Grade 10 Q2 Science LAS

10
SCIENCE
Second Quarter
LEARNING ACTIVITY SHEETS

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SCIENCE
Learning Activity Sheets
(Grade 10)
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i
Table of Contents
Competency Page Number
compare the relative wavelengths of

.............................. 1
different forms of electromagnetic
waves
Cite examples that show practical

applications of the different regions of EM .............................. 26
waves such as the use of radio waves in
telecommunications
Explain the effects of EM radiation on .............................. 46

living things and the environment
predict the qualitative characteristics

.............................. 62
(orientation, type, and magnification) of
images formed by plane and curved
mirrors and lenses
Identify ways in which the properties of

.............................. 91
mirrors and lenses determine their use in
optical instruments (e.g., cameras and
binoculars)
Explain the operation of a simple .............................. 106

electric motor and generator.
ii
SCIENCE GRADE 10
Name of Learner: _________________________________ Grade Level: ________
Section: _________________________________________ Date: ______________
LEARNING ACTIVITY SHEET

Electromagnetic Waves
Background Information
Did you watch your favorite TV show or listen to news early this morning? Did
you send text messages or chat somebody today? Do you know that these human
activities make use of microwaves? Microwaves carry energy, and so with the other
kinds of electromagnetic waves. What are electromagnetic waves?
Electromagnetic waves are disturbances that transfer energy through a field.

They can travel through medium. Electromagnetic waves can also transmit with a
material medium and can transfer energy to the medium itself.
When they interact with matter, their energy can be converted into many different
forms of energy which make them useful for a wide variety of purposes (Acosta et. al.,
2015).
This set of activities is set to be accomplished in the first two weeks of the
second quarter.
Learning Competency
At the end of the lesson, you are expected to compare the relative wavelengths
of different forms of electromagnetic waves (Quarter 2/ Week 1-2) S10-FE-IIa-b-47.
1 Practice Proper Hygiene Protocols at all times

Activity 1: My EM Heroes
In a basketball game, every player has a role to perform. The center player may
not be as quick as the point guard in handling the ball and setting the gameplay, but
surely they tap other’s shoulders in order to convey support and encouragement to
their teammates. That is, working together as one is a very important in many aspects.
The electromagnetic wave theory was developed because of the different

efforts of several scientists. In Table 1, you can find some of the contributions of
scientists in the development of the electromagnetic wave theory.
A. EM Wave Scientists Puzzle

Direction: Find and encircle the names of the five (5) scientists who contributed in
the development of EM wave theory.
F A M A X W E L L A
A G J S I A E O I O
R O B E N H J A E G
A M P E R E E R Z L
D E F A H R S K M F
A P C N U T A F P W
Y D K U E Z I D H L
O H I D E L A M X A
Figure 1. Crossword Puzzle
B. Identifying Contributions (Adapted from Grade 10 Science Learner’s Material)

Direction: From your answer in Figure 1, write the names of the scientists in the
appropriate boxes in Table 1 based on their contributions.
Table 1. Scientists and their Contributions in the EM Wave Theory

Scientists Contributions
1. • Formulated a theory that an oscillating electric
current should be capable of radiating energy in
a form of electromagnetic waves
2. • Showed experimental evidence of
electromagnetic waves and their link to light
3. • Demonstrated the magnetic effect based on the
direction of current
4. • Formulated the principle behind electromagnetic
induction
5. • Showed how a current carrying wire behaves like
a magnet
Guide Question:
Q1. Based on Table 1, describe how the electromagnetic wave theory was
discovered? _____________________________________________________
_______________________________________________________________

Activity 2: What’s Your Idea?
(Adapted from Private Education Assistance Committee (PEAC) Grade 10 Science Learning Module,
Lesson 1: Electromagnetic Spectrum, Activity 3: Let’s Do the Wave – Frayer’s Model Map)
Electromagnetic waves play a very important role in almost all human activities
in this modern world. The electromagnetic theory is applied to various fields,
particularly in communications and information technology (High School Science
Today, 2009).
Definition Characteristics
d Non - Examples
Examples
Figure 2. EM Wave Model Map

Procedure:
1. Write the word ELECTROMAGNETIC WAVE in the middle of the center oval.
2. What is an electromagnetic wave? Write your answer in the definition box of the
model map.
3. What are the characteristics of electromagnetic wave? List them in the
appropriate box.
4. Write three examples of electromagnetic waves in the box labelled box.
5. Write three non-examples of electromagnetic waves in the box labelled box.

Activity 3: These Are My Kind of Waves!
One of the most advances in the field of Physics in modern times has been the
discovery of electromagnetic waves. Built upon findings about electricity and
magnetism, it was found that interactions between these two are capable of
transmitting energy through empty space.
Actually, we are surrounded by electromagnetic waves, with the most

perceptible being the one which allows us to see in the first place. Science has also
been able to utilize electromagnetic waves for the needs of man. The range of its uses
is vast: from communications to medicine to astronomy to warfare.
Electromagnetic waves are emitted when electrically charged particles change

energy in some way. EM waves are a form of traveling electrical and magnetic
transverse waves. Each type of wave occupies a particular range of wavelengths
which is known as band. The waves come from different sources and differ widely in
their uses and effects (Padua & Crisostomo, 2003).
Direction: Identify the type of EM wave being described by each of the following
statements in Column A by rearranging the letters found in Column B. Write
your answers in Column C.
Table 2. Types of EM Waves

Column A Column B Column C
1. They come just after the ultraviolet rays.
They are of shorter wavelength but carries YXAR ____________
higher energy than the UV.
2. They have smaller wavelengths than radio
waves. They are used in satellite ORCIMAE ____________
communications, radar, television VW
transmission and cooking.
3. They lie at the other end of the
electromagnetic spectrum. They are
shortest in wavelength and highest in
frequency. They carry the highest amount MAGAM ____________
of energy, thus, they are more dangerous.
These are emitted by stars and some
radioactive substances.
4. When white light passes through a prism, it
is separated into its constituent colors: the
red, orange, yellow, green, blue, indigo and VSIILEB ____________
violet. These colors do not distinctly MURTSEP ____________
separate but they continuously change C
from red to violet.
5. This lies just beyond the violet end of the
visible spectrum. It has shorter wavelength ALVIRTOL ____________
than the visible light and carry more UET
energy.

6. They have the longest wavelength in the
produced by making electrons vibrate in an V W I A R D O A ____________
antenna. They are used to transmit sound E
and picture information over long
distances.
7. This lies beyond the red end of the visible
light. It is emitted by all objects. The DERNRAFI ____________
amount and wavelength of radiation
depend on temperature.
Guide Question:
Q2 Enumerate at least one practical application of each type of EM wave.
Electromagnetic Waves Applications

a.
b.
c.
d.
e.
f.
g.
Activity 4: The Characteristics of EM Waves
Maxwell’s theory of light was fully accepted after electromagnetic waves were
first created and detected experimentally by Heinrich Hertz in 1887. Hertz gave
experimental evidence that light and electromagnetic waves had the same nature and
that they travel at the same speed and exhibit the same properties such as refraction,
reflection, and interference. The difference in some properties was found to be due to
their different wavelengths (Navaza and Valdez, 2000).
According to Acosta, et. al.(2015), all electromagnetic waves can travel through
a medium but unlike other types of waves, they can also travel in vacuum. They travel
in vacuum at a speed of 3x108 m/s and denoted as c, the speed of light. The wave
speed, frequency, and wavelength are related by the following equation:
v=λf
where v is the velocity of the wave, or c (speed of light) expressed in meters

per second, the frequency f is expressed in Hertz (or 1/second) and the wavelength λ
is expressed in meters.

