WEEK 5

Lesson 1: Lesson 1
Describe qualitatively and quantitatively Task 1:
the superposition of waves Score: ________________
Done? [ ] Yes [ ] No
(STEM_GP12MWS-IIE-35)
Task 2:
Score: ________________
Task 1: Transverse Wave Done? [ ] Yes [ ] No
Task 2: Evaluation Lesson 2
Task 1:
Score: ________________
Lesson 2:
Done? [ ] Yes [ ] No
Apply the condition for standing waves on a Task 2:
string Score: ________________
(STEM_GP12MWS-IIE-36) Done? [ ] Yes [ ] No
Lesson 3
Task 1: 4 Pics 1 Word
Task 1:
Task 2: Evaluation Score: ________________
Done? [ ] Yes [ ] No
Lesson 3: Task 2:
Relate the frequency (source dependent) Score: ________________
and wavelength of sound with the motion of Done? [ ] Yes [ ] No
Lesson 4
the source and the listener.
Task 1:
(STEM_GP12MWS-IIE-37) Score: ________________
Task 1: Decrease the Frequency Done? [ ] Yes [ ] No
Task 2: Evaluation Task 2:
Score: ________________
Done? [ ] Yes [ ] No
Lesson 4:
Note of Guidance (To be filled out by the
Relate density, specific gravity, mass, and subject teacher for feedbacking of
volume to each other. learner’s performance):
(STEM_GP12FMS-IIf-40) __________________________________________
Task 1: Match Us __________________________________________
Task 2: Evaluation __________________________________________
Feedback (Learner/Parent/Guardian): __________________________________________
_____________________________________________ __________________________________________
_____________________________________________ __________________________________________
_____________________________________________ __________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
 WEEK 5

Lesson 1

The principle of superposition says: When two different

waves, of the same type, pass, simultaneously, through
the same point in space, the individual wave
displacements add.

“Transverse Wave”

Directions:
Let’s review the basic parameters of at transverse wave by identifying its different parts, just
by getting your answer from the box below.

Trough Wavelength Crest

Amplitude Baseline
What happens when two waves
of the same type meet? They
interfere. That interference can
be constructive or destructive
or, if the frequencies are
different, can create beats. To simplify things, we will
study interfering waves of equal frequency and
amplitude. First let’s review the basic parameters of a
transverse wave, see in figure 2.

Most waves do not look very simple. They look more like
the waves in Figure 3 than like the simple water wave
considered in Waves. (Simple waves may be created by
a simple harmonic oscillation, and thus have a
sinusoidal shape). Complex waves are more interesting,
even beautiful, but they look formidable. Most waves
appear complex because they result from several simple
 WEEK 5

waves adding together. Luckily, the rules for adding waves are quite simple.

When two or more waves arrive at the same point, they superimpose themselves on one another.
More specifically, the disturbances of waves are superimposed when they come together—a
phenomenon called superposition. Each disturbance corresponds to a force, and forces add. If
the disturbances are along the same line, then the resulting wave is a simple addition of the
disturbances of the individual waves—that is, their amplitudes add. Figure 4 and 5 illustrate
superposition in two special cases, both of which produce simple results.
Figure 4 shows two identical waves that arrive at the same point exactly in phase. The crests of

the two waves are precisely aligned, as are the troughs. This superposition produces pure
constructive interference. Because the
disturbances add, pure constructive
interference produces a wave that has twice
the amplitude of the individual waves, but has
the same wavelength.
Figure 5 shows two identical waves that arrive
exactly out of phase—that is, precisely aligned
crest to trough—producing pure destructive
interference. Because the disturbances are in
the opposite direction for this superposition,
the resulting amplitude is zero for pure
destructive interference—the waves Superposition of non-identical waves exhibits both
completely cancel. While pure constructive constructive and destructive interference
and pure destructive interference do occur, Fig.6
they require precisely aligned identical waves.
The superposition of most waves produces a combination of constructive and destructive
interference and can vary from place to place and time to time. Sound from a stereo, for
example, can be loud in one spot and quiet in another. Varying loudness means the sound
waves add partially constructively and partially destructively at different locations. A stereo has
at least two speakers creating sound waves, and waves can reflect from walls. All these waves
superimpose.
An example of sounds that vary over time from constructive to destructive is found in the combined
whine of airplane jets heard by a stationary passenger. The combined sound can fluctuate up and
down in volume as the sound from the two engines varies in time from constructive to destructive.
These examples are of waves that are similar.

