands. In the case of soap bubbles, the incident rays of white light
constructively interfere in the different regions of the bubbles producing the rainbow-colored
appearance.

Iridescence is the term used to refer to the production of colors by interference in

thin films. Other examples may include the beautiful band of colors you see in a. shiny
compact disk, water with some oil spill, the colorful feathers of birds, the fan-like feathers on
a peacock, the beautiful changing colors on the scales of a snake and the colors on an
oyster shell. The interference of light clearly demonstrates the wave nature of light. See the
sample photos below.
Figure 4.7. Some real-life examples of Interference of Light
 12
As you look at the light through the slit between your fingers, you will observe the
vertical white and dark bands which is due to the bending of light as it passes through an
opening or an obstacle. This is described as a diffraction of light. Diffraction is dependent
on the size of the obstacles, that is, it will take place if the size of the obstacle is comparable
to the size of the wavelength of light which is from 400 nanometers to 700 nanometers. If the
size of the slit is near to this limit, only then we can observe the phenomenon of diffraction.
That is why the narrower the slit, the more pronounced the pattern becomes. See the
sample photos below.

Figure 4.8. Some observable examples of diffraction of light

What I Have Learned

Activity 3.4.3 You Complete Me!

I. Complete the table below: Write your answer in your journal notebook.

Properties of Light Description Applicable light phenomena

1. 2. Rainbow

Scattering of light 3. 4.

Diffraction 5. 6.

7. 8. Rainbow-colored
appearance in soap bubbles

What I Can Do
Activity 3.4.4 Let Me be a Collector!
 Take and collect pictures applying at least two of the four properties of light
mentioned in this lesson. Post it on your journal notebook and briefly describe the science
behind the pictures. Submit your journal notebook to your teacher for the rating.

13

Lesson

5 Various Light Phenomena

What’s In

In lesson 4, you have learned that rainbows are formed due to the dispersion of light
in water droplets that acts as a prism. You have also learned that the blue sky, the reddish
sunset and the white and dark clouds are products of the scattering of light in the
atmosphere; the rainbow-colored soap bubbles are due to the interference of light and the
bright fringes and dark bands in shadows are results of the diffraction of light.

In the previous lesson, you knew that light reflects or bounces back as it hits an
opaque object such as a mirror and transmits through transparent objects such as glass and
lenses. Light refracts or bends as it enters from one medium to another with different optical
density. You also knew that the colors we see on the object are the color of light that is
reflected by the object to our eyes. The green color of the leaves is due to the green light
that is reflected by the leaves to our eyes, and as the leaves absorbed all other colors only
green is reflected.

These behaviors of light produce spectacular light phenomena that we often see in
our daily life and sometimes we may not notice it.

What I Need to Know

In this lesson, you are expected to explain various light phenomena such as
your reflection on the concave and convex side of a spoon, mirage, haloes,
sundogs, primary and secondary rainbows and supernumerary bows, You are
also expected to explain why a red laser light passes through easily on red
cellophane than on a green one and why colors of clothing appear different in artificial light
as compared to natural sunlight.

What’s New
Activity 3.5.1A. My Spoony Image

1. In a well-lighted room, hold a shiny spoon at armlength with the backside facing at
you. Look at your image and describe your observation.
2. Now, turn the spoon and hold it at armlength such that the front side faces you.
Observe and describe your image.
3. Write your observations in your journal notebook.

Activity 3.5.1B. May I Pass Through

 1. Point a red laser light at 900 or perpendicular to red colored cellophane. Observe the
transmitted light on a screen (maybe a white bond paper or white wall). Write your
observation in your journal notebook. Note: If red laser light is not available, you may
use a red bulb.
2. This time, use green cellophane instead of red and do the same as procedure no. 1.
What do you observe? Again, write your observation in your journal notebook.

14

What Is It

For activity 3.5.1A, the backside of the spoon represents the convex mirror while
the front side of the spoon represents the concave mirror. Recalling the images formed in a
convex and concave mirror. In a convex mirror, reflected light rays diverge as if it originates
from the imaginary focus of the mirror, thus producing a small, upright and laterally reverse
image just as what you observe. The image is upright because the point of intersection of
the extended reflected light rays through which the image is formed is above the principal
axis. See figure 5.1 below.