Assuming that a wave travels in a vacuum with a frequency of 3 x 1010 Hz, the
wavelength can be calculated as:
Given:
f = 3 x 1010 Hz
m
v = 3 x 108
s
λ=?
Solution:
The equation for the wavelength λ can be derived as:
v = λf (given equation)
1 1 1
(v) (f) = λf (f) (multiplying both sides by
f
will result to
cancellation of frequency f)
v
λ= (derived equation)
f
m
3 x 108
s
λ = (substitute the given in the formula)
3 x 1010 Hz
m
3 x 108
s
= 10 1
3 x 10
s
= 0.01 m
The wavelength is 0.01 m and this falls under the category of microwave.
The different types of electromagnetic waves are defined by the amount of
energy carried by the photons. Photons are bundles of wave energy. The energy of a
photon (E) is given by the equation:
𝐯
E = hf or E=h
𝛌
where h is the Planck’s Constant, v is speed of wave, and f is the frequency of

the EM wave. The value of the Planck’s constant is 6.63 x 10-34 Joule second (J·s).
Assuming that a sample wave has a frequency of 3.2 x 1014 Hz, the amount of
energy of the EM wave can be calculated as:
Given:
f = 3.2 x 1014 Hz
h = 6.63 x 10-34 J·s
E=?

Solution:
E = hf
E = (6.63 x 10-34 J·s) (3.2 x 1014 Hz)
1
= (6.63 x 10-34 J·s) (3.2 x 1014 s )
= 2.12 x 10-19 J
The amount of energy of photons in this example is 2.12 x 10-19 Joules.
Considering another EM wave which has energy of 4.36 x 10-18 Joules, what
is its wavelength as it travels in a vacuum? The problem can be solved as:
Given:
E = 4.36 x 10-18 J
v = 3 x 108 m/s
h = 6.63 x 10-34 J·s
λ=?
Solution:
Since λ needs to be solved, there is a need to derive first the equation
for wavelength.
v
E=h (given equation)
λ
E h v
= (the equation becomes)
1 1 λ
E hv
= (perform cross multiplication)
1 λ
Eλ = hv (the equation becomes)
1 1
Eλ( ) = hv(E) (since λ needs to be derived, multiply both sides
E
1
of the equation by then perform cancellation)
E
hv
λ= (derived simplified equation)
E
m
(6.63 x 10−34 J·s)(3 x 108 )
s
λ= (substitute the given)
4.36 x 10−18 J
λ = 4.56 x 10-8 m
The wavelength is 4.56 x 10-8 m

A. Derive the Formula
Direction: Derive the formula of the given unknown variable. Write your answers in
the appropriate box.
Table 3. Formula Table

Unknown Variable Derived Formula
Frequency (f)
Speed of Wave (v)
Wavelength (λ)
Energy in Photon (E)
B. Characteristics of EM Waves
Direction: Solve for the wavelength, frequency, velocity, and energy then identify the
type of electromagnetic wave to complete the table.
Table 4. Characteristics of EM Waves

Wavelength (m) Frequency (Hz) Velocity (m/s) Energy (J) Type of EM
Wave (refer to
Table 5)
2.1 x 10-8 3 x 108
5.6 x 1014 3 x 108
6.1 x 1013 9.7 x 109
4.2 x 108 2 x 10-21
9 x 10-15 6.6 x 10-12
Guide Questions:
Q3. What is your basis in determining the type of electromagnetic wave in each item?
________________________________________________________________
________________________________________________________________
Q4 . What is the speed of electromagnetic waves in vacuum?

________________________________________________________________
________________________________________________________________
Q5. If the wavelength of a photon is decreased, what would happen to its energy?
________________________________________________________________
________________________________________________________________
Q6. If the frequency of a wave is doubled, what will happen to its energy?
________________________________________________________________
________________________________________________________________

Activity 5: Colossal to Minuscule
Regardless of gender, color or creed, everyone is a human, and have

something to add. Whilst people can learn to change their views and attitudes, they
cannot change the basic physical and mental characteristics that make them unique.
Every person needs to embrace individual uniqueness, and accept that there will
always be differences between someone and others. The differences that separate
people are what keeps life exciting, and what ensures that a society functions properly
(Core, A., 2015).
The universe is made of many different things with different characteristics but
everything else always has something in common. Arranged according to frequency
and wavelength, the electromagnetic spectrum is a continuity of electromagnetic
waves. The gradual progression trend from the waves of lowest frequencies to the
waves of highest frequencies in the electromagnetic spectrum includes: radio waves,
microwaves, infrared, visible light, ultraviolet, x-rays, and gamma rays.
The succeeding section will give you more details of the different characteristics
of EM waves in terms of their wavelengths, frequencies and energies.
Direction: Answer the guide questions by making inferences from Figure 3 and
Table 5.
Figure 3. The Electromagnetic Spectrum

(Source: https://www.siyavula.com/read/science/grade-10/electromagnetic-radiation/11-
electromagnetic-radiation-03)

Table 5. The Wavelengths, Frequencies, and Energies of the Different EM Waves
Source: Science Learner’s Material (Acosta, et. al., 2015)
EM Wave Wavelength (m) Frequency (Hz) Energy (J)
-1 9
Radio > 1 x 10 < 3 x 10 < 2 x 10-24
Microwave 1 x 10-3 to 1 x 10-1 3 x 109 to 3 x 1011 2 x 10 -24 to 2 x 10 -22
Infrared 7 x 10 -7 to 1 x 10 -3 3 x 1011 to 4 x 1014 2 x 10 -22 to 3 x 10 -19
Visible 4 x 10 -7 to 7 x 10 -7 4 x 1014 to 7.5 x 1014 3 x 10 -19 to 5 x 10 -19
UV 1 x 10 -8 to 4 x 10 -7 7.5 x 1014 to 3 x 1016 5 x 10 -19 to 2 x 10 -17
X-ray 1 x 10 -11 to 1 x 10 -8 3 x 1016 to 3 x 1019 2 x 10 -17 to 2 x 10 -14
Gamma-ray < 1 x 10 -11 > 3 x 1019 > 2 x 10 -14
Guide Questions:
Q7. Which EM wave has the lowest wavelength? Which has the highest wavelength?
_______________________________________________________________
_______________________________________________________________
Q8. Which EM wave has the lowest frequency? Which has the highest frequency?
_______________________________________________________________
_______________________________________________________________
Q9. Describe the trend in the energy as the frequency increases.

_______________________________________________________________
_______________________________________________________________
Q10. Using illustration or diagram, describe how does change in the wavelength affect
the frequency of EM waves.