An example of the superposition of two dissimilar waves is shown in Figure 6. Here again, the
disturbances add and subtract, producing a more complicated looking wave.
 WEEK 5

As we have seen previously, the defining

property of a wave is that it can be described
by a wave function of the form shown in figure
7.
where, y is a wave displacement.
Fig. 7
For string waves, y is the mechanical
displacement of a string particle from its center
position; for sound waves in a gas, y could be either the mechanical displacement of a molecule
from its center position, or an associated gas pressure difference from ambient pressure; for radio
waves, the displacement would be an electric, or magnetic field vector.
In figure 8, shows when two different waves, of the same type, pass, simultaneously,
through the same point in space,
the individual wave displacements
add.

The frequency of a wave

Fig. 8
is the number of waves passing a stationary point per second. It is sometimes
expressed as so many waves per second, so many cycles per second, or so many oscillations per
second.
The period of a wave is the time required for one vibration. It is also the time for a wave to
travel one wavelength.
𝟏
Period (T) and frequency (f) are inversely related. 𝑻 = For a wave, if the distance traveled
𝒇
is a wavelength then the time to travel this (λ) distance is the period (T ).

𝛌 𝟏
𝑽= 𝒐𝒓 𝑽 = 𝛌
Since the average speed is defined as a distance divided by time, then 𝑻 𝑻
𝟏
the formula is 𝑅𝑒𝑚𝑒𝑚𝑏𝑒𝑟 𝑡ℎ𝑎𝑡 = 𝒇
𝑻
𝑇ℎ𝑒𝑟𝑒𝑓𝑜𝑟𝑒 𝑽 = 𝒇𝛌

Sample Problem 1

What is the speed of a wave of frequency 500 Hz and wavelength of 2 meters?

Solution:

𝑉 = 𝑓λ

𝑉 = (500𝐻𝑧)(2𝑚)

𝑉 = (500/𝑠)(2𝑚)
𝒎
𝑽 = 𝟏𝟎𝟎𝟎 𝒐𝒓 𝟏 𝒌𝒎/𝒔
𝒔
Just remember that one Hz (Hertz) is the same as 1/second or (1/s)

Directions. Read the statement carefully and choose the letter of the
correct answer.

1. What do you call the distance traveled by a wave in one period?

A. Frequency
B. Period
 WEEK 5

C. Amplitude
D. Wavelength
2. Which of the following is the speed of a wave traveling with a wavelength 𝜆, frequency f and
period T?
λ 𝑓
A. 𝑉 = 𝑓 B. 𝑉 = C. 𝑉 = λ ∗ f D. 𝑉 = 𝑓𝑇
λ

3. The frequency of a wave is doubled when the wavelength remains the same. What happens
to the speed of the wave?
A. It doubles
B. It is cut to one-half
C. Remains unchanged
D. It is cut to one-fourth
4. What is the speed of a wave of frequency 800 Hz and wavelength of 4 meters?
E. 3,000 m/s B. 3,200 m/s C. 200 m/s D. 180 m/s
5. You hook up a stereo system. When you test the system, you notice that in one corner of the
room, the sounds seem dull. In another area, the sounds seem excessively loud. Describe how
the sound moving about the room could result in these effects. With multiple speakers putting
out sounds into the room, and these sounds bouncing off walls, there is bound to be some wave
interference.
F. In the dull areas, the interference is probably mostly constructive. In the louder areas,
the interference is probably mostly destructive.
G. In the dull areas, the frequency is probably mostly destructive. In the louder areas, the
frequency is probably mostly constructive.
H. In the dull areas, the interference is probably mostly destructive. In the louder areas, the
interference is probably mostly constructive.
I. In the dull areas, the frequency is probably mostly constructive. In the louder areas, the
frequency is probably mostly destructive.

Lesson 2

Standing waves occur, when two identical waves traverse

a medium in opposite directions. This happens, when a
wave is continuously reflected back along its path, so that
the original and reflected waves pass through each other.