For a concave mirror, incident light rays parallel to the principal axis bend towards
the focus of the mirror as it reflects, thus producing a small, laterally reversed and upside
down or inverted image. The image is inverted because the point of intersection of the real
reflected light rays is below the principal axis.

For Activity 3.5.1B, colored cellophane acts as filters for allowing certain colors to
pass through while absorbing the other colors. In the case of the activity, red laser light
passes through more easily in red cellophane than in green one because much of the red
light is absorbed in the green cellophane.

Light is transmitted in transparent materials without being scattered at an angle of 90

degrees, otherwise, light is refracted, but not 100 % of the incident light is transmitted, some
are absorbed and others are reflected.

When light hits an object, some of its frequencies are absorbed and some are
reflected. Such in the case of green leaves, only green frequency is reflected while the other
frequencies are absorbed by the object. The green light is reflected in our eyes, and we see
it green. When all frequencies of light are reflected, we see a white object, such as the white
clouds, but when all frequencies of light are absorbed, we see the object black.
 Colored objects have pigments capable of reflecting specific colors of light. A blue
colored dress reflects the blue frequency and absorbs the other. But comparing the results of
reflection from natural sunlight and an artificial light source such as from a LED light, the
color intensities are different. The blue dress would appear pale blue in an artificial light
because it contains less amount of blue light as compared to the natural sunlight.

15
What’s More
Activity 3.5.2. Picture Analysis

Analyze the photographs of different optical phenomena and answer the guide
questions below in your journal notebook.

Guide Questions:

1. On a very sunny day, have you observed the apparent pool of water on a straight
highway? What do you call this phenomenon and what causes this? Which photo is
this?
2. Which photo shows a halo? What causes the formation of haloes?
3. Which photo depicts sundogs? What property of light causes sundogs?
4. Rainbows are a spectacular view in the sky. What is the difference between a
primary rainbow and a secondary rainbow?
5. Which among the pictures is a supernumerary bow? What property of light causes its
formation?

What Is It
Various Light Phenomena

The pictures above are some of the many examples of light phenomena that are
governed by the properties and behavior of light such as reflection, refraction, dispersion,
scattering, interference and diffraction.

Mirage is a natural occurrence produced by the refraction of light as it travels

between hot and cold air. It is mostly observed on a straight highway at noontime when the
sun heats up the road to high temperature. It is an illusion of water on the highway on a very
hot sunny day.

Haloes and sundogs are optical phenomena that happen when light is reflected or
refracted by ice crystals in the atmosphere. Haloes are formed around the sun or the moon
when ice crystals refract light twice, making 220 refraction from its original direction.

16
The refraction occurs in hexagonal ice crystals mostly found in the cirrus clouds.
Sundogs have the same mechanism as the formation of haloes, however, they are most
visible when the sun is near the horizon. As light enters the face side of the hexagonal ice
crystals, light exits at 220 on the other side towards the eyes. Mock sun or parhelion are the
other terms for sundogs.

In lesson 4, you know that rainbows are

formed from the dispersion of light on droplets of
water in the atmosphere. When water droplets
refract light between 40° to 42°angle towards the
eyes, a primary rainbow is formed. We may see
a second rainbow which is fainter than the first.
This happens when two reflections are made
inside the water droplets. Secondary rainbow is
formed when water droplets refract the light at an
angle between 54° and 52° making the colors in
reverse order. Supernumerary bows are found
in the inner part of the primary rainbow due to the
inference of the wave crest. They are usually
greenish–purple colors.

Did you know that a rainbow always appears opposite the sun? So, the next time
you want to see a rainbow after the rainshower, let your back face the sun and let your
eyes wander in the lower sky.

What I Have Learned

Activity 3.5.3 Let’s Test your Understanding
Answer the questions briefly. Write your answers on your journal notebook.