Activity 6: Integumentary Sensations
(Adapted from PEAC Grade 10 Science Learning Module, Lesson 1: Electromagnetic Spectrum,
Activity 1: Integumentary Sensations)
Michael keeps his body healthy by exercising regularly. One morning, he went
biking as a form of bonding with his younger brother and sister. After they came home,
he noticed in front of the mirror that the color of their facial skin became reddish and
darker. His mother told them that it was sunburn which was caused by their exposure
to sunlight. Their mother recommended them to put on sunscreen cream the next time
they go biking.
The skin as the largest organ of the body protects the internal organs from the
environmental elements. It is a host to a lot of sensory receptors which help the body
react to different stimuli.
Direction: The following are illustrations of exposures of the skin to some stimuli. Write
on Table 6 the skin sensation/s you can associate with every situation. Try
to figure out also if the exposure to the different samples can cause harm
to living things and environment. The first item is provided as an example.
Table 6. EM Waves Presence

Exposure Sensation/s
Warm – not harmful
Figure 4. Lamp Shade Exposure
_________________________
Figure 5. X-ray Exposure

_________________________
Figure 6. Bonfire Exposure
_________________________
Figure 7. Sun Exposure
_________________________
Figure 8. Computer Monitor Exposure
Guide Questions:
Q11. Are there similarities/differences with the sensations felt in the different
situations? How may your answer help describe the characteristics of the
stimulus?________________________________________________________
________________________________________________________________
Q12. Are there stimuli in the given situations that can be considered harmful? If there
is any, give some ways how can they be harmful? ________________________
________________________________________________________________
Q13. Can we guarantee our safety with the constant exposures to these
phenomena/situations? Justify your answer.
________________________________________________________________
________________________________________________________________

Activity 7: The Visible Spectrum
(Adapted from High School Science Today IV, Unit 6, Chapter 16: Electromagnetic Theory,
Activity 16.2: The Visible Spectrum)
An old well-known verse “Diak pati, diak kita” has brought many discussions
among Ilocanos especially in terms of trust and faith to something or someone. Seeing
the magnificent colors of the rainbow gives a feeling of hope, willingness to protect
and preserve, and infinite gratitude to the Creator who allows us to see the beauty of
all creations.
Visible light waves are electromagnetic waves that can be detected by the
human eye. Visible waves have different colors – red, orange, yellow, green, blue,
indigo, and violet – depending on their wavelengths.
In this activity, the different liquids will show the learners different regions of the
visible light spectrum.
Materials: Flashlight, three clear glasses of water, three medicine droppers, milk
(liquid), vinegar, oil, spoon, activity log/journal
Note: the following steps should be done inside a dark room.
Figure 10. Glass of Water and Flashlight

Procedure:
1. Set up the glass of water and flashlight as shown above.
2. Turn on the flashlight. Observe and then record what you see.
3. Use the medicine dropper to put a drop of milk into the water.
4. Stir the water with a spoon.
5. Direct the light at the water.
6. Observe and record what you see. What happened to the other colors?
____________________________________________________________
____________________________________________________________
____________________________________________________________
7. Repeat steps 1-6, this time using vinegar and then oil.
____________________________________________________________
____________________________________________________________
____________________________________________________________
Guide Questions:
Q14. What colors did you see?
_______________________________________________________________
Q15. Why did you see those colors?
_______________________________________________________________
_______________________________________________________________

Activity 8: Electromagnetic Diary
(Adapted from https://www.iop.org/education/ltp/events/file_65938.pdf, Grade 10 –
Electromagnetic Diary
The study about electromagnetic waves has propelled technology to even

greater heights. At home, the use of gadgets and appliances has influenced our way
of living.
In this activity, you are going to discover more about how these devices apply
the electromagnetic wave principles in different activities and as well as to appreciate
the value of doing worthwhile activities at home.
Direction: Record your interactions with electromagnetic waves for one (1) whole day.
Remember cell phones, sunlight, heat (ovens), microwaves, radio, remote
controls, wireless modems, etc. Write your answers in Table 7. Examples
were given below. The scoring rubric will be used in assessing your output.
Table 7. Electromagnetic Diary

Type of
Produced How Was the EM Waves
Time Activity Electromagnetic
by Used?
Wave
5:00 AM Switched Visible light Light The visible light produced by
on the bulbs the bulb allowed my mother
lights at to see better what she was
home cooking for breakfast
6:00 AM Received Microwave Network Our teacher sent us
the Service instructions for our
messages Provider requirements through his
in my Tower phone which was connected
phone to the network. The towers
through transmitted the message
wireless through microwaves to our
network phones.

Identified Variety of Worthwhile Scientific
Rubric Important Activities Activities Principles
Information Performed and Related
Content
Accurately All the All activities Provided
identified the activities were appropriate
types of EM given were worthwhile or scientific
Expert waves absolutely very much explanation
(4) present in all different related to and correct
of the from each exemplary usage of
activities other productive terminologies
given activities
Effectively Most of the Almost all Explained
identified the activities activities how the EM
types of EM were not performed waves were
Practitioner waves for similar from were used in the
(3) about 75 others that purposeful activities
percent of were given
the activities
given
Identified the Some Some Able to
types of EM activities activities explain but
waves for enumerated given were not
Apprentice about 50 were just productive completely or
(2) percent of duplications while some exactly how
the activities of the others were not the EM
given given useful waves were
used
Identified Most were Most of the Unable to
only about 25 just given explain how
percent and repetitions or activities the EM
Novice below the very much were not waves were
(1) EM waves in similar with worthwhile used in the
the activities the other and were activities
given activities performed
just for the
sake of
compliance

Assessment: Let’s Test Your knowledge
Direction: Answer the following items by selecting the letter that corresponds to your
answer. Use the space provided.
______1. Which electromagnetic wave carries more energy than the others?
A. Microwaves
B. Radiowaves
C. UV radiation
D. Visible light
______2. What is the wavelength of the wave with a frequency of 3 x 109 Hz?
A. 1 x 10-1 m
B. 1 x 101 m
C. 1 x 10-2 m
D. 1 x 102 m
______3. What is the range of frequencies are our eyes sensitive to?
A. 3 x 109 to 3 x 1011 Hz
B. 3 x 1011 to 4 x 1014 Hz
C. 4 x 1014 to 7.5 x 1014 Hz
D. 7.5 x 1014 to 3 x 1016 Hz
______4. Which two waves lie at the ends of the visible spectrum?
A. Infrared and Ultraviolet rays
B. Radio waves and Microwaves
C. Radio waves and X-rays
D. X rays and Gamma rays
______5. A certain radio station broadcasts at a frequency of 675 kHz. What is the
wavelength of the radio waves?
A. 280 m
B. 324 m
C. 400 m
D. 444 m
______6. Which property spells the difference between infra-red and ultraviolet
radiation?
A. Color
B. Speed in vacuum
C. Wavelength
D. None of the above
______7. What is the frequency of the radiowave with wavelength of 15 m?
A. 2 x 105 Hz
B. 2 x 106 Hz
C. 2 x 107 Hz
D. 2 x 108 Hz
______8.The energy of a photon is directly proportional to its wave frequency. What
will happen to the energy if the frequency is doubled?
A. Halved
B. Doubled
C. Tripled
D. Remained the same

______9. If a photon has a frequency of 100 Hz, how many joules of energy does it
carry?
A. 6.63 x 10-32 joules
B. 6.63 x 10-33 joules
C. 6.63 x 10-34 joules
D. 6.63 x 10-35 joules
______10. What type of electromagnetic wave has the lowest wavelength but has the
highest energy?
A. radiowave
B. ultraviolet
C. x-ray
D. gamma ray
______11. What can electromagnetic waves travel through that mechanical waves
cannot travel through?
A. Air
B. Wood
C. Water
D. Vacuum
______12, Electromagnetic waves are classified using what measurement?
A. Amplitude
B. Frequency
C. Power
D. Energy
______13. What type of electromagnetic waves cause sunburns?
A. Microwaves
B. Infrared rays
C. Visible light
D. Ultraviolet
______14. What type of electromagnetic waves are used to cook food, predict the
weather, and for communications?
A. Radio waves
B. Microwaves
C. Infrared rays
D. Visible light
______15. What type of waves are used on a TV remote control?
A. Gamma rays
B. Microwaves
C. Infrared rays
D. Visible light
______16. Which electromagnetic waves have the longest wavelengths?
A. Radio waves
B. Ultraviolet
C. X-rays
D. Gamma rays
______17. Which electromagnetic waves enable humans to see?
A. Infrared
B. Microwaves
C. Ultraviolet
D. Visible light