“4 Pics 1 Word”

Directions:
Solve the image puzzles by arranging the letters and form a
two-word answer that fits the picture collection! Write your
answer in the box provide below.

D I T G A S N N

V E A W
 WEEK 5

Sometimes waves do not seem to move; rather, they just vibrate in place.
Unmoving waves can be seen on the surface of a glass of milk in a
refrigerator, for example. Vibrations from the refrigerator motor create
waves on the milk that oscillate up and down but do not seem to move
across the surface. These waves are formed by the superposition of two or more moving waves,
such as illustrated in figure 10. for two identical waves moving in opposite directions. The waves
move through each other with their disturbances adding as they go by. If the two waves have
the same amplitude and wavelength, then they alternate between constructive and destructive
interference. The resultant looks like a wave standing in place and, thus, is called a standing
wave. Waves on the glass of milk are one example of standing waves. There are other standing
waves, such as on guitar strings and in organ pipes. With the glass of milk, the two waves that

produce standing waves may come from reflections from the side of the glass. Fig. 10

A closer look at earthquakes provides evidence for conditions appropriate for resonance, standing
waves, and constructive and destructive interference. A building may be vibrated for several
seconds with a driving frequency matching that of the natural frequency of vibration of the
building—producing a resonance resulting in one building collapsing while neighboring buildings
do not. Often buildings of a certain height are devastated while other taller buildings remain intact.
The building height matches the condition for setting up a standing wave for that particular height.
As the earthquake waves travel along the surface of Earth and reflect off denser rocks, constructive
interference occurs at certain points. Often areas closer to the epicenter are not damaged while
areas farther away are damaged.
Standing wave created by the superposition of two identical waves moving in opposite
directions. The oscillations are at fixed locations in space and result from alternately
constructive and destructive interference

Standing waves are also found on the strings of musical instruments and are due to reflections of
waves from the ends of the string. Figure 11 and figure 12 shows standing waves that can be
created on a string that is fixed at both ends. Nodes are the points where the string does not move;
more generally, nodes are where the wave disturbance is zero in a standing wave. The fixed ends
of strings must be nodes, too, because the string cannot move there. The word antinode is used
to denote the location of maximum amplitude in standing waves. Standing waves on strings have
a frequency that is related to the propagation of the disturbance on the string. The
wavelength λ is determined by the distance between the points where the string is fixed in place.
The lowest frequency, called the fundamental frequency, is thus for the longest wavelength, which
𝒗 𝒗
is seen to be 𝛌𝟏 = 𝟐𝑳. Therefore, the fundamental frequency is 𝒇𝟏 = 𝒘 = 𝒘 . In this case, the
𝛌𝟏 𝟐𝑳
overtones or harmonics are multiples of the fundamental frequency. As seen in Figure 16.41, the
𝒗 𝒗
first harmonic can easily be calculate since 𝛌𝟐 = 𝑳 thus, 𝒇𝟐 = 𝛌𝒘 = 𝟐𝑳𝒘 = 𝟐𝒇𝟏. 𝑺𝒊𝒎𝒍𝒊𝒂𝒓𝒍𝒚 𝒇𝟑 = 𝟑𝒇𝟏 and
𝟐
so on. All of these frequencies can be changed by adjusting the tension in the string. The greater
the tension, the greater 𝒗𝒘 is and the higher the frequencies. This observation is familiar to anyone
who has ever observed a string instrument being tuned. We will see in later chapters that standing
 WEEK 5

waves are crucial to many resonance phenomena, such as in sounding boxes on string
instruments.
Fig. 12

In stringed musical instruments, such a

Fig. 11
piano, guitar, or violin, a string is plucked,
or otherwise disturbed, so that a wave propagates
along the string. On reaching the end of the string, this wave is reflected back, so that a standing
wave is established on the string. The standing wave is the source of the musical note. Wind
instruments are similar, except that the wave is a sound wave in air. In lasers a light wave is
sent through a cavity bounded by two mirrors. The light wave reflects back and forth between
the two mirrors, so an optical standing wave is set up in the cavity. The properties of the laser
light depend largely on this standing wave

Fundamental
𝒗𝒘
𝒇𝟏 = 𝝀𝟏 = 𝟐𝑳
𝟐𝑳

Directions. Read the statement carefully and choose the letter of the
correct answer.