1. Compare and contrast the images form on the front side and in the backside of a
shiny spoon. What does the front side of the spoon represent? The backside?
2. Why does red light passes through easily in red cellophane? What happens to the
green light as it passes through the red cellophane?
3. The color of the dress when artificial light is shone upon it is different compared to
the color of the dress when natural sunlight is shone upon it. Why?
4. What behavior of light is responsible for the formation of mirage?
5. What are the similarities and differences between a halo and a sundog?
6. How is a primary and secondary rainbow different?
7. What is a supernumerary bow? How is it form?

What I Can Do
Activity 3.5.4 Let’s Illustrate!
Now that you have studied various light phenomena, select at least 3 and make
a sketch or illustrate the following in your journal notebook. Color your illustrations properly.
 1. A primary and secondary rainbow from an observer’s eye
2. A supernumerary bow located at the inner of a primary bow.
3. An image of a red rose reflected on the front side of the spoon.
4. An image of a native fruit as reflected on the backside of the spoon.
5. The color difference of an orange dress when an artificial light shines on it side by
side with the same dress illuminated by the natural sunlight.

17

Lesson

6 HERTZ’S RADIO PULSES

What’s In
In the previous topic, you have learned about light phenomena that are any
observable events that resulted from the interaction of light and matter. Various light
phenomena are formed due to the interaction of light from the sun or moon with the
atmosphere, clouds, dust, water, and other particulates. Light phenomena include rainbows,
haloes, the color of clouds and the sky.

What I Need to Know

(http://www.brainkart.com/article/Production-and-properties-of-electromagnetic-waves---Hertz-experiment_38544/)

o Who is Heinrich Rudolf Hertz? What was his contribution to electromagnetic waves?
o Why did Hertz able to do this kind of experiment?
o How did Hertz experiment produced radio pulses?
o Why is the unit of frequency Hertz?
o What is the importance of Hertz’s contribution nowadays?

The questions above will give you an idea of the things Hertz did and how it
became an important part of the new generation. Before you proceed please try to answer
the questions above using prior knowledge on this topic.

What’s New
Activity 3.6.1. Find Me Clearly
 Turn On an AM/FM Radio. First, select clear AM radio stations. Record the names
and frequencies of the radio stations with clear reception. This time tune in to FM radio
stations. Record again the names and frequencies of stations that give clear reception. What
have you observed on the radio frequency when you turn the dial knob to the right and to the
left? Is there a difference in the frequency of AM and FM radio stations? Do you know how
radio signals are transmitted and who discovered it? Write your answers in your journal
notebook.
18

What Is It

“I do not think that the wireless waves I have discovered

will have any practical application.”

HEINRICH HERTZ
1890

https://www.famousscientists.orghow-hertz-discovered-radio-waves

Heinrich Rudolf Hertz (1857–1894) was a

German physicist who became the first person to
transmit and receive controlled radio waves. He was
the first to conclusively prove the existence of
electromagnetic waves theorized by James Clerk
Maxwell's electromagnetic theory of light.

Hertz proved the theory on how to transmit and

receive radio pulses using experimental procedures. He
planned a set of experiments to test Maxwell's
hypothesis. This apparatus consists of polished brass
knobs, each connected to an induction coil and
separated by a tiny gap over which sparks could leap as
shown in Figure 3.6.1
Figure 3.6.1

What’s More
Activity 3.6 2. Hertz’s Experiment

Make an improvise Hertz’s experiment. Using the picture below as your guide or
you can watch the you-tube https://www.youtube.com/watch?v=9gDFll6 Ge7g. Picture your
output and paste it into your journal notebook. (https://www.youtube.com/watch?
v=A5mXwBABgDs)
 19
What I Have Learned
Activity 3.6.3. Test your Memory
Answer the following questions briefly: Write your answers in your journal notebook.

1. What is the unit of frequency? In whose honor is it named?

______________________________________________________________________

2. Why will a large voltage be used to produce sparks based on Hertz experiment?
______________________________________________________________________
______________________________________________________________________

3. How did Hertz produce sparks?

______________________________________________________________________
______________________________________________________________________

4. Was Hertz successful in proving James Clerk Maxwell's electromagnetic theory of

light?
______________________________________________________________________
______________________________________________________________________

What I Can Do
Activity 3.6.4. Research Time
Do some research work on the given topic below and record your answer in
your journal notebook.

1. Differences between AM and FM.

2. Why NTC order to stop the ABS-CBN from using their frequency?

Summary

1. The speed of light is finite and it can travel through empty space in straight lines.
 2. In a given phenomenon, light behaves as a wave, a particle or both.

3. The energy of light is directly proportional to its frequency. The higher

the frequency the higher is the energy.

4. Electrons being a particle has also wave-like properties.

5. The various light phenomena are governed by the behavior and properties of light
such as photoelectric effect, reflection, refraction, dispersion, scattering, interference
and diffraction of light.

6. Mirage, rainbows, supernumerary bows, haloes, sundogs, red sunset, blue sky and
white clouds are some of the spectacular light phenomena we can observe in our life.

7. Heinrich Rudolf Hertz discovered radio pulses and the unit of frequency, Hertz, is
named after him.

20

Assessment (Post Test)

Multiple Choice. Select the letter of the best answer from among the given choices.

1. In reflection, how is the wave theory of light related to particle theory of light?
A. They complement each other
B. They are contradicting each other
C. There is no difference between the wave theory and particle theory of light.
D. Together, they show that reflection is popular than refraction.

2. Which of the following best describes the refraction phenomenon?

A, It is explained better using the wave model of light than the particle model of light.
B. It is explained using the photon theory of light.
C. The particle model predicts that particles of light will speed up as they pass through
the boundary between air and water.
D. The wave model correctly predicts that light will slow down as it passes through the
boundary between air and water

3. How do we see a tree?

A. The light that reaches our eyes has been reflected by the tree.
B. The light that reaches our eyes has been refracted by the tree
C. The light that reaches our eyes has been separated into a spectrum by the tree.
. D. The light that reaches our eyes has undergone interference in passing through
the tree

4. In photographic darkrooms, what is the reason why red light is used?

A. Most of the photographic films are not sensitive to red light
B. Photographic paper is not sensitive to white light
C. The frequency for red light is low hence the energy of the photos is less
D. The frequency of the red light is high hence the energy of the photos is high.

5. E=hf is an equation that describes the relationship between the energy (E) and frequency
of light (f). Why do we easily get sunburned in ultraviolet light but not in visible light?
A. Ultraviolet light is of higher frequency than visible light; therefore, it has higher
energy and is sufficiently energetic to cause skin damage,
B. Ultraviolet light has longer wavelengths than visible light; therefore, it has lower
energy and is sufficiently energetic to cause skin damage
 C. Ultraviolet light has shorter wavelengths than visible light; therefore, it has higher
energy and is sufficiently energetic to cause skin damage
D. Ultraviolet light is of lower frequency than visible light; therefore, it has lower
energy and is sufficiently energetic to cause skin damage

6.He formulated the hypothesis that an electron being a particle has wave-like characteristics.
A. Albert Einstein C. Louis de Broglie
B. Max Plank D. Neils Bohr

7. Which property of light is responsible for the silver lining at the edges of the clouds?
A. Dispersion C. Interference
B. Scattering D. Diffraction

8. It is a natural occurrence produced by the refraction of light as it travels between hot and
cold air.
A. mirage C. virtual image
B. myriad D. real image

21
9. Which of the following situations exemplifies the dispersion property of light?
A. The image of the flower in a mirror
B. The sparkling glow of the diamond ring
C. The swaying movement of coin underwater
D. The rainbow in the sky after the rain shower

10. Explain when can diffraction of light occurs?

A. When photons oscillate in certain directions are absorbed, while others that
oscillate in line with the filter pass through.
B. when light strikes the boundary between substances at an angle greater than the
critical angle.
C. when waves spread and bend as they pass through small openings or around
barriers.
D. when two or more waves overlap or intersect.

11. What effect does interference of light waves have on soap bubbles?
A. They become larger
B. They become heavier
C. They produced different colors at the surface.
D. They produced images of objects like a mirror.

12. After a rainstorm, a rainbow may appear in the sky. Which statement explains this
observation?
A. The colors of the rainbow come from raindrops spread in the atmosphere
B. The raindrops act as prisms separating sunlight into spectrum of colors.
C. The white clouds are like prisms which are composed of different colors of the
rainbow
D. When the incident light is reflected by the ground towards the clouds, it separates
them into different colors.

13. What light phenomena results in a spectrum of colors that escapes when two reflections
happened inside the water droplets?
A. A primary rainbow C. A supernumerary bow
B. A secondary rainbow D. A Halo

14. The reason why Hertz used the same length of wire from CA to CB.
I. The voltage reached at the same direction.
II. The voltage reached at the same point.
III. The voltage reached at the same time.
 A. I only C. II and III only
B. I and II only D. III only

15. Hertz’s observation on his experiment.

I. When sparks flew across the main gap, sparks flew across the secondary gap.
II. When sparks flew across the main gap, sparks stopped across the secondary gap.
III. When sparks flew across the main gap, secondary gap do not ignite.
A. I only C. II and III only
B. I, II and III D. III only

22

KEY TO ANSWER

What I Know: Pretest

1. C 6. C 11. C
2. B 7. B 12. B
3. C 8. A 13. B.
4. A 9. D 14. A
5. C 10. A 15. A

Activity 3.1.1 Observing a Ball’s Path at Different Speeds

Speed Observation of Ball’s Path
slow Curve/parabolic
fast straight

Activity 3.1.2 Exploring How Light Travels

1. When there is light source 2. Yes
3. Distance from light source 4. Facing the light source

Activity 3.1.3 Sharing My Insights

Answers may vary

Activity 3.1.4 Reflecting Me

Phenomena Description
By Wave Theory of By Particle Theory of
Light Light
Reflection Bounces bounces
Refraction Bends bends

Activity 3.2.1 Arranging Rainbow Colors

Parame 1 2 3 4 5 6 7
ter
frequen r or ye gr bl in vi
cy e an lloe u di ol
d ge w e e go et
n
Energy r or ye gr bl in vi
e an llo e u di ol
d ge w e e go et
n
Observation: Energy increases as frequency increases
23
23
 Activity 3.2.3 Writing it Right Activity 3.2.2 Matching Perfectly
1. Answers may vary 1. D 2. A 3. A

Activity 3.3.1 Let’s Match History

1. D, I 3. C. K 5. B, L
2. A. H 4. E, Q 6. F, J

Activity 3.2.3 Where can I Find You

Possible words found in the puzzle :
FUNC UNCERT PRIN OR HEISENB CLOU
TIONS AINTY CIPL BIT ERG D
E
WAVE PROBAB ENE NU SCHRODI MOME
ILITY RGY CLE NGER NTUM
US
ELEC FREQUE ORBI DEN WAVELE
TRON NCY TALS SIT NGTH
Y

Activity 3.3.4 Let Me Test Myself

Possible Answer: Davisson Germer Experiment, Heisenberg Uncertainty Principle,
Neils Bohr’s Orbitals

Activity 3.4.1 Am I Dispersed

1. Visible light spectrum or rainbow-colored spectrum
2. Red, Orange, Yellow, green, Blue, Indigo (not so visible), violet

Activity 3.4.1B What A Colorful Day

Answers may vary

Activity 3.4.2A Let Me Interfere

Possible Answer: Rainbow-colored surface of bubbles, multi-colored
surface of bubbles

Activity 3.4.2B Let Me See You Through

Possible observations: (1) Vertical white and dark bands, diffraction
(2) more pronounced white and dark bands

Activity 3.4.3 You Complete Me

1. Dispersion
2. The separation of white light into different colors as it passes through a prism
3. It involves the absorption and re emission of light by the particulates in the
atmosphere called scatterer
4. Blue sky, red sunset, white clouds
5. Bending of light as it passes through small opening or obstacle
6. Silver lining in clouds, sun corona
7. Interference
8. The occurrence of white and dark bands as two waves meet while travelling on the
same medium
24
 Activity 3.5.1A My I Pass Through
Possible observation: 1. Red laser light passes through the red-colored
cellophane easily than in the green-colored cellophane