______18. What type of electromagnetic waves have the shortest wavelengths?
A. Radio waves
B. X-Rays
C. Infrared rays
D. Gamma rays
______19. What type of electromagnetic waves are used to take pictures of bones in
medicine?
A. Microwaves
B. X-Rays
C. Infrared rays
D. Radiowaves
______20. What type of electromagnetic waves have the most energy?
A. Radio waves
B. Ultraviolet
C. Microwave
D. Gamma rays
Reflection: Let’s Do the Reflection Thing
Direction: Give necessary reflection about your journey with this lesson. Write your
answers in the appropriate boxes.
Things you found out
Interesting things
Question you still have

References
Texbook References:
Acosta, Herma D., Liza A. Alvarez, Dave G. Angeles, Ruby D. Arre,

Ma. Pilar P. Carmona, Aurelia S. Garcia, Arlen Gatpo, Judith F.
Marcaida, Ma. Regaele A. Olarte, Marivic S. Rosales, Nilo G.
Salazar. Science 10 Learner’s Material. Pasig City, Philippines:
Rex Bookstore, Incorporated, 2015.
High School Science Today IV: Diwa Learning Systems Inc.
Padua, Alicia L., Ricardo M. Crisostomo. Practical and Explorational

Physics Modular Approach. Quezon City, Philippnes: Vibal
Publishing House, Incorporated, 2003.
Private Education Assistance Committee (PEAC) Grade 10 Learning

Module in Science
Internet Sources:
Technological Solutions, Incorporated. “Physics: Electromagnetic

Waves Test Quiz.” ducksters.com.
https://www.ducksters.com/science/quiz/types_of_electromagne
tic_waves_questions.php (Accessed July 1, 2020)
Institute of Physics. “Grade 10 - Electromagnetic Diary” iop.org.

https://www.iop.org/education/ltp/events/file_65938.pdf, Grade
10 – Electromagnetic Diary (Accessed June 20, 2020)
Siyavula. “Electromagnetic Spectrum” siyavula.com.

https://www.siyavula.com/read/science/grade-
10/electromagnetic-radiation/11-electromagnetic-radiation-03
(Accessed July 2, 2020)

Answer Key
Activity 1: My EM Heroes
A. EM Wave Scientists Puzzle
F A M A X W E L L A
A G J S I A E O I O
R O B E N H J A E G
A M P E R E E R Z L
D E F A H R S K M F
A P C N U T A F P W
Y D K U E Z I D H L
O H I D E L A M X A
Figure 1. Crossword Puzzle
B. Identifying Contributions
Table 1. Scientists and their Contributions in the EM Wave Theory
Scientists Contributions
1. MAXWELL Formulated a theory that an oscillating electric
current should be capable of radiating energy in a
form of electromagnetic waves
2.HERTZ Showed experimental evidence of electromagnetic
waves and their link to light
3.AMPERE Demonstrated the magnetic effect based on the
direction of current
4.FARADAY Formulated the principle behind electromagnetic
induction
5.OERSTED Showed how a current carrying wire behaves like a
magnet
Guide Question:
Q1. (Answers may vary) The electromagnetic wave theory was developed
through the different principles and contributions presented by several
scientists
Activity 2: What’s Your Idea?

(Answers may vary)

Activity 3: These Are My Kind of Waves
Table 2. Types of EM Waves
Column A Column B Column C
1. They come just after the ultraviolet rays. YXAR XRAY
They are of shorter wavelength but
carries higher energy than the UV.
2. They have smaller wavelengths than ORCIMAEV MICROWAVE
radio waves. They are used in satellite W
communications, radar, television
transmission and cooking.
3. They lie at the other end of the MAGAM GAMMA
shortest in wavelength and highest in
frequency. They carry the highest
amount of energy, thus, they are more
dangerous. These are emitted by stars
and some radioactive substances.
4. When white light passes through a VSIILEB VISIBLE
prism, it is separated into its constituent MURTSEP SPECTRUM
colors: the red, orange, yellow, green, C
blue, indigo and violet. These colors do
not distinctly separate but they
continuously change from red to violet.
5. This lies just beyond the violet end of ALVIRTOL ULTRAVIOLET
the visible spectrum. It has shorter UET
wavelength than the visible light and
carry more energy.
6. They have the longest wavelength in the V W I A R D O A RADIOWAVE
electromagnetic spectrum. They are E
produced by making electrons vibrate in
an antenna. They are used to transmit
sound and picture information over long
distances.
7. This lies beyond the red end of the DERNRAFI INFRARED
visible light. It is emitted by all objects.
The amount and wavelength of radiation
depend on temperature.
Guide Question:
Q2. (Answers may vary)
XRAY – x-rays in diagnosing bone injuries
MICROWAVE – signals used by cellphones and televisions
GAMMA – nuclear radiation
VISIBLE SPECTRUM – white light, colors of light in the spectrum
ULTRAVIOLET – uv rays from the sun
RADIOWAVE – waves transmitted through antenna in radio stations
INFRARED – thermal scanners

Activity 4: The Characteristics of EM Waves
A. Derive the Formula
Table 3. Formula Table
Unknown Variable Derived Formula
Frequency (f) f=E/h or f=v/λ
Speed of Wave (v) v=λf or v=Eλ/h

Wavelength (λ) λ=v/f or hv/E
Energy in Photon (E) E=hf or E=hv/λ
B. Characteristics of EM Waves
Table 4. Characteristics of EM Waves

Wavelength (m) Frequency Velocity (m/s) Energy (J) Type of EM
(Hz) Wave (refer to
Table 4)
2.1 x 10-8 1.43 x 1016 3 x 108 9.48 x 10-18 ultraviolet
5.36 x 10-7 5.6 x 1014 3 x 108 3.7 x 10-19 Ultraviolet
1.59 x 10-4 6.1 x 1013 9.7 x 109 4.04 x 10-20 Infrared
7 x 10-7 3.01 x 1012 2.11 x 106 2 x 10-21 Infrared
9 x 10-15 9.96 x 1021 8.96 x 107 6.6 x 10-12 Gamma ray
Guide Questions:
Q3. The type of EM waves can be determined through their range of values
as shown in Table 5.
Q4. 3 x 10 8 m/s
Q5. its energy and frequency will increase
Q6. Its energy will be doubled
Activity 5: Colossal to Minuscule
Guide Questions:
Q7. Gamma ray has the lowest wavelength while radio wave has the highest.
Q8. Radio wave has the lowest frequency while gamma ray has the highest.
Q9. The energy increases as the frequency increases, they are directly
related.

Q10.
The frequency of a wave increases as the wavelength decreases.
Activity 6: Integumentary Sensations

Table 6. EM Waves Presence
Exposure Sensation/s
Figure 4. Lamp Shade Exposure

None – harmful
Figure 5. X-ray Exposure

Figure 6. Bonfire Exposure

Warm – harmful
Figure 7. Sun Exposure

None - harmful
Figure 9. Computer Monitor Exposure
Guide Questions:
Q11. Yes. The stimulus may produce effects in our body as sensed by our
skin. Some have noticeable effects while others do not.
Q12. Yes. Some can be harmful since they can damage our body cells and
can cause illnesses depending on the degree of exposure.
Q13. (Answers may vary) We cannot guarantee our safety but somehow we
can reduce the effects by using materials that can block or reduce
radiations in order to lessen their effects
Activity 7: The Visible Spectrum

Guide Questions:
Q14. Other colors are not seen
Q15. Answers will vary depending on the amount of substance dropped. It is
possible to see colors that result from combinations of colors of white
light.
Reflection
**Answers may vary

