II. CONTENT Module IV: LIGHT
Lesson 22: COLORS IN RELATION TO ENERGY
III. LEARNING RESOURCES
A. References
1. Teacher's Guide Pages 61
2. Learner's Materials Pages 103-105
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or presenting the
new lesson Describe the position of the different colors after passing through the prism.
B. Establishing a purpose for the Lesson Why do you think we tend objects as having fixed colors?
C. Presenting examples / instances of the new lesson
For example, an apple is red. In reality, an object’s appearance results from the way it reflects the particular light that is falling on it. Under white light, the apple appears red because it tends to reflect light in the red portion of the spectrum and absorb light.
D. Discussing new concepts and practicing new skills #1
Activity see Lesson Guide pp. 85-86
E. Discussing new concepts and practicing new skills #2
Analysis:
1. Which thermometer registered the lowest temperature?
2. Which thermometer registered the highest temperature?
3. Which colored plastic allowed more energy to pass through it?
4. Which colored plastic allowed the least energy to pass through it?
5. From your answers in 3 and 4, which color of light has the least energy? The most energy?
F. Developing mastery
(Leads to Formative Assessment 3) Discuss the answers in the activity given
Finding practical applications of concepts and skills in daily living
Explain the following:
1. Why the sky is blue?
The sky appears blue because of the scattering of blue and violet light from the sunlight in the atmosphere. Violet light is more scattered than blue light; however, our eyes are most sensitive to blue, thus we see a blue sky.
G
2. Why the sunset is red?
During sunset, the path through which the light travels in the atmosphere becomes longer. As a consequence, more blue and violet are scattered from sunlight. Thus, less blue light reaches the ground and the light that reaches the Earth’s surface is red.
3. Why the clouds are white?
Clouds are made up of cluster of water droplets of different sizes.
Since the color of scattered light depends on the size of the particles, the different-size clusters scatter a variety of colors. The smallest clusters scatter blue light resulting in blue clouds; the medium-sized cluster make green and the larger ones make red.
The combination of these result in white cloud
H. Making generalizations and abstractions about the lesson
Energy is directly proportional to the frequency of the light. The list of colors goes from low frequency to high frequency. Red Orange Yellow Green Blue Indigo Violet. Red has the lowest frequency, so red has the lowest energy. Violet has the highest frequency, so violet has the highest energy.
Our eyes are sensitive to light which lies in a very small region of the electromagnetic spectrum labeled "visible light". This "visible light" corresponds to a wavelength range of 400 - 700 nanometers (nm) and a color range of violet through red. The human eye is not capable of "seeing" radiation with wavelengths outside the visible spectrum. The visible colors from shortest to longest wavelength are: violet, blue, green, yellow, orange, and red.
Ultraviolet radiation has a shorter wavelength than the visible violet light. Infrared radiation has a longer wavelength than visible red light. The white light is a mixture of the colors of the visible spectrum. Black is a total absence of light.
I. Evaluating Learning
Directions: Choose the letter of the correct answer.
1. Which of the following lights has the highest frequency?
a. red b. blue
c. green d. violet
2. What do different wavelengths of light represent?
speed b. amplitude colors d. frequency
3. A rainbow usually appears in the sky after a rain. Which of the following statements best explain this observation?
a. Raindrops acts as prism separating sunlight into colors.
b. The white clouds actually prism composed of different colors.
c. The colors of the rainbow comes from the raindrops in the atmosphere
d. When sunlight is reflected by the ground towards the clouds, it separate into different colors.
4. Which of the following has the longest wavelength?
a. red b. violet
c. orange d. green
5. The process of separating white light into bands of colors using a prism is known as _________.
a. refraction b. dispersion c. reflection d. diffraction
J. Additional activities for application or remediation
Prepare a color wheel.
Please refer to LM pp. 103 – 105 for the materials and procedure.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities
for remediation who scored below 80%
C. Did the remedial lessons work? No. of learners who have caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked well?
