WAVES, SOUND AND LIGHT

DURATION : 1 SESSION
DATE : JANUARY 9

I. INSTRUCTIONAL OBJECTIVES
A. Distinguish simple harmonic motion from other types of periodic motion
B. Determine the period of a mass suspended from an elastic spring
C. Enumerate the laws of a simple pendulum and solve problems using these laws
D. Describe a wave and give its classifications
E. Differentiate longitudinal waves from transverse waves

II. LEARNING TASKS

A. Topics
Simple Harmonic Motion (SHM)
Mechanical Waves
B. Concepts
1. Prior Knowledge
a. All types of waves can be seen by our eyes.
b. A swinging pendulum is an example of simple harmonic motion.
c. Waves have crests and troughs.
d. Amplitude is the maximum distance of a vibrating particle from its
equilibrium position.
2. New Knowledge
a. Simple harmonic motion is a periodic, vibratory motion where the restoring
force is proportional but opposite in direction to the displacement of a
particle from its equilibrium position.
b. A wave is a disturbance traveling through a medium or in a vacuum.
c. Mechanical waves require a material medium to propagate.
d. Vibration is the source of all waves.
C. References
Physics by Navaza, p.327
Basics of Physics by Ferrer, pp.208-218
D. Materials
slinky or magic spring
string
metal ball with hook
stopwatch
water in a small basin
rope

E. Skills
distinguishing
enumerating
observing
describing
analyzing
differentiating
F. Values
safety
resourcefulness
awareness that we live in a world of waves

III. LEARNING STRATEGIES

A. Classroom Routine
1. Prayer
 2. Checking of attendance
3. Checking of assignment
B. Introduction
Students will observe a swinging pendulum and an elastic spring pulled down by
a certain force.
What is common in those two demonstrations?
C. Interaction
Popcorn Recitation
a. What is simple harmonic motion?
b. How can you determine the period of a mass suspended from an elastic
spring?
c. Enumerate the laws of a simple pendulum.
d. Describe a wave. How are waves classified?
e. Give examples of electromagnetic and mechanical waves.
Using a slinky, the teacher will demonstrate longitudinal and transverse waves.
Students will be asked to illustrate these waves and label the parts.
D. Integration
1. Generalization
a. How are waves produced?
b. Where do these waves travel?
c. How do the particles behave as the waves travel?
d. What is transferred when waves are produced?
2. Application
During stormy weather, why do fishermen refrain from going out in the
sea?
3. Valuing
Last June, the ill-fated MV Princess of the Stars capsized in the seas of
Romblon. If you were the owner of that big ship, would you allow it to sail if
the typhoon is only signal no.1? What could have been done to avoid loss of
lives?
4. Evaluation
Quiz

IV. ASSIGNMENT
A. Answer Practice Exercise 16.1 – 16.3.
B. What is an electromagnetic wave? Enumerate the different waves in an EM spectrum.
DURATION : 2 SESSIONS
DATE : JANUARY 15-16

I. INSTRUCTIONAL OBJECTIVES
A. Describe how electromagnetic waves are produced
B. Give the uses and effects of the different types of electromagnetic waves
C. Cite the factors to be considered in any wave equation
D. Determine wave velocity in different media
E. Solve problems using the basic wave equation

II. LEARNING TASKS

A. Topics
1. Electromagnetic Waves (EM waves)
2. Basic Wave Equation
3. Velocity of Longitudinal Waves
4. Velocity of Transverse Wave in a String
B. Concepts
1. Prior Knowledge
a. Longitudinal waves travel fastest in solids and slowest in gases.
b. Crest is the highest point in a wave while trough is the lowest point.
c. X-ray is an EM wave discovered by Roentgen.
d. Microwaves are known to cause cataract.
2. New Knowledge
a. EM waves are formed by an oscillating magnetic field and electric field.
b. Cellular phones use microwaves.
c. Light is a part of the EM spectrum visible to our unaided eye.
d. Wave motion can be described in terms of its speed.
e. The velocity of a wave is equal to the product of the wavelength and the
frequency of the wave.
C. References
Physics by Navaza,p.376
Physics: Modular Approach by Padua et.al,pp.306-308
D. Materials
 calculator
string
E. Skills
describing
solving problem
analyzing
F. Values
caring for one’s health
accuracy