Assessment
1. C 2. A 3. C 4. A 5. D
6. C 7. C 8. B 9. A 10. D
11. D 12. B 13. D 14. B 15. C
16. A 17. D 18. D 19. B 20. D
Prepared by:
HARRY BILL NIÑO M. SALEM

Master Teacher I
Lamo National High School
Schools Division of Nueva Vizcaya
MARIVIC C. SOMERA
Head Teacher - III
Lamo National High School
Schools Division of Nueva Vizcaya

SCIENCE GRADE 10
Name of Learner: __________________________________ Grade Level: 10____
Section: __________________________________________ Score: ___________
Practical Applications of the Different Electromagnetic Waves

Background Information for Learners
This module is beneficial to learners focused on the practical applications of
electromagnetic waves concepts, theories and principles link to its technology, the processes
and changes occurring in our environment and needed knowledge and information about
science – related problem in our society today.
Humans are still blind to much of what surrounds them despite the accurate view of the
world that their eyes have given them. There exists a universe of colors belonging to a thin
band of visible spectrum that the human eye can detect. In your earlier science classes, you
have learned that this optical spectrum is actually a color continuum from red to violet that
each corresponds to different energies of light.
Meanwhile, we encounter the invisible spectrum when we listen to the radio, eat
microwaved food, or have our broken bones X-rayed. However, perhaps, during these times,
we do not realize that the radio, X-ray, and microwave are also energies of light.
It contains guidelines and procedures on how to perform the given tasks for the
expected output of learners which is easily understood, attainable and measurable.
Learning Competency with Code

Cite examples that show practical applications of the different regions of EM waves such as
the use of radio waves in telecommunications (S10FE-IIc-d-48)
Key Concepts:
Electromagnetic Waves – waves that get propagated due to the simultaneous variations of the
electric and magnetic field intensity
Radio Waves – the lowest range of the EM spectrum.
Micro Waves – fall in the range of the EM spectrum between radio and infrared
Infrared – is invisible to the human eyes, but we can feel it as heat if the
intensity is sufficient
Visible Light – wavelengths that are visible to most human eyes
Ultraviolet Rays – a component of sunlight, it is visible to the human eye.

ACTIVITY 1: LET’S HUNT!
As you recall your past lesson on the Electromagnetic Spectrum, this activity will let you recall
the different terminologies that you will encounter in this lesson.
Direction: There are twelve (12) terms that you are going to hunt, encircle each term when you
find them. The words to be hunted are found below.
FREQUENCY WAVELENGTH ENERGY

Based from the pictures presented above, what do you expect to learn from this module.
ACTIVITY 2: WHAT AM I?
Direction: Complete the paragraph below about radio waves and its applications by decoding
the pictures presented.
1) 9)
2) 10)
3) 11)
4) 12)
5) 13)
6) 14)
7) 15)
8)

ACTIVITY 3: NAME THAT WAVE!
Direction: Below are the different applications of radio waves. Using small letters, fill in the
boxes to identify the word/s being described.
1. These are electronic device used to send and receive text messages, emails, photos and video
as well as access the Internet, play games, listen to music, use GPS (Global Positioning
Systems) and more.
m
p
2. It is a telecommunication device that transmits visual images and sounds. Primarily is it used
to broadcast programs for enter entertainment, information, and education.
e e n
3. It uses radio waves to transmit and receive information from one device to another, either
from mobile phones or computers. A computer’s wireless modem translates radio signals into
data to receive the information and transmits it using an antenna or cable. Wifi is transmitted
at a frequency of 5 GHz.
f
4. These are man-made machines launched into space and moves around Earth for the
purpose of scientific research, weather reports, or military investigations.
t l t
5. This device is the least expensive of all means of communication. It is a much more portable
medium than television that allows the listener to carry on listening while on the move.
d i
Additional Concept
RADIO WAVES FREQUENCIES

ACTIVITY 4: COMPLETE ME
Direction: Complete the paragraph by using the words inside the box.
energy radar heating foods higher cell phone

Electromagnetic wave Motor vehicles low
weather formation long
A microwave is an with a relatively wavelength

and frequency. Microwaves are often classified as radio waves, but they have
frequencies than other radio waves. With higher frequencies, they also have more
. That’s why microwaves are useful for in
microwave ovens. Microwaves have other important uses as well, including
transmissions and to determine the range, altitude, direction, or a speed of both
moving and fixed objects such as aircraft, ships, spacecraft, missiles, , and
.
Additional Concepts
APPLICATIONS
1. Satellite Communications
https://www.nasa.gov/sites/default/files/orbit-1_0.jpg
Microwaves can penetrate the atmosphere of the earth. This is the reason why they are
used for satellite communications. Communication satellites travel around the earth at an
altitude of 35, 000 km above the equator. They move at a speed of 11 300 km/h and revolve
around the earth every 24 hours, the same rate as the rotation of the earth. This makes them
appear to be stationary when seen on Earth. Antennae are mounted to point in field directions
towards these satellites. Microwaves signals are transmitted by an antenna to a satellite which
amplifies and re-transmits the signal to an antenna in other parts of the world. This is how we
communicate with the rest of the world

2. Radar
https://phys.org/news/2013-03-nasa-kaboom-experimental-asteroid-radar.html
Microwaves have short wavelengths and are reflected by small objects. This property
is used in radars. Radar is the acronym of radio detection and ranging. A radar system consists
of an antenna, transmitter, and a receiver. The antenna whirls around continuously to scan the
surrounding area. The transmitter sends out a narrow beam of microwaves in short pulses. A
distant object reflects some of the signal back to the receiver. The direction to which the signal
was received gives the direction of the object. The distance of the object can be calculated from
the time lag between the transmitted pulse and the reflected pulse.
3. Terrestrial Communication
Microwaves are used to transmit television news coverage from mobile

broadcast vehicles back to the station. The news crew can also set up a small antenna
to send signals to a communication satellite. This is how news are broadcasted and
watched live around the world.

https://wikieducator.org/images/7/7f/Cell_Phone_technology.pdf
A cell phone is a radio transmitter and receiver that uses microwaves. Cellular phones depend
on overlapping network of cells or areas of land several kilometers in diameter. Each cell has
its tower that receives and sends microwave signals. The figure above will give you further
understanding on the process.
GUIDE QUESTIONS:
Question 1: Cell towers reach high above the ground. Why do you think such tall towers are
used?
Question 2. In police radar, a radar gun

sends out short bursts of microwaves. The
microwaves reflect back from oncoming
vehicles and are detected by a receiver in the
radar gun. The frequency of the reflected
waves is used to compute the speed of the
vehicles. How are reflected microwaves used
to determine the speed of oncoming cars as seen in the picture on the right?
1. https://www.ck12.org/physics/microwaves/lesson/Micr
___________________________________ owaves-MS-PS/
___________________________________________________________________________
___________________________________________________________________________

ACTIVITY 5: FIX ME
Direction: Below are ANAGRAMS of the applications of Infrared. Rearrange each
ANAGRAMS in COLUMN A and write your answers in COLUMN B. Then match
descriptions of these words in COLUMN D. Write the corresponding letter of your choice in
COLUMN C.
COLUMN A COLUMN B COLUMN C COLUMN D
A. It is used in TV’s, video,
EMOTER
recorders, and other
TROLONC
electronic appliances.
B. Its original purpose was to
HREWEAT
locate enemy targets
SLATLITEE
at night.
C. It is used to determine
water temperature, map
TRAHEPHRMOGY
cloud patterns, and make
weather predictions
D. It is a test that uses an
BRIEF PITOC infrared camera to detect
BLEAC heat patterns and blood
flow in body tissues.
E. It is a network cable that
contains strands of glass
fibers inside an insulated
casing designed for long-
NTHIG SIVION
distance, high-
performance data
networking, and
telecommunications.
ACTIVITY 6: CAN YOU SEE?

Adopted from http://coolcosmos.ipac.caltech.edu/cosmic_games/spectra/makeGrating.htm
MAKE YOU OWN SPECTROMETER
Materials:
1 CD 1 Cereal/Milk box (any size) 1 pair of scissors
aluminum foil 1 roll tape protractor

Procedure:
1) On top of the box, measure 1.5 inches and make a mark
2) Using the 90-degree edge of the triangle. Draw a guideline across the width of the box
3) Cut along the guideline, then unfold the flaps you just made. Cut off the flaps
4) Place the short edge of the triangle along the top edge of the box and draw a 3-inch line
towards the center of the box. Using those lines as guides. Cut 3 inches slits on both
sides of the box.

5) Flip the box over and do the same thing on the other side.
6) Slide the cd into the slits.
7) Now you're going to cut a rectangle out on the opposite long side of the box as shown.
The rectangle should be the width of the box and one inch high. The top of the rectangle
should be about half an inch from the top of the box. To cut it, first poke a hole towards
the top of the box with a pen. Then, cut a rectangle using the hole as a starting point.
8) Take enough aluminum foil to cover the hole and fold it in half. place the creased side
towards the middle of the hole and tape it in place.
9) Take a second piece of foil and cover the bottom half of the hole. You want to leave a
gap between the two pieces of foil. This gap should be between .4 and 1mm. Too wide
and the spectra gets blurry. Too narrow then not enough light gets in. Tape the top of
the box closed.

10) Point the slit at a bright light bulb, and look into the square hole. You should see
something like this.
Guide Questions:
1. Describe what happens when you placed the spectrometer near the source of light.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Illustrate by drawing the colors that are seen on the space provided.
3. What have you learned from the activity?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

ACTIVITY 7: SCREEN THE UV OUT!
Adopted from the DedEd Learner’s Material (Science 10
Materials:
Ziploc snack bag (to be produced by the teacher) sunscreen/sunblock
permanent marker Newspaper black construction paper
Procedure:
1) Cut a piece of newspaper to fit snugly inside a Ziploc snack bag.
2) Outside the Ziploc bag, draw two lines with a marker dividing the bag into three equal
parts from top of the bag to the bottom.
Apply a thin coat of sunscreen in the leftmost part.

3)
Cover the middle part with black construction paper.
4)
The right part should be left fully exposed.
5)
Place the snack bags in a place fully exposed to sunlight.
6)
Recover the snack bags in the afternoon
7)
Guide Questions:
1) How does the newspaper vary in the three divisions of the newspaper?
2) What does this indicate?
3) How does this realization impact to your personal life?
Extension Activity: For a more noticeable result, continue exposing the material for several
days. Record your results.
___________________________________________________________________________
___________________________________________________________________________

Additional Concept
Some Uses of UV Radiation
The sun is our main source of ultraviolet radiation
but there are also artificial sources of UV light. Ultraviolet
radiation in UV lamps are used by banks to check the
signature on a passbook. The signature is marked on the
passbook with florescent ink. It becomes visible when
viewed under an ultraviolet lamp. These lamps are also
used to identify fake banknotes.
https://www.youtube.com/watch?v=3_f4zD0Gr2Q
Ultraviolet radiation is also used in sterilizing
water from drinking fountains. Some washing powder also contains florescent chemicals which
glow in sunlight. This makes your shirt look whiter than white in daylight.
Ultraviolet radiation in sunlight produces vitamin
D in the skin and gives us tanning effect. But since UV
rays have high energy, it could be harmful to some
extent. It could burn the skin and hurt our eyes.
Overexposure to UV radiation may cause skin cancer.
Suntan or sunscreen lotions serve as filters to protect the
body from ultraviolet radiation.
https://www.bicycling.com/news/a20033512/tan-
lines-road-cycling-s-secret-handshake/
ACTIVITY 8: Case Study

Direction: Use the Medical History of Mrs. R. Jones to answer the task given.
Mrs. Jones was admitted to hospital with shortness of breath. After carrying out various tests,
Dr Adams suspected she may have lung cancer so an x-ray was carried out. The picture below
shows Mrs. Jones’ x-ray, identifying her lung tumor.

To find out more accurately the location of the tumor, Dr. Adams carried out a CT scan.
It was decided that Mrs. Jones would be a suitable candidate for radiation therapy. This process
uses gamma rays to destroy cancer cells.
YOUR TASK
Imagine you are a radiographer. One of your elderly patients, Mrs. Jones, has to have a lot of
treatment recently and is worried that the amount of radiation could be dangerous.
How will you answer these questions?
1. How do x-rays work?
2. Why are x-rays more suitable for this process than other types of radiation
3. Decide whether your patient is in danger of radiation poisoning from their treatment
and why/why not?

ACTIVITY 9: 4 PICS 1 WORD
GUESS THE WORD
Direction: Based from the given pictures below, identify the application of gamma rays being
described.
1.
1.
2.
3
3.

Rubric for Scoring
10points – If all the answers are correct and complete
9points – If all the answers are correct but only half of the activities were
finished
8points – If all the answers are correct but only ¼ of the activities were
finished
7points – If half of the answers are not correct and only ½ of activities were
finished
6points – If all the activities are not correct (Read more)
Closure/Reflection:
Complete this statement:
What I have learned in the different activities:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________.

REFERENCES
BOOKS
• DepEd Learner’s Material (Science 10)
• Science Links (Worktext for Scientific and Technological Literacy)
WEB SITES
(a) Files
• https://electronics.howstuffworks.com/gadgets/high-tech-gadgets/nightvision5.htm
• https://www.healthline.com/health/breast-cancer/thermography
• National Aeronautics and Space Administration, Science Mission Directorate. (2010).
Infrared Waves. Retrieved [insert date - e.g. August 10, 2016], from NASA Science
website: http://science.nasa.gov/ems/07_infraredwaves
• https://www.lifewire.com/fiber-optic-cable-817874
• https://www.sciencekids.co.nz/sciencefacts/technology/cellphones.html
• https://computer.howstuffworks.com/wireless-network1.htm
• https://www.nasa.gov/audience/forstudents/5-8/features/nasa-knows/what-is-a-
satellite-58.html
• https://www.iop.org/education/ltp/events/file_65938.pdf
(b) Pictures
• https://www.computerhope.com/jargon/s/scan.htm
• https://medium.com/@thechayi/5-amazing-health-benefits-of-lemongrass-green-tea-
c93401ad2dcd
• https://www.agoda.com/fio-s-house-by-the-sea/hotel/hua-hin-cha-am-
th.html?cid=1844104
• https://www.printmarket.eu/scan-service-fr.html
• https://www.computerhope.com/jargon/s/scan.htm
• https://medium.com/@thechayi/5-amazing-health-benefits-of-lemongrass-green-tea-
c93401ad2dcd
• https://www.agoda.com/fio-s-house-by-the-sea/hotel/hua-hin-cha-am-
th.html?cid=1844104
• https://www.printmarket.eu/scan-service-fr.html
• https://www.thesenior.com.au/story/6714886/radiotherapy-more-likely-to-cure-
women-than-men-but-brutal-side-effects/
• https://www.news-medical.net/news/20200110/Flash-Radiotherapy-could-Deliver-all-
the-Radiation-Needed-in-One-Rapid-Treatment.aspx
• https://www.news-medical.net/health/Occupational-Therapy-Your-Life-by-
Design.aspx
• https://upload.wikimedia.org/wikipedia/commons/a/a6/Radio.svg

ANSWER KEY
ACTIVITY 1: LET’S HUNT
ACTIVITY 2: RADIO WAVE

1) Radio wave
2) Wavelength
3) Electromagnetic spectrum
4) Waves
5) Football field
6) Football
7) Radio wave
8) Wavelength
9) Less than
10) Centimeter
11) Meter
12) Electrons
13) Antenna
14) Sounds
15) Pictures

ACTIVITY 3: NAME THAT WAVE
1) mobile phones
2) television
3) wifi
4) satellite
5) radio
ACTIVITY 4: COMPLETE ME
1) Electromagnetic wave
2) Long
3) Low
4) Higher
5) Heating foods
6) Cell phones
7) Radar
8) Motor vehicles
9) Weather formation
Guide Questions:
Q1. Microwaves can be interrupted by buildings and other obstructions, so cell towers must
be placed high above the ground to prevent the interruption of cell phone signals.
Q2. As the car approaches the radar gun, the reflected microwaves get bunched up in front
of the car. Therefore, the waves the receiver detects have a higher frequency than they
would if they were being reflected from a stationary object. The faster the car is moving,
the greater the increase in the frequency of the waves. This is an example of the Doppler
effect, which can also occur with sound waves.
ACTIVITY 5: FIX ME
COLUMN A COLUMN B COLUMN C COLUMN D
EMOTER REMOTE
A
TROLONC CONTROL
HREWEAT WEATHER
C
SLATLITEE SATELLITE
TRAHEPHRMOGY THERMOGRAPHY D
BRIEF PITOC FIBER OPTIC
E
BLEAC CABLE
NTHIG SIVION NIGHT VISION B

ACTIVITY 6: CAN YOU SEE ME
• Spectroscopy Making
ACTIVITY 7: SCREEN THE UV OUT
• Learners have different answer; the teacher will provide rubrics for the activity.
Note: No student will get zero from the activity
ACTIVITY6: CASE STUDY

• Learners have different answer; the teacher will provide rubrics for the activity.
Note: No student will get zero from the activity
ACTIVITY 7: 4 PICS 1 WORD

1. CT SCAN 2. STERILIZATION 3. RADIO THER

SCIENCE GRADE 10
Name: _________________________________ Score: _________
Section: _______________________________ Date: __________

The Effects of Electromagnetic Radiation !
Background Information:
Radiation can affect living and mechanical things on Earth as well as in

space. Since the early part of this century we have been aware that all radiation,
including electromagnetic fields, consists of particles. The more energy the
particles of radiation transmit to living cells, the more they can affect them. We
classify radiation according to amount of their energy and this can be the
same as listing them according to their effects.
This module will lead you to understand how electromagnetic (EM)

radiations affect living things and the environment based on energy levels.
Learning Competency:
Explain the effects of EM radiation on living things and the environment.
S10FE-IIe-f-49 (2nd Q/ Week 5)
Objectives:
The content of this module shall support the learners by:
1. Developing an understanding of the concepts and vocabulary related to the Effects of

Electromagnetic (EM) Radiations.
2. Discovering ways to transfer and generalize the content on the topic The Effects of EM
Radiation on Living Things and the Environment.

THE EFFECTS OF ELECTROMAGNETIC RADIATION !
Radiation has been a part of our lives. It is all around us and has been present since the
birth of this planet. There are two main types of radiation — non-ionizing and ionizing. We are
routinely exposed to naturally occurring (background) radiation that comes from outer space,
the sun, the ground, and even from within our own bodies, as well as man-made sources of
ionizing and non-ionizing radiation.
Radio Visible Gamma
wave Microwave Infrared light UV X-ray ray
non-ionizing ionizing
Figure 1: The Electromagnetic Spectrum
Non-Ionizing and Ionizing Radiation
Non-ionizing radiation includes both low frequency radiation and moderately high
frequency radiation. Non-ionizing radiation has enough energy to move around the atoms in a
molecule or cause them to vibrate, but not enough to remove electrons.
Ionizing radiation includes higher frequency ultraviolet radiation, x-rays and gamma
rays. Ionizing radiation has enough energy to break chemical bonds in molecules or remove
tightly bound electrons from atoms, creating charged molecules or atoms (ions). Ionizing
radiation can pose a health risk by damaging tissue and DNA in genes. Radiation can also skill
cells. When radioactive atoms decay, they give off energy in the form of ionizing radiation.
The major types of ionizing radiation emitted during radioactive decay are alpha particles, beta
particles and gamma rays. Other types, such as x-rays, can occur naturally or be machine-
produced.
• Alpha radiation consists of two protons and two neutrons; since they have no electrons, they
carry a positive charge. Due to their size and charge, alpha particles are barely able to
penetrate skin and can be stopped completely by a sheet of paper.
• Beta radiation consists of fast-moving electrons ejected from the nucleus of an atom. Beta
radiation has a negative charge and is about 1/7000th the size of an alpha particle, so it is
more penetrating. However, it can still be stopped by a small amount of shielding, such as a
sheet of plastic.
• Gamma radiation is a very penetrating type of radiation. It is usually emitted immediately
after the ejection of an alpha or beta particle from the nucleus of an atom. Because it has no
mass or charge, it can pass through the human body, but it is absorbed by denser materials,
such as concrete or lead.
Sources of Radiation Exposure includes:

• Natural (background) radiation including naturally occurring radiations
from outer space, the sun, the ground, and even from within our own bodies.
• Man-made ionizing and non-ionizing sources such as smoke detectors,
microwaves, cell phones and electrical power lines.

Radiation Exposure Pathways includes:
• Direct or external exposure (radioactive substances coming into contact with the skin).
• Inhalation (breathing radioactive gases, smoke, dust or particles into the lungs).
• Ingestion (eating or drinking substances that contain radioactive elements).
Contamination occurs when a person makes direct contact with, ingests or inhales
radioactive materials. Contamination may occur when radioactive materials are released into
the environment as the result of an accident, an event in nature or an act of terrorism. After
direct contact, people and personal property must be decontaminated.
Children are more sensitive to ionizing radiation Figure 2 Annual Radiation

than adults because children are still in the process of Exposure
growing. There are more cells dividing and a greater Other
Medical 3%
opportunity for radiation to disrupt the growth process. 15%
Recent Environmental Protection Agencies (EPAs) on Terrestr
ial
radiation protection standards take into account the 8%
differences in sensitivity due to age and gender.
Internal Radon
11% 55%
The Electromagnetic Radiations
Space
8%
Radio wave is made by various types of
transmitter. They cannot pass through electrical conductors, such as water or metals. Large
doses of radio waves are believed to cause cancer, leukemia and other disorders.
Microwaves are made by various types of transmitter as well as stars.
Microwaves can penetrate clouds of smoke but are scattered by water droplets. It is also
capable of penetrating human tissue at high energy. It can cause water and fat molecules to
vibrate, which makes the substances hot - favorable for cooking. Prolonged exposure to
microwaves can damage the eyes and can affect parts of your brain and causes heating.
Infrared rays are given off by hot objects such as stars, lamps, flames and anything
else that is warm - including the body. It is limited on opaque cornea and about 3cm into the
brain. It is absorbed by black bodies. Too much Infrared radiation can cause heating.
Visible light or light waves are given off by anything that's hot enough to glow. The
Sun gives off a great deal of light. Light can also be made using a laser and lamps. Its
penetrating ability is limited on opaque materials and the surface of the skin. Too much light
can damage the retina in your eye.
Ultra-violet light is made by special lamps, -sun beds. UV rays are limited to the surface
skin. Used in getting a sun tan, detecting bank notes and hardening agent. UV rays cause the
body to produce vitamin D, treat vitamin D deficiency and some skin disorders. Large doses
of UV can damage the retinas in your eyes, sunburn and even skin cancer. It also contributes
to the aging of the skin.
X-rays are given off by stars, and strongly by some types of nebula. They will pass
through most substances but not so easily with bones. X-Rays can cause cell damage and
cancers at dangerous doses.
Gamma rays can pass through most materials, and are quite difficult to stop. Lead or
concrete are needed in to block them out. Gamma rays are used in radiotherapy to kill living
cells even cancer cells. Gamma rays kill microbes, and are used to sterilize food so that it will
be kept fresh longer. This is known as irradiated food. Gamma rays, in excess, cause cell
damage and a variety of cancers. They cause mutations in growing tissues, so unborn babies
are especially vulnerable.