1. In a class demo, the speaker emitted a sound wave of frequency 300 Hz. What was the
wavelength of the wave in the air?
A. A. 0.88 m B. 0.25 m C. 1.1 m D. 40 m
2. Which of the following increases when a sound becomes louder?
A. frequency B. Amplitude C. Period D. Velocity
3. The frequency of a wave is doubled when the wavelength remains the same. What happens to
the speed of the wave?
A. 0.2 s
B. 1.7 s
C. 1.2
D. 0 s
4. For numbers 4 – 5 Base your answer from the given diagram in the right
What is the period?
A. 2.0 s
B. 1.2 s
C. 1.7 s
D. 4.0 s

5. What is the amplitude?

A. -10 cm
B. 2.5 cm
C. 10 cm
D. 5 cm
 WEEK 5

Lesson 3

Sound, like all waves, travels at a certain speed and has the
properties of frequency and wavelength. You can observe
direct evidence of the speed of sound while watching a
fireworks display. The flash of an explosion is seen well before
its sound is heard, implying both that sound travels at a finite
speed and that it is much slower than light. You can also
directly sense the frequency of a sound. Perception of
frequency is called pitch.

“Decrease the Frequency”

Directions:
Frequency is one way to
define how fast a wave
moves, in this activity
you’re going to arrange the
different wavelengths into
its descending frequency.
Write your answer in the
space provided.

The wavelength of sound is not directly sensed, but indirect evidence is found in the correlation
of the size of musical instruments with their pitch. Small instruments, such as a piccolo, typically
make high-pitch sounds, while large instruments, such as a tuba, typically make low-pitch
sounds. High pitch means small wavelength, and the size of a musical instrument is directly
related to the wavelengths of sound it produces. So a small instrument creates short-wavelength
sounds. Similar arguments hold that a large instrument creates long-wavelength sounds.
The relationship of the speed of sound, its
frequency, and wavelength is the same as for all
waves: is the speed of sound, f is its
frequency, and λ is its wavelength. The
wavelength of a sound is the distance between
adjacent identical parts of a wave—for example,
between adjacent compressions as illustrated in
Figure 13. The frequency is the same as that of
A sound wave emanates from a source vibrating at a the source and is the number of waves that pass
frequency f, propagates at Vw, and has a wavelength λ. a point per unit time.
Fig.13
It is apparent that the speed of sound varies
greatly in different media. The speed of sound in a medium is determined by a combination of
the medium’s rigidity (or compressibility in gases) its density. The more rigid (or less
 WEEK 5

compressible) the medium, the faster the speed of sound. This observation is analogous to the
fact that the frequency of a simple harmonic motion is directly proportional to the stiffness of
the oscillating object. The greater the density of a medium, the slower the speed of sound. This
observation is analogous to the fact that the frequency of a simple harmonic motion is inversely
proportional to the mass of the oscillating object. The speed of sound in air is low, because air is
compressible. Because liquids and solids are relatively rigid and very difficult to compress, the

speed of sound in such media is generally greater than in gases.

One of the more important properties of sound is that

its speed is nearly independent of frequency. This
independence is certainly true in open air for sounds
in the audible range of 20 to 20,000 Hz. If this
independence were not true, you would certainly
notice it for music played by a marching band in a
football stadium, for example. Suppose that high-
frequency sounds traveled faster—then the farther
you were from the band, the more the sound from the
low-pitch instruments would lag that from the high-
A bat uses sound echoes to find its way pitch ones. But the music from all instruments arrives
about and to catch prey. The time for the in cadence independent of distance, and so all
echo to return is directly proportional to the frequencies must travel at nearly the same speed.
distance. Recall that vw = fλ.
Fig.14 In a given medium under fixed conditions, vw is
constant, so that there is a relationship between f and
λ; the higher the frequency, the smaller the wavelength. See
Figure 15 and consider the following example.

Because they travel at the same speed in a given medium,

lowfrequency sounds must have a greater wavelength than
highfrequency sounds. Here, the lower-frequency sounds are
emitted by the large speaker, called a woofer, while the higher-
frequency sounds are emitted by the small speaker, called a
tweeter.