III. LEARNING STRATEGIES

A. Classroom Routine
1. Prayer
2. Checking of attendance
3. Checking of assignment
B. Introduction
Have you gone to a beach? What have you noticed? Have you seen big
waves? fast moving, long-distance waves?
C. Interaction
1. Activity 46 – Making Waves of Slinky
2. Discussion of Sample Problem 16.4-16.6
3. Debate on cell phones: luxury or necessity?
D. Integration
1. Generalization
a. How are electromagnetic waves formed?
b. What are the uses and effects of the different EM waves?
c. In what ways can wave motion be determined?
2. Application
If a pendulum gains time, what adjustment should be made? Why?
3. Valuing
Ultraviolet rays can cause suntan and may damage the retina. Be sure
your glasses are UV protected.
4. Evaluation
Solve Practice Exercises 16.4-16.6

IV. ASSIGNMENT
A. What are the different properties of waves?
B. How do waves transfer energy?

DURATION : 2 SESSIONS
DATE : JANUARY 20-21

I. INSTRUCTIONAL OBJECTIVES
A. Distinguish surface waves from body waves
B. Determine how waves transfer energy
C. Enumerate and explain the different properties of waves
D. Describe the phenomena of resonance and Doppler Effect
E. Give some examples demonstrating the occurrence of Doppler Effect

II. LEARNING TASKS

A. Topics
1. Water Waves
2. Energy Transmission by Waves
3. Wave Properties
4. Resonance
B. Concepts
1. Prior Knowledge
a. Waves move in straight lines like the waves on the ocean, spread out in
circles like ripples on a pond, or spread out in spheres like sound waves in
air.
b. When a wave hits a surface through which it cannot pass, it bounces back.
 c. A pencil appears to be broken when placed in a glass of water because
light waves bend when they pass from air to glass to water.
2. New Knowledge
a. Surface waves are combination of transverse and longitudinal waves.
b. A wave is a disturbance that carries energy through matter or space.
c. Waves exhibit the properties of reflection, refraction, interference and
diffraction.
d. Resonance occurs when an object vibrates at its natural frequency upon
receiving impulses from a source that is vibrating at the natural frequency of
the object.
C. References
Physics: A Modular Approach, pp.189-190
Physics by Navaza,pp.331-333
D. Materials
domino pieces
glass with water
whistle
mirror
pencil
E. Skills
visualizing
observing
giving examples
analyzing
enumerating
describing
F. Values
safety at shore
harnessing energy from waves
appreciation of Physics of waves

III. LEARNING STRATEGIES

A. Classroom Routine
1. Prayer
2. Checking of attendance
3. Checking of assignment
B. Introduction
Observation
Hang two identical bottles near each other by equal length of strings. Set one
into vibration. Observe what will happen to the other bottle after some time.
C. Interaction
1. Demonstration Using Human Props (Wave as Energy Carrier)
a. a stone thrown into a pond and its effect on a paper boat floating on the
water
b. domino analogy for energy transmission
c. collapse of buildings caused by earthquakes
d. properties swept away by tidal waves
2. Analysis
Examine each case and identify the wave property exhibited.
a. when catching fish, spear fishermen aim below the image of the fish
b. presence of echoes when sound waves hit a wall or barrier
c. a pencil seems to appear crooked when dipped in a glass of water
d. a laser beam scatters after passing through a small slit
e. appearance of one’s image in a mirror
3. Activity: Experiencing Doppler Effect
The teacher will use a whistle as the source of sound while each group
will act as observers. The group of students will observe the pitch/frequency
as the:
a. observer moves toward a stationary source
b. source of the sound moves toward a stationary source
c. source of sound waves and the observer approach each other
 d. source moves away from the stationary observer
e. observer moves away from a stationary source
f. source and observer are moving away from each other
D. Integration
1. Generalization
Based on the activities performed, explain how waves transfer energy.
How are waves reflected, refracted, interfered and diffracted? Describe the
Doppler Effect.
2. Application
How can ocean waves be an alternative source of energy?
3. Valuing
Tsunamis are catastrophic huge ocean waves caused by seismic
activities such as earthquakes, underwater of coastal landslides or volcanic
eruptions. In relation to this, authorities should give proper warning and
safety measure to the people especially in the coastal areas to save lives.
4. Evaluation
Chapter Test