Activity 3.5.2 Picture Analysis

1. Mirage, caused by the refraction of light as it travels between hot and cold air.
Photo A.
2. Photo E. Haloes are formed around the sun or the moon when ice crystals refract
light twice, making 22 degree refraction from its original direction.
3. Photo D. Refraction of light through ice crystals in cirrus clouds
4. The secondary rainbow is about 10° further out from the antisolar point than the
primary bow, is about twice as wide, fainter the primary bow and has its colors
reversed
5. Photo C. Interference of light

Activity 3.5.3 Let’s Test Your Understanding

1. Front side of the spoon-concave mirror -image maybe small, inverted and
laterally reversed
Back side of the spoon -convex mirror – image is small, upright and laterally
reversed
2. Red color cellophane acts as filter that only allows same color to pass through
transmit. The green color is absorbed in the red filter
3. Artificial light contains less amount of light pigment than natural light
4. Refraction
5. Both are result of refraction of light on ice crystals, the difference lies on the
preferential orientation of the ice crystals through which the light passes before
reaching our eyes. If the hexagonal crystals are oriented with their flat faces
horizontal, a sundog is observed and if the hexagonal crystals are randomly
oriented, a halo is observed. 
6. The secondary rainbow is about 10° further out from the antisolar point than the
primary bow, is about twice as wide, fainter the primary bow and has its colors
reversed
7. Supernumerary bows are found in the inner part of the primary rainbow due to
the inference of the wave crest.
Activity 3.6.1
Violet, indigo, blue, green, yellow, orange, red

Activity 3.6.3
1. Hertz 2. To generate sparks
3. By the used of large voltage 4. Yes

Assessment: Post Test

1. C 6. C 11. C
2. A 7. D 12. B
3. A 8. A 13. B.
4. A 9. D 14. D
5. A 10. C 15. A

25
REFERENCES

DepEd CDO Learning Activity Sheets in Physical Science Shared Options LAS (Cagayan de
Oro City: DepEd CDO, 2019) https://bit.ly/3dF9Kdb

Project EASE Physics Module 3: The Nature and Properties of Light

https://lrmds.deped.gov.ph/detail/6710

Hewitt,Paul G., Suchocki, John and Hewitt, Leslie A.Conceptual Physical Science, 2nd ed
(USA: Addison Wesley Longman, 1999)

Punzalan, Jervie. M. and Monserrat, Richard C., Physical Science in Today’s World (Quezon
City: Sibs Publishing House, 2016)

Young, Hugh D. and Freedman, Roger A., University Physics with Modern Physics11th ed.
(Philippines:Pearson Education and South Asia PTE Ltd. 2004)

“Halos, Sundogs, and Light Pillars”, accessed last June 3, 2020.

www.timeanddate.com/astronomy/optical-phenomenon.html

“Hertz’s Experiment”, You tube Channel Media Smarts, accessed last May 22, 2020, you
tubr.com/watch?v=A5mxwBABgDs

“Hertz’s Experiment on Electromagnetic Waves”, You tube Channel Media Smarts,

accessed last June 8, 2020, https://www.youtube.com/watch?v=9gDFll6Ge7g

“How Heinrich Hertz discovered Radio Waves-Famous Scientist”, accessed last May 22,
2020, https://www.famousscientists.orghow-hertz-discovered-radio-waves

“Interference: Thin film interference and reflections” accessed last July 9, 2020,
https://www.animations.physics.unsw.edu.au/jw/light/thin-film-interference-and-
reflections.html

“Production and Properties of electromagnetic waves-Hertz”, accessed last June 8, 2020,

http://www.brainkart.com/article/Production-and-properties-of-electromagnetic-
waves---Hertz-experiment_38544/

“Supernumerary Rainbows”, accessed last July 10, 2020.

https://www.atoptics.co.uk/rainbows/supers.htm

“What are rainbows”, accessed last June 3, 2020.

www.timeanddate.com/astronomy/rainbow.html

“Visual Physics Online-School of Physics”, accessed last May 22, 2020,

http://www.physics.usyd.edu.au/teach_res/hsp/sp/spHome.htm

2623
For inquiries and feedback, please write or call:

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E-mail Address: cagayandeoro.city@deped.gov.ph