STA.

IGNACIA HIGH SCHOOL

Private
SANTA IGNACIA, TARLAC 2303

LEARNING PLAN SCIENCE 10

I. OBJECTIVES
Content Standard:

 the different regions of the electromagnetic spectrum

 the images formed by the different types of mirrors and lenses
 the relationship between electricity and magnetism in electric motors and
generators.

Performance Standard:
The learners:
 conduct an information drive about the effects of electromagnetic wave
exposure to help people make informed decisions
 should be able to make informed choices on selecting the right type of mirrors
or lenses for specific purposes
 shall be able to assemble a simple model of the relationship between electricity and
magnetism.

Learning Competencies:
The learners...

 compare the relative wavelengths of different forms of electromagnetic

waves;
 cite examples of practical applications of the different regions of EM waves,
such as the use of radio waves in telecommunications;
 explain the effects of EM radiation on living things and the environment;
 explain the qualitative characteristics (orientation, type, and magnification) of
images formed by plane and curved mirrors and lenses;
 construct ray diagramming techniques in describing the characteristics and
positions of images formed by lenses;
 identify ways in which the properties of mirrors and lenses determine their use
in optical instruments (e.g., cameras and binoculars);
 demonstrate the generation of electricity by movement of a magnet through a
coil; and
 explain the operation of a simple electric motor and generator.

II. SUBJECT MATTER

Lesson: Refraction in Lenses
References:
 Science 10 for the 21st century by Richard L. Antonio pp. 121-130
 Practical Science 10 by Eduard Christian R. Papa Et.al, pp. 81-92
Strategies:
 Discovery Learning
 Active Learning
 Map of Conceptual Change
 Experimentation
 Demonstration Strategy
 Brainstorming

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 III. ORGANIZING BIG IDEAS:

Essential Understanding
Students will develop an innovative information drive on how to be
knowledgeable with the possible effects of different regions of electromagnetic waves
radiation on living things and in the environment.

Essential Questions
How should we prepare and well equipped in the harmful effects of
electromagnetic waves exposure on living and non-living things?

IV. PROCEDURE

A. Explore
Activity 1: Fill the Tray

1 2
Refraction and
Lenses

3 4

Activity 2: Lunch Pad

When you put a pencil in a glass of water, it appears as if it is broken. Its width changes
as you move it closer or farther away within the water. In this simple demonstration, you will
observe how different substances change the angle by which a pencil is bent when it is immersed
into these different substances.
Materials: 200ml cooking oil, 200ml corn syrup, 200ml water, three pencils, three 500ml
beakers.
Procedure:
1. Fill the first beaker with 400ml of water.
2. Fill the second beaker with 200ml of corn syrup. Then slowly add 200ml of water into it.
3. Fill the third beaker with 200ml of water. Then slowly ass 200ml of cooking oil into it.
4. Place a pencil in each beaker. Make sure to lean it on the beaker spout.
5. Slowly turn the beaker so you have a clear side view of the pencil. Record your
observations.
Guide Questions:
1. Did the pencil look different when observed through water, through oil, and through corn
syrup?
2. Why do you think the pencil appeared broken?

B. Firm-up:
Activity 3: You can be magnified!
Objectives:
• Measure the focal length and linear magnification of a convex lens.
• Locate the image formed by convex lens.
• Describe the image formed by a convex lens.
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Materials:
• convex lens or magnifying glass
• lens holder e.g. clay
• meterstick
• index card

Procedure:
1. Hold the convex lens under a ceiling light. A projection screen (e.g. the floor or the surface
table) should be placed under the convex lens.
2. Move the convex lens up and down until a sharp image of the ceiling light is projected on the
screen.
3. Measure the distance between the lens and the projection surface using a ruler.
4. Mount the convex lens on clay. Draw a U–shaped object on an index card and mount the
index card on clay. Initially place the index card beside the zero (0) marks on the meter stick,
and place the lens in front of the index card.
5. Look through the lens and move the lens until you can clearly see an enlarged and upright
image of the U-shaped object.
6. Measure the distance between the convex lens and the card using a meter stick. Record your
observation on the second column of a table similar to Table below. Measure the distance
between the lens and your eye. Record your observation on the third column of a table similar to
Table 7. 8. Move again the convex lens back and forth, until you can clearly see, this time, an
enlarged and inverted image of the U-shaped object. Then, repeat steps 6 and 7. 9. Move again
the convex lens so that you can clearly see a reduced and upside down image of the U-shaped
object. Repeat steps 6 and 7.

Table: Distances from the Lens of Object and your Eye

Description of Image Distance between the Object Distance between the Eye
and the lens (cm) and the lens(cm)
Enlarged and upright
Enlarged and inverted
Reduced and inverted

Questions:
1. What is the focal length of the convex lens?
• It is thicker at the edges and thinner in the center.
• It forms upright and reduced images.
• It is also called Diverging Lens because the light that passes through it tends to diverge
at a particular point called the focal point.
2. How would you describe the image formed if a distant object is used?
3. What kind of lenses are magnifying glasses? When a magnifying glass produces a sharp
clear image, where is the object located in relation to the lens?
4. Where does magnifying glass be placed to produce an enlarged and upright image, closer
to the eye or nearer to the object? Why?

C. Deepen:
Activity 4: Light in Lenses

A. Construct the ray diagram to deteremine the qualitative descriptions formed by the object
as it is moved from one location to another. Use an arrow on the left side of the lens to
serve as the object.
1. Object beyond C (2F)
2. Object at C (2F)

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 3. Object at F
4. Object between F and the center of the lens O

A. Summarize your findings in the following table.

Object Location Image Description
Beyond C (2F)
At C (2F)
Between C (2F) and F
At the focal point (F)
Between the focal point (F) and the center of the lens
(O)

Like in the concave mirror, the image that was formed varies as the object location
is changed for a convex lens. In fact, almost all the qualitative descriptions for the two are
the same. Why do you think so? The only appropriate explanation is that both of them
focus the light rays at a single point, which increases the possibility for the rays of light to
intersect. Hence, both the concave mirror and the convex lens are converging
B. Discuss at least three applications of lenses in optical instruments. Show how image
formation occurs in each application by constructing ray diagrams.

C. Design and construct a pinhole camera that will demonstrate image formation in a real
camera.

Activity 5: Are you L-O-S-T after Refraction?

Objectives:
• Construct ray diagrams for lenses.
• Determine graphically the location, orientation, size, and type of image formed.
• Show graphically the changes in the image formed as an object’s position is changed.

Materials: paper and ruler

Procedure:
1. Copy each of the diagrams (A–H) below on a clear sheet of paper. Construct ray diagram
using, as much as possible, the ‘three most useful rays’ for each of the following cases to
determine the location, orientation, size, and type of the image.

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Convex Lens

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2. Use a table below to summarize the characteristics and location of the images
formed.
Table: Location, Orientation, Size, and Type of Image Formed by Lenses

Questions:
1. Refer to Table above. How does the image change in its size and
location, as the object comes nearer the convex lens? Concave lens?
2. Refer to the size of object and the size of image from the drawn ray diagrams for
convex lens. Identify the location of object for which the following optical
instruments are used to. Match column A with column B.

Column A Column B
photocopy “Xerox” Machine At Infinity
Camera Beyond 2F’
Telescope At 2F’
Projector Between 2F’ and F’
Magnifying Glass Between F’ and V

3. Why is it impossible for a concave lens to form a real image?

D. Transfer
Activity 6: Fill the Tray (Revisiting Map of Conceptual Change)

2 2
Refraction and
Lenses

3 4
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 Activity 7: Mini-Task
You are a science communicator who is a volunteer member of a non-profit
organization. The goal of your organization is to promote scientific literacy and educate
members of communities about the relevance and real life applications of science. You
decide to share your knowledge about the uses of mirrors and lenses in optical instruments.
You will make a simple demonstration to students of a public school. You must be able to
show, through simple demonstration and discussion, the science of mirrors and lenses. Your
performance will be evaluated by your colleagues and the students in the school according
to comprehensibility, accuracy and correctness and creativity.

Criteria:
Creativity= 5 points
Accuracy and Correctness = 5 points
Comprehensibility = 5 points
TOTAL: 15 Points

Prepared by:

MS. MIRASOL Y. VERANO

Science Teacher

Approved by:

PRESENTANCION S. ESPALDON
Principal