IV. ASSIGNMENT

A. Answer Practice Exercise 16.7 and 16.8

B. What are the different media by which sound can be transmitted?

DURATION: 3 SESSIONS
DATE: JANUARY 21-23, 2008
 1. INSTRUCTIONAL OBJECTIVES
A. Describe the nature of sound waves and explain how they are produced transmitted,
and propagated.
B. Relate the speed of sound waves to their frequency and wavelength
C. Calculate the speed of sound in different media
D. Demonstrate and explain refraction, reflection, diffraction, and interference

II. LEARNING TASK

A. Topic
Chapter 17-Sound
The Nature of Sound
Velocity of Sound
Wave Properties of Sound
B. Content
1. Prior Knowledge.
a. Sound is music.
b. Young and old people appreciate the same kind of music.
c. Sounds are having different frequencies.
d. Velocity of sounds is affected by the nature of the media.
e. Echoes are reflected sound wave.
2. New Knowledge
a. Sound is a longitudinal wave created by vibrating objects and capable of
producing a sensation in our auditory system.
b. Sounds that we hear everyday may be classified as noise or musical tones.
c. The velocity of sound is determined by the density and elasticity of the medium.
d. A sound wave in one medium may be partly reflected, refracted or absorbed
when it strikes another medium.
e. Refraction occurs when sound passes from one medium into another, where it
changes its velocity.
C. Reference
1. College Physics: White
2. Physics: Navaza
D. Materials
ball pen caps, pieces of paper, ruler, guitar
E. Skills
describing, relating, demonstrating, listening, calculating
F. Values
music appreciation, respect for others

III. LEARNING STRATEGIES

A. Classroom Routines
1. Prayer
2. Checking of Attendance
3. Checking of Assignment
B. Introduction
A student will be asked to sing with a guitar accompaniment. The student will be
informed a head of time. ARG
C. Interaction
What is sound? How is it produced? Describe the different kinds of sound in terms of
frequencies. How is the velocity of sound determined? Give the properties of sound.
Differentiate reflection from refraction. When does interference occur? What happens
during diffraction? Sample problems will be presented.
*Accomplishment of ARG

D. Integration
1. Generalization
Sound waves are longitudinal wave capable of producing an auditory sensation.
Sounds are transmitted by elastic media, whether solids, liquids or gases. sound
exhibits reflection, refraction, interference and Doppler effect.
2. Application
Group Activity
 The class will be tasked to choose a TV commercial. It will be analyzed from the
point of view of the physics of sound.

3. Valuing
Consider the following lines:
“Words can be loud, and often they are no more than deafening noise in the ear.
Silent example touches and moves the heart”. What does this mean to you? Reflect
on it.
4. Evaluation
Do practice exercise 17.1-17.3, pp.385-387 of the textbook.

IV. ASSIGNMENT
1. Define the following:
a. beat
b. fundamental frequency
2. How do instruments produce sound?
3. Solve problems 1 and 2 pp. 405-406 of the textbook.
DURATION: 3 SESSIONS
DATE: JANUARY 26-28, 2008

I. INSTRUCTIONAL OBJECTIVES
A. Describe vibrating air columns
B. Demonstrate resonance in a closed pipe (Act.47)
C. Define and explain Doppler effect
D. Identify the different characteristics of a musical tone
E. State how the hearing process and voice production occur
F. Give the causes and effects of noise pollution

II. LEARNING TASK

A. Topic
Activity 47 – Waves Meet Waves
Doppler Effect
Shock Waves
Characteristics of Sound
The Human Voice
The Human Ear
The Physics of Hearing
Noise Pollution
B. Content
1. Prior Knowledge
a. Music can be created by anybody.
b. Doppler Effect can save lives.
c. Everybody must take good care of his ears and voice.
d. Noise pollution is detrimental to people of all ages.
2. New Knowledge
a. Doppler Effect is the apparent change in the frequency of sound due to the motion
of source of sound and/or the observer.
b. Sound may be described by three perceptual characteristics: pitch, loudness, and
quality.
c. Humans are provided with two important organs for sensing information carried by
waves – the ears and eyes.
 d. Noise pollution is unwanted or damaging sound. It has reached a point where it
has become a matter of public concern.
C. Reference
1. Dynamic Physics: Asperilla
2. Basics of Physics: Ferrer
D. Materials
an instrumental musical piece, CD, TV, CD/DVD player
E. Skills
observing, inferring, analyzing, problem solving
F. Values
consideration for others, creativity, resourcefulness

III. LEARNING STRATEGIES

A. Classroom Routine
1. Prayer
2. Checking of Attendance
3. Checking of Assignments
B. Introduction
An instrumental musical piece will be played. Students will identify sounds from piano,
guitar, violin, flute, and drums. ARG
C. Interaction
1. Laboratory Activity 47- Waves Meet Waves by group.
2. What is Doppler Effect? Who discovered it? Give the different cases where it is
applied or taking place. When are shocked waves formed? What are the
characteristics of sound? Describe each. Why is the human voice considered the
most wonderful musical instrument? Name the different parts of the ear. How does it
affect our health and our life in general?
*Accomplishment of ARG.
D. Integration
1. Generalization
Doppler Effect is the apparent change in the pitch due to the motion of source and/or
observer. Shockwaves are formed when the speed of the sources of sound is
greater
than the speed of sound in the medium. The three characteristics of sound are pitch,
loudness and quality. Noise pollution is one type of pollution in which an individual
has a direct effect.
2. Application
Making of an improvised musical instrument by group

3. Valuing
Most of your classmates are preparing for a major examination and others are very
noisy. As a responsible member of your class, what will you do? Why?
4. Evaluation
Laboratory Quiz

IV. ASSGNMENT
1. What are the different theories of light?
2. How was the speed of light determined?
DURATION : 2 SESSIONS
DATE : JANUARY 27 - 28

I. INSTRUCTIONAL OBJECTIVES
A. Determine and explain the different theories about light and its dual nature
B. Define reflection
C. Illustrate the laws of reflection
D. Solve problems using laws on reflection

II. LEARNING TASKS

A. Topic : Theories About Light
Models of Light
Speed of Light
Reflection of Light
B. Concept
1. Prior Knowledge
a. Light is an integral part of our life.
b. Light was something given off by the eye.
c. The speed of light was given as 301,000 km/s.
2. New Knowledge
a. With light there is sight.
b. Light is both a particle and a wave.
 c. The speed of light is constant at 3x108 m/s.
C. References
Physics by Navaza
Basics of Physics by Ferrer
D. Materials
flashlight, any opaque object, handkerchief
E. Skills
determining, explaining, defining, illustrating and solving
F. Values
awareness and participation

III. LEARNING STRATEGIES

A. Classroom Routine
1. Prayer
2. Checking of Attendance
3. Checking of Assignment
B. Introduction
Blindfold one or two students and let them walk around the room for several
minutes. Then ask to share their experience to the class. Stress how important light
is.
C. Interaction
1. Explain the different theories about light.
2. Define light and introduce the dual nature of light
3. Demonstrate rectilinear propagation of light.
4. Determine the formation of shadow.
5. Define reflection.
6. Illustrate the laws by means of diagrams or by means of computer.
D. Integration
1. Generalization
What is light?
2. Application
Who is the “light" of your life? Recall your dark moments and how this “light”
helps you?
3. Valuing
How important is having a “guiding light” in our lives?

4.Evaluation
a. Solve Practice Exercise 18.1 and 1.2.
b. Answer questions 1 to 8 on Test Yourself A.

IV. ASSIGNMENT
Solve Test Yourself B, problems 1 to 3.
DURATION : 3 SESSIONS
DATE : JANUARY 29 - 30

I. INSTRUCTIONAL OBJECTIVES
A. Draw ray diagrams for images formed by plane and spherical mirrors
B. Locate and describe the types of images formed by plane and spherical mirrors
C. Solve problems on mirrors

II. LEARNING TASKS

A. Topic : Mirrors
Real and Virtual Images
Spherical Mirror Images
The Mirror Equation and magnification
B. Concept
 1. Prior Knowledge
a. The first mirror was the clear, calm water of the river or pond.
b. A mirror is a woman’s soul.
c. Images seen on mirrors are real
2. New Knowledge
a. Images seen on mirrors are not real.
b. Plane mirror images are virtuaal, upright, the same size as the object, the
same distance behind the mirror as the object in front.
c. To view one’s full image in a plane mirror, the mirror must be one-half the
person’s height.
C. References
Physics by Navaza
Basics of Physics by Ferrer
D. Materials
plane and spherical mirrors, image formations, meterstick
E. Skills
drawing, locating, describing, solving
F. Values
humility and acceptance

III. LEARNING STRATEGIES

A. Classroom Routine
1. Prayer
2. Checking of Attendance
3. Checking of Assignment
B. Introduction
Ask the students to drw an object and the shadow it forms when light falls on it.
Show also the position of the light source.
C. Interaction
1. Discuss the different types of mirror.
2. Differentiate real from virtuifferentiate real from virtual images.
3. Draw ray diagrams for images formed by plane mirrors.
4. Discuss spherical mirror terminoogies.
5. Have students perform Actvity 50 What You See Is Not What You Get.
D. Integration
1. Generalization
What is a mirror? What are the types of mirror and give the difference?
2. Application
Why are walls of a room covered completely with plane mirrors?
3. Valuing
Looking at our own images at the mirror, how do we accept others?
4.Evaluation
a. Solve Practice Exercise 18.3 and 18.4.
b. Laboratory performance.
c. Quiz

IV. ASSIGNMENT
Read and study the next topics on pages 428 – 429..

DURATION : 3 SESSIONS
DATE : FEBRUARY 4 - 6

I. INSTRUCTIONAL OBJECTIVES
A. Define refraction and its effects
B. Determine total internal reflection
C. Draw ray diagram of images formed b a lens
D. Solve probems on refraction
II. LEARNING TASKS
A. Topic : Refraction
Law of Refraction
B. Concept
1. Prior Knowledge
a. Light rays are refracted.
b. Prisms are normally used to show refraction of light.
2. New Knowledge
a. Refraction is the change in the direction of light.
b. Light is refracted when it passes from one medium to another of different
optical density.
c. The index of refraction is the ratio of the speed of light in a vacuum to the
speed of light in the substance.
C. References
Physics by Navaza, pages 428 – 433.
Basics of Physics by Ferrer
D. Materials
different types of lenses, mug, meter stick
E. Skills
defining, determining, drawing and solving problems
F. Values
adaptability in dealing with people

III. LEARNING STRATEGIES

A. Classroom Routine
1. Prayer
2. Checking of Attendance
3. Checking of Assignment
B. Introduction
Demonstrate refraction of light by means of a pencil placed in glass of water.
Show also the position of the light source.
C. Interaction
1. Define refraction.
2. Explain the laws of refraction.
3. Discuss total internal reflection and its application.
4. Discuss refraction by a prism.
5. Have students perform Actvity 51 Bending Light. Ask the students to state
their observations for procedures A and B of the activity. Make some generalizations.
D. Integration
1. Generalization
Does optical density has something to do with the refraction of light?
2. Application
Relate refraction to everyday experiences such as roads appear wet on hot
days.
3. Valuing
We all have individual differences. Just like light adjusting its velocity as it
propagates in different media, we too should adjust to the different types of people
around us. Cite some situations and tell how we are going to deal with these people.
4.Evaluation
a. Solve Practice Exercise 18.8-18.13.
b. Laboratory performance.

IV. ASSIGNMENT
Solve Test Yourself part B, problems 4 to 9 on page 433.
DURATION : 3 SESSIONS
DATE : FEBRUARY 9 - 11
I. INSTRUCTIONAL OBJECTIVES
A. Differentiate converging lens from diverging lens
B. Draw ray diagrams for locating the image formed by the lens
C. Characterize the image formed by a coverging lens and diverging lens
D. Explain lens defects and their remedies
E. Solve problems on lenses

II. LEARNING TASKS

A. Topic : Spherical Lenses
B. Concept
1. Prior Knowledge
a. A spherical lens is a piece of glass.
b. Convex lenses form the same kinds of images as concave mirrors.
c. A convex lens is converging while a concave lens is diverging.
2. New Knowledge
a. Lenses thicker at the middle are convex lenses.
b. Lenses thicker at the edges are concave lenses.
c. Images formed by a concave lens are virtual, upright and smaller than the
object.
d. Lenses suffer from two defects: chromatic aberration.
C. References
Physics by Navaza, pages 433 – 439.
Basics of Physics by Ferrer
D. Materials
Ruler, lenses, bond paper, illustration board, candle
E. Skills
diffferentiating, drawing, characterizing, explaining, solving
F. Values
Transparency in dealing with others