Why did these worked?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I Use or discover which I wish to share with other teachers?
GRADES 1 to 12 School Grade Level Grade 8
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Time Quarter First (Science)
DAY:
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of some properties and characteristics of visible light.
B. Performance Standards
The learner shall be able to discuss phenomena such as blue sky, rainbow and red sunset using the concept of wavelength and frequency of visible light
C.
Learning Competencies / Objectives Write the LC code for each
S8FE-If-28
Explain that red is the least bent and violet the most bent according to their wavelengths or frequencies.
Objectives:
Infer that:
1. light is composed of colors of different frequencies and wavelength;
2. the frequencies of the colors of light are inversely proportional to the wavelength;
3. the arrangement of colors of light shows the hierarchy of the color’s corresponding energy.
II. CONTENT
Module IV: LIGHT
Lesson 23: REFRACTIVE INDEX OF THE COLOR OF LIGHT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide Pages 61
2. Learner's Materials Pages 105-110
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or presenting the
new lesson Which colors of light has the least energy? Most energy?
B. Establishing a purpose for the Lesson
Study and analyze the pictures of the stars at night.
C. Presenting examples / instances of the
new lesson Do you think they have the same energy? Explain your answer.
D. Discussing new concepts and practicing
new skills #1 Activity-see Lesson Guide pp. 90-91
Analysis:
E.
Discussing new concepts and practicing new skills #2
1. Which color registered the highest frequency? shortest wavelength?
2. Which color registered the lowest frequency? longest wavelength?
3. What did you observe about the wavelengths and frequencies of the different colors of light?
4. What did you observe about the products of frequencies and wavelengths?
5. Does the frequencies of the colors of light increase from red to violet?
6. What did you observe about the corresponding energies from red to violet?
7. How is frequency relate to energy of colors of light?
F. Developing mastery
(Leads to Formative Assessment 3) Discuss the answers in the activity given
G.
Finding practical applications of concepts and skills in daily living
The effects of colored light on people have been studied by psychologists. They found out that people do show varied responses to different colors. Colors influence a person’s emotion and degree of activity.
According to psychologists:
1. Red light/color may bring about a rise in blood pressure, respiration rate, and frequency of blinking. It excites people.
2. Blue light/color produces effects opposite to those red light;
hence, it lessens activity.
3. Purple has a mournful effect.
4. Yellow is joyful and green has a peaceful effect.
Knowing all these, would you:
a. choose red paint/wall paper for your bedroom?
b. wear black during summer?
c. wear light colored shirt during cold days
H.
Making generalizations and abstractions about the lesson
What is the relationship between wavelength, frequency and energy?
The greater the energy, the larger the frequency and the shorter (smaller) the wavelength. Given the relationship between wavelength and frequency — the higher the frequency, the shorter the wavelength — it follows that short wavelengths are more energetic than long wavelengths.
How are temperature and color related?
The amount of light produced at each wavelength depends on the temperature of the object producing the light.
Stars hotter than the Sun (over 6,000 degrees C) put out most of their light in the blue and ultraviolet regions of the spectrum.
Stars cooler than the Sun (below 5,000 degrees C) put out most of their light in the red and infrared regions of the spectrum. Solid objects heated to 1,000 degrees C appear red but are putting out far more (invisible) infrared light than red light.
How are wavelength and temperature related?
All objects emit electromagnetic radiation, and the amount of radiation emitted at each wavelength depends on the temperature of the object. Hot objects emit more of their light at short wavelengths, and cold objects emit more of their light at long wavelengths. The temperature of an object is related to the wavelength at which the object gives out the most light.
I. Evaluating Learning
The assessment for the day will be based on the outcome/output of the activity: the color wheel. It will be graded based of the rubric below.
Student was mindful of classroom rules/procedure Student follows direction
Student labeled the output correctly(colors and fractional parts
Colors placed in appropriate place on color wheel The finish product was neat.
TOTAL POINTS: