Module 6 light

Force, Motion & Energy
(Module 6: Light)

Flow of the Session
• Preliminaries
– Focus of Quarter 1
– Transitions from grades 3-6 and 7 – 10
– Transition from grade 7 to 8
– Grade 8 key standard
– Standards and Learning Competencies

• Key questions of the Module
• Objectives of the Session
• Session Proper

Focus of Quarter 1
• Identifying the effects of some factors on the
motion of an object based on the Laws of Motion.
• Differentiating the concept of work as used in
science and in layman’s language.

• familiarization with the factors that affect the
transfer of energy such as temperature
difference and the type (solid, liquid, or gas) of
the medium.

Preliminaries
Grades 3 -6
Sources & Uses
Properties and
Characteristics

Colors and
ability of
materials to
transmit light

Energy
transformation

Preliminaries
Grades 3 -6
Grade 3
Observe and
identify
sources of
light, sound,
heat, &
electricity

Grade 4
Sound and
Light travels
from the
source

Grade 5
Different
objects interact
with sound &
light
Effects about
the effects of
light and sound

Grade 6
Energy exists in
diff forms such
as light & sound
Demonstrate
how energy is
transferred
using simple
machine

Preliminaries
Grades 7 - 10
Characteristics of
Light (intensity,
brightness,
frequency,
wavelength)

Components of Light and
other Characteristics related
to colors

Image formation
(mirrors, lenses and
other optical
instruments)

Preliminaries
Grades 7 – 8 Transition
Students recognize that
different forms of energy
travel in different ways−light
and sound travel through
waves, heat travels through
moving or vibrating particles,
and electrical energy travels
through moving charges.

Students learn that transferred
energy may cause changes in
the properties of the object.
They relate the observable
changes in temperature, amount
of current, and speed of sound
to the changes in energy of the
particles

Preliminaries
Grades 7 – 8 Transition
relates characteristics of light
such as color and intensity to
frequency and wavelength
designs and implements an
experiment that shows that
light travels in a straight line
investigates the relationship
between light intensity and the
distance from a light source
through fair testing

demonstrates the existence of
the color components of visible
light using a prism or diffraction
grating
explains the hierarchy of colors in
relation to energy
explains that red is bent the least
and violet is bent the most
according to their wavelengths or
frequencies

Preliminaries
• Content Standard
– demonstrates understanding of some properties and
characteristics of visible light

• Performance Standard
– discusses about phenomena such as blue sky, rainbow, red
sunset using the concept of wavelength and frequency of visible
light

• Learning Competencies
– demonstrates the existence of the color components of visible
light using a prism or diffraction grating
– explains the hierarchy of colors in relation to energy
– explains that red is bent the least and violet is bent the most
according to their wavelengths or frequencies

Key Questions of the Module
• How are refraction and dispersion
demonstrated in light?
• Among the different colors of light, which is
bent the most and the least?
• Why do we see spectacular events in the sky like
rainbows, red sunset and blue sky?

Objectives
• At the end of the session, the participants
should be able to:
– relate lessons in Module 6 to some other lessons
covered within the quarter;
– perform in groups Activity 2 of Module 6 for the
Quarter 1; and
– use the result of the activity to explain that light is
composed of different colors and that these colors
bend differently when light strikes an object like a
prism.

Previously....
Activity 1: Light Sources:
Langis Kandila or Lampara
Activity 2: My Spectrum
Wheel

Activity 3: Colors of Light
– Color of Life!
Activity 4: Light Up
Straight!

Previously....
Color of Light...Colors of Life
Make a
color
spectrum
wheel

Explore
characteristics
of color lights

Observe color
combination

Activity 2: The Colors of the
Rainbow...The Colors of Light?
• Objectives: Infer that…
– white light is made up of many different color lights; and
– each of these color lights bends differently when it strikes
objects like a prism.

• Materials:
–
–
–
–
–
–

A sunny window
A big bowl full of water
2 sheet of white paper
A small mirror
Prism
Stack of books

• Procedure - Part A: ROY G. BIV on paper using a
bowl of water
1. Place the bowl near the window. Make sure that
there is plenty of sunlight on that part of the
window.

2. Set the mirror part way into the water facing the
light.
3. Hold the piece of paper up to intercept the reflected
beam.

4. Adjust the position of the mirror until you see color
bands on the piece of paper .

• Procedure – Part B
1. Position a stack of books near the window where
there is plenty of sunlight.
2. Place a white sheet of paper on top of the stack of
books.
3. On top of this sheet place the prism. Make sure that
sunlight from the window reaches the prism.
4. Position the prism until a rainbow or the colors of
light appear on the white sheet of paper.
5. Use the table below to note the refractive indices of
the color lights in acrylic or crown glass.

Material/Color Light
Acrylic
 Red
 Orange
 Yellow
 Green
 Blue
 Violet
Crown Glass
 Red
 Orange
 Yellow
 Green
 Blue Violet

(nm)

n

650
600
550
500
450
400

1.488
1.490
1.497
1.495
1.502
1.508

650
600
550
500
440
400

1.512
1.515
1.518
1.520
1.525
1.530

• Questions
– Q1: List and arrange the observed colors according to
how they appeared on the paper.
– Q2: Describe the position of the different colors after
passing through the prism.
– Q3: Explain the dispersion of white light. Why is the
prism or water able to separate the colors of white light.
– Q4: Compare your results in the first part with your
results in the second part. Are there any differences?
What might account for the differences?
– Q5. What did you observe with the indices of refraction of
the color lights in the acrylic prism?
– Q6. How would this indices of refraction account for the
arrangement of color lights?

Summary & Integration
Going further...
• Activity No.3: Red vs Violet
• Activity No. 4: Which Color has the MOST
Energy
• Activity No. 5: The Color Spectrum_Revisited
• Activity No. 6: Scientific Explanation behind
My Beliefs

Summary & Integration
Previously…
• Activity 1: Light Sources:
Langis Kandila or Lampara
• Activity 2: My Spectrum
Wheel
• Activity 3: Colors of Light
– Color of Life!
• Activity 4: Light Up
Straight!

Going Further…
• Activity 1: Refraction of Light
• Activity 2: The Colors of the
Rainbow…The Colors of Light..
• Activity 3: Red vs Violet
• Activity 4: Which Color has the
MOST Energy
• Activity 5: The Color Spectrum
_Revisited
• Activity 6: Scientific Explanation
behind My Beliefs

Module 6 light

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