III. LEARNING STRATEGIES

A. Classroom Routine
1. Prayer
2. Checking of Attendance
3. Checking of Assignment
B. Introduction
Let the students touch the different types of lenses. Ask them what is the
difference among the lenses shown.
C. Interaction
1. By the use of the lenses, demonstrate the difference between diverging and
converging lens. You may use a ray box or two laser pointer for your light source. You
can actually show the principal focus for each type of lens.
2. Explain lens terminologies.
3. Discuss lens equation and magnification.
4. Discuss lens aberrations.
5. Have students perform Actvity 53 Imaging With Lenses. Make some
generalizations.
D. Integration
1. Generalization
How is the distance related to the image formed by convex lens?
2. Application
Lenses are used to correct vission problems. What other instruments/devices
made use of lenses?
3. Valuing
How do we deal with people around us? What makes us a better friend for
them?
4.Evaluation
a. Solve Practice Exercise 18.7, 18.11 and a8.12.
b. Quiz

IV. ASSIGNMENT
 Read and study the next chapter.

DURATION : 3 SESSIONS
DATE : FEBRUARY 20 - 22

I. INSTRUCTIONAL OBJECTIVES
A. Enumerate and explain the wave properties of light
B. Explain color addition and color subtraction
C. Explain the factors affecting the color of an object
D. Discuss how rainbows are formed
E. Explain why sky is blue, sunrise and sunset are red, and clouds are white

II. LEARNING TASKS

A. Topic
Chapter 20 – Wave Optics
Dispersion of Light
Colors
Scattering of Light
B. Concept
1. Prior Knowledge
a. White light is a combination of colors.
b. Colors can be added and subtracted from one another.
c. Scattering of light is a phenomenon that explain why the sky is blue,
the sunset red-orange, and the clouds white.
2. New Knowledge
a. The splitting of white light into its constituent colors is called
dispersion. The band of colors produced is called a spectrum.
b. Color addition is the process of producing other colors by mixing
suitable portions of the primary colors of light which are red, blue and
green.
c. Color subtraction is applied in producing pigments and dyes as artists
and painters do.
d. Scattering occurs when particles interact with light, causing the latter
to be redirected from its original path. There are three types of
scattering: Rayleigh, Mie, and nonselective scattering.
C. References
1. Physics : Navasa & Valdes, pp. 416 – 422
2. The Basics of Physics, pp. 260 – 263, 272 – 292
D. Materials
color wheel
fruits with different colors
leaves of plants
prism
E. Skills
enumerating
explaining
discussing
F. Values
appreciating colors
appreciating the beauty of nature in different colors

III. LEARNING STRATEGIES

A. Classroom Routine
1. Prayer
2. Checking of attendance
3. Checking of assignment
 B. Introduction
1. Analysis
Have you ever wondered why objects differ in color? For example,
strawberries are red and bananas are yellow. Why aren’t they all
white? And how can a soda bottle be green and yet you see through it at
the same time?
2. ARG
C. Interaction
1. Socratic Paideia
a. Using a prism, how can a light be dispersed?
b. How are rainbows formed?
c. Explain the process of color addition and color subtraction.
d. What are the different types of scattering? Give examples for each type.
2. Accomplishing ARG

D. Integration
1. Generalization
Each student will make a color wheel to generalize what transpire in the
discussion.
2. Application
Why does lighting important in a theater?
3. Valuing
Song Analysis
The class will analyze the song, Color Everywhere by Christian
Bautista. What is the message of the song? How can you show
appreciation to the different colors present everywhere?
4. Evaluation
The color wheel done in the generalization will serve as an output.
Written reaction in the song analysis will be asked to pass.

IV. ASSIGNMENT
A. How are colors produced through interference? Give examples.
B. Give the difference between constructive and destructive interferences.
C. What is meant by diffraction of light?
DURATION : 2 SESSIONS
DATE : FEBRUARY 23 - 24

I. INSTRUCTIONAL OBJECTIVES
A. Explain interference and Young’s double – slit experiment
B. Explain the formation of interference fringes
C. Explain diffraction
D. Solve problems on interference and diffraction