Fig.15

The speed of sound can change when sound travels from one medium to another. However, the
frequency usually remains the same because it is like a driven oscillation and has the frequency
of the original source. If vw changes and f remains the same, then the wavelength λ must change.
 WEEK 5

That is, because vw = fλ, the higher the speed of a sound, the greater its wavelength for a given
frequency.
Sample situation: Imagine you observe two fireworks explode. You hear the explosion of one as
soon as you see it. However, you see the other firework for several milliseconds before you hear
the explosion. Explain why this is so. Sound and light both travel at definite speeds. The speed
of sound is slower than the speed of light. The first firework is probably very close by, so the
speed difference is not noticeable. The second firework is farther away, so the light arrives at
your eyes noticeably sooner than the sound wave arrives at your ears.

Directions. Read the statement carefully and choose the letter of the
correct answer.

1. Which of the following has the most effect on the speed of sound in air?
Amplitude
Frequency C. Wavelength
d. Temperature

2. The loudness (or intensity) of a sound wave is related to its __________________.

A. Amplitude
B. Frequency
C. Wavelength
D. Duration

3. Which of the following actions will increase the frequency of the note played on a guitar string?
A. Increasing the mass of the string
B. Decreasing the tension in the string
C. Fingering the string
D. Plucking the string harder

4. The two wires corresponding to one key on a piano are out of tune. If we increase the tension
of the wire producing the higher frequency, the two frequencies produce a beat frequency that
__________________
A. Becomes lower.
B. Becomes higher.
C. Stays the same.
D. Becomes double

5. When you drive your car toward a state patrol car with a constant speed, the frequency of the
radar returning to the patrol car is _________________.
A. Continually increases as you get closer.
B. Continually decreases as you get closer.
C. Is higher and constant.
D. Is lower and constant.
 WEEK 5

Lesson 3

Density is directly related to the mass and the volume.

To find an object's density, we take its mass and divide it by
its volume. If the mass has a large volume, but a small mass
it would be said to have a low density. This would let us know
that an object's matter is not very compact, but rather more
spaced out.

“Match Us” Directions:

Match the following pictures to its
corresponding words.

3. 4.
1. 2.

DENSITY MASS VOLUME GRAVITY

Please be guided with this Mass is the measure of the amount of matter. It is approximately
link! This link shows a the measure of the number of atoms in a given object. Mass is
video that is very much also the measure of an object’s resistance to gravity. The
helpful to our topic. kilogram is the basic SI unit of mass.

https://youtu.be/oMB9TAMFBnY Weight is a force that is caused by the gravitational pull of the

earth towards its surface. The basic SI unit for weight is a
newton.

Weight, and mass are the two that most often get confused with one another, but we will get back
to that.

Volume is a measure of the amount of three-dimensional space that is being occupied by a liquid,
solid, or a gas. The basic SI unit for volume is cubic meter.

Density refers to the measurements of how compact an object is.

 WEEK 5

Specific gravity is in direct relationship with density. It is the ratio of object’s density, and its
contact substance.
For example, if you want to place an object in water, the specific gravity would tell you if
it would float or not.

Alright, we’ve just looked at the definition for each, but let’s go back through and see how they are
related to one another.

So, we started with mass. For an object to have a weight, volume, density, or to find the specific
gravity, it has to have mass. Or else we have nothing and this would all be pointless.

So, every object has mass. The next thing we would move to is the weight of an object. Every object
with mass, will also have weight due to gravity from the earth pulling that object towards its surface.
In order to find the weight of an object, you would just multiply the mass of the object times
gravity. Something else to keep in mind about weight and mass is that m ss es ’t ch ge unless
that object loses matter. However, the weight of an object with the same mass can change
depending on where it is.
Like the moon for instance; if I go to the moon I will weigh less due to the lesser gravity, but I will
still have the same mass.

Now, let’s move on to volume. We’ve already defined it. We’ve said that volume is the measure
of space within an object. But how can we find volume. Well, all three dimensional objects are going
to have height, length, and depth. So, to find the amount of space within these three dimensions,
we multiply those three dimensions together. The result will tell us the amount of space within that
object.

Density is directly related to the mass and the volume. In fact, it tells us of the exact
relationship between the two. To find an object’s density, we take its mass and divide it by its
volume. If the mass has a large volume, but a small mass it would be said to have a low density.
This would let us know that an object’s matter is not very compact, but rather more spaced out.

If the object was low in volume, but high in mass, then it would have a high density. This would tell
us that the object’s matter is very compact within it.

This brings us to specific gravity. Again, specific gravity tells us the relationship between the
density of an object, and the contact substance. The contact substance is most often water. So, to
find the specific gravity we would take the density of an object, and divide it by the density of water.
If the specific gravity is greater than one, then we know that the object will sink. If the specific gravity
is less than one, then we know that the object will float on water. This is because the density of
water has to be greater than the density of the object.

“MULTIPLE CHOICE”

Directions. Read the statement carefully and choose the letter of the correct answer.
1. Based on the diagram at the right side. Which box
has a higher density? A. Box A
B. Box B
C. Cannot be determined
D. They are the same

2. What tool used to measure the mass of a substance

or object is?
 WEEK 5

A. graduated cylinder
B. balance
C. ruler
D. thermometer

3. Why is it necessary to mention the temperature at which specific gravity is calculated?

Because __________________________________.
A. Mass of the substance changes with temperature
B. Rigidity of the substance changes with temperature
C. Density of the substance changes with temperature D. None of the mentioned

4. Why does object is most likely to sink in water if ___________________________.

A. it has low density
B.it has high density
C. it has large mass
D. it has large volume

5. Which characteristic of an object will always change as the object travels from the
Earth to the Moon?
A. weight. B. volume C. mass D. density

What new information have I learned from these

Lessons and how will apply this knowledge in the
real world?
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
http://www.sfu.ca/phys/121/1101/notes/lecnotes4-141.pdf
_______________________________________________________
https://openstax.org/books/college-physics-ap-courses/pages/16-10-superposition-and-interference
https://openstax.org/books/physics/pages/14-1-speed-of-sound-frequencyand-wavelength
________________________
https://www.mometrix.com/academy/mass-weight-volume-density-and-specific-
gravity/#:~:text=Density%20is%20directly%20related%20to%20the%20mass%20and%20the%20volume.&text=To%
20find%20an%20object's%20density,but%20rather%20more%20spaced%20out.
https://youtu.be/oMB9TAMFBnY
 WEEK 5

Directions. Read the statement carefully and choose the letter of the correct
answer.

1. Oil floats on water. The most accurate reason for this is ______________________.
A. Oil is both less dense and immiscible with water
B. Oil is immiscible in water
C. Water is heavier than oil
D. Oil is less dense in water
2. When you drive your car toward a state patrol car with a constant speed, the frequency of
the radar returning to the patrol car is _________________. A. Continually increases as you
get closer.
B. Continually decreases as you get closer.
C. Is higher and constant.
D. Is lower and constant.

3. Which of the following actions will increase the frequency of the note played on a guitar
string?
A. Increasing the mass of the string
B. Decreasing the tension in the string
C. Fingering the string
D. Plucking the string harder
4. Which of the following increases when a sound becomes louder?
A. frequency
B. amplitude
C. period
D. velocity
5. In this photo, which material has the greatest density?
A. Oil
B. Water
C. Cork
D. Syrup
6. Pure destructive interference of two identical waves produces _______ amplitude, or complete
cancellation.
A. 0ne
B. Double
C. Half
D. Zero
7. The diagram in the right shows superposition of non-
identical waves exhibits __________
A. Constructive interference
B. Destructive interference
C. Both constructive and destructive
interference
D. No interference

8. A bat uses sound echoes to find its way about and to catch prey. The time for the echo to
return is ______________________________ to the distance.
A. Longer
B. Equal
C. Inversely proportional
D. Directly proportional
9. Why does object is most likely to sink in water if ___________________________.
 WEEK 5

A. it has low density

B.it has high density
C. it has large mass
D. it has large volume

10. Which of the following has the most effect on the speed of sound in air?
A. Amplitude
B. Frequency C. Wavelength
d. Temperature

What new information have I learned from these Lessons and how will apply this
knowledge in the real world?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

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SY 2020-2021

DJOREN FE A. CAÑEZO, LPT

Writer, Tucdao NHS