II. LEARNING TASKS

A. Topic
Chapter 20 – Wave Optics
Interference
Diffraction
B. Concept
1. Prior Knowledge
a. Light just like sound waves, also exhibit the phenomenon of
interference and obeys the principle of superposition.
b. Diffraction is the bending of light around obstacles or edges of an
opening.
2. New Knowledge
a. Light waves may interfere constructively or destructively.
b. Constructive interference results when the waves arrive together at a
point in phase, that is, crest to crest or trough to trough. The result is
a reinforced wave of amplitude equal to the sum of amplitudes of the two
waves.
c. Destructive interference results when the waves arrive together at a
point 1800 out of phase, that is, crest to trough. The resultant wave is
of a lesser amplitude equal to the difference of the amplitudes of the
individual waves.
d. Diffraction involves interference of light coming from different parts of
the same slit A broad central bright fringe id formed.
C. References
 1. Physics : Navasa & Valdes, pp. 422 – 424
2. The Basics of Physics, pp. 294 – 298
D. Materials
compact disc
soap to make bubbles
E. Skills
explaining
observing
inferring
analyzing
problem solving
F. Values
appreciating colors
appreciation of the product due to interference and diffraction of light

III. LEARNING STRATEGIES

A. Classroom Routine
1. Prayer
2. Checking of attendance
3. Checking of assignment
B. Introduction
1. Analysis
Using a compact disk and bubbles produced from soap, the class will
examine the spectrum of colors from these two examples. Also, they will be
asked to examine the same thing from an oil slick or gasoline on a wet road,
from silvery scales of some fishes, from the eye of a peacock feather, and from abalone
shells and capiz. How did the colors produced?
2. ARG
C. Interaction
1. Socratic Paideia
a. What is meant by the word interference? How does this term applied
to light as a wave?
b. How is interference related to superposition principle?
c. What are the two types of interference as applied to light wave?
d. Explain the experiment done by Thomas Young about double-slit.
e. What is meant by diffraction of light?
f. What are the two types of diffraction?

2. Accomplishing ARG
D. Integration
1. Generalization
Explain the application of interference and diffraction to light wave.
2. Application
How is diffraction applied to technologies like crystallography, x-ray and
lasers?
3. Valuing
How can you show your appreciation to the physics of light wave?
4. Evaluation
Problem solving on diffraction and interference
Quiz

IV. ASSIGNMENT
A. What is meant by the word polarization?
B. How can we produced a polarized light?
C. What are the important uses of polarization?
D. Make a research about lasers being applied in medicine.
DURATION : 2 SESSIONS
DATE : FEBRUARY 26 - 27

I. INSTRUCTIONAL OBJECTIVES
A. Differentiate polarized light from unpolarized light
B. Enumerate and explain the different ways of polarizing light
C. Explain how Polaroid sunglasses reduce glare
D Solve problems on polarization
E. Give practical applications of polarization

II. LEARNING TASKS

A. Topic
Chapter 20 – Wave Optics
Polarization
Laser
 B. Concept
1. Prior Knowledge
a. The property of polarization distinguishes transverse waves from
longitudinal waves.
b. Laser is an acronym for light amplification by stimulated emission of
radiation.
2. New Knowledge
a. Light is said to be polarized if its vibrations are confined to a single
plane. Polarization shows that light is a transverse wave..
b. Polarization may be achieved by reflection, double refraction,
selective absorption and scattering.
c. A laser device has three major components: the active medium, the
pumping source and the optical resonators.
C. References
1. Physics : Navasa & Valdes, pp. 424 – 426
2. The Basics of Physics, pp. 298 – 301
D. Materials
laser pointer
visual aid
E. Skills
differentiating
explaining
enumerating
problem solving
giving practical applications
F. Values
appreciating lasers
appreciation of the product due to polarization of light

III. LEARNING STRATEGIES

A. Classroom Routine
1. Prayer
2. Checking of attendance
3. Checking of assignment
B. Introduction
1. Reporting
Two to three students will report on the research made from lasers in
medicines. The rest of the class will listen carefully and react
afterwards, whether they are impressed or not on the report being
rendered in line with its application to physics and technology particularly in the
field of medicines.
2. ARG
C. Interaction
1. Socratic Paideia
a. What is meant by the word polarization?
b. What are the different ways to produced polarized light?
c. How does polarization useful in technology?
d. What is meant by the word laser?
e. What are the uses of laser?
2. Accomplishing ARG
D. Integration
1. Generalization
Differentiate polarized light from unpolarized light
2. Application
Name other significant applications of polarization of light and lasers
3. Valuing
How can you show your appreciation to the application of polarization
and lasers in the field of medicine?
4. Evaluation
Chapter Test

IV. ASSIGNMENT
Study carefully and diligently for your final examinations.