How Do We Know If Ionizing Radiation Causes Cancer?
Much of our knowledge about the risks is based on studies of more than 100,000
survivors of the atomic bombs in Hiroshima and Nagasaki, Japan, at the end of World War II.
Scientists learned many things from these studies, including:
• The higher the radiation dose, the greater the chance of developing cancer.
• The chance of developing cancer (not the seriousness or severity of the cancer) increases as
the radiation dose increases.
• Cancers caused by radiation do not appear until years after the radiation exposure.
• Some people are more likely to develop cancer from radiation exposure than others.
Radiation and the Environment
Sunlight enters the Earth's atmosphere, passing through the greenhouse gases - natural
water vapor, carbon dioxide, methane, nitrous oxide, and ozone. As it reaches the Earth's
surface, land, water, and biosphere absorb the sunlight's energy. Once absorbed, this energy is
sent back into the atmosphere and into space, but much of it remains trapped in the atmosphere
by the greenhouse gases. It is a completely natural process and is very important, because it
sets the Earth’s condition warm enough for humans, animals and plants to live. But if the
greenhouse effect becomes stronger, it could make the Earth warmer than usual.
Some human activities produce greenhouse gases and these gases keep increasing in
the atmosphere. The change in the balance of the greenhouse gases has significant effects on
the entire planet. Pollutions such as burning and waste disposal and the cutting down of trees
increase carbon dioxide into the
atmosphere. A group of greenhouse
gases called the chlorofluorocarbons
(CFCs) have been used in aerosols,
such as hairspray cans, fridges and in
making foam plastics. Since there are
more and more greenhouse gases in the
atmosphere, more heat is trapped,
which makes the Earth warmer. This is
known as global warming. A lot of
scientists agree that man's activities are
making the natural greenhouse effect Radiation/infra CFCs Figure 3
stronger. re

SCIENCE GRADE 10
Name: _________________________________ Score: _________
Section: _______________________________ Date: __________

Radiation, Are You Good or Bad? !
Task #1
Direction: Complete the table below by matching the types of radiation with its
effect on living tissue and its use. (3pts. each) Rubric Assisted.
Across the Type of Application Effects on Living Things
Spectrum Radiation
Gamma
They are used for medical

X-ray imaging of bones, and for
detecting weapons, etc. in
airline luggage for security.
Activates the production of

Ultraviolet Vitamin D and helps to treat
Rays (UV) skin conditions at right
amounts. Prolonged and
unprotected exposure to it can
cause sunburn and skin cancers.
increasing energy (E)
more ionizing
Visible
Light
Infrared
Some of its frequencies can

Microwave cause food to get hot. They can
be used for cooking. Other
frequencies are used in
communications, RADAR and
GPS.
Abnormally large doses of
Radio wave these lowest energy waves of
time are believed to cause
cancer, leukemia and other
disorders.

RUBRIC
Point 3 2 1
Content of answer Displayed an extensive Displayed basic knowledge Answer does not show
knowledge of the question of the question knowledge of the question
Task #2
Direction: Answer the following questions briefly but concisely. (3pts. each)
Rubric Assisted.
1. What word describes radiation with enough energy to change an atom?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. Which forms of EM radiation have enough energy to change an atom?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. How is the energy and ionizing capability of electromagnetic radiations related?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
4. How would you compare the effects of the following electromagnetic radiations based on
their ionization level?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
5. Will long-term exposure to high energy EM radiation be good for living things and
machines?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
RUBRIC
Point 3 2 1
Content of answer Displayed an extensive Displayed basic knowledge Answer does not show
knowledge of the question of the question knowledge of the question

SCIENCE GRADE 10
Name: _________________________________ Score: _________
Section: _______________________________ Date: __________

Mr. Julius Caser’s Health Condition !
Mr. Julius Caser was rushed to the hospital having felt an incessant
severe chest pain.
After administering several tests, Dr. Shiela Gaddi, the attending

physician, suspected Mr. Caser may be suffering from lung cancer as he
was identified to have been a constant smoker since his teenage years, so
an x-ray was carried out to verify the doctor’s prognosis.
The picture on the right shows Mr. Caser’s x-ray, identifying

an abnormal tumor spreading in his right lung.
To find out more accurately the location of the tumor, Dr.

Gaddi carried out a CT scan.
Upon verifying and diagnosing Mr. Caser with a stage 2 lung

cancer at the age of 32, it was decided that he would be a candidate for radiation therapy. This
procedure uses strong EM radiations which destroy the cancer cells.
Task
Imagine that you are a Radiation Oncologist and one of your patients, Mr. Caser, has
to have a lot of treatment and is worried that the amount of radiations could be dangerous.
Direction: Write a letter of advice to your patient explaining the following. (5pts. each)
Rubric Assisted.
1. How x-rays work;
2. Why x-rays are more suitable for this process than other types of radiation;
3. How cancer is treated using radiation; and
4. Decide whether your patient is in danger of radiation poisoning from their treatment
and why/why not.
RUBRIC
Point 5 4 3 2 1
Content of answer Thoroughly Appropriately Reasonably Minimally Answer does not
explained the topic explained the topic developed an idea show any
explained the topic but too simple and but was not focused knowledge of the
basic on the topic topic

Dear Mr. Julius Caser,
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Respectfully yours,
Dr. _______________________________
SCIENCE GRADE 10

Name: _________________________________ Score: _________
Section: _______________________________ Date: __________

It’s Getting Hotter! !
Task #1
Direction: Identify and label the following points in the diagram describing the interaction of
cosmic radiations and the Earth that leads to the greenhouse effect.
The Greenhouse Effect

6
3
8
7
10
9 5
Sun/source Earth- emitted Earth’s Emitted solar Space

of radiations radiations atmosphere radiations
Internally Trapped Reflected Reflected Earth’s

reflected radiation solar radiations by surface
radiations by the radiations the ozone layer
atmosphere from the
Earth’s
surface

Task #2
Direction: Fill in the missing word/s in the blanks below to complete the statements
describing the role of radiation in the Greenhouse Effect.
The Greenhouse Effect

1
4 5
1 ____________________ from the sun passes through the _______________ where

most of it is absorbed by the Earth.
2 Some _____________ radiation (heat) is ___________ back into space.
_____________ gases act like a net, trapping some of the _____________ radiation
and warming the atmosphere which in turn warms Earth’s surface. This process is
3 called the _____________________. Without greenhouse gases, the average
temperature on Earth would be 60º F cooler and life on Earth would look very
different than it does today.
4 Increased amounts of __________________, produced through

___________________, act to strengthen the natural greenhouse gas effect.
The enhanced greenhouse effect leads to increased average global surface

5 temperatures affecting weather patterns called __________________.

SCIENCE GRADE 10
Name: _________________________________ Score: _________
Section: _______________________________ Date: __________

Assessment #1 !
Is that true?
Direction: Read the statements given below. If the statement is true, write “TRUE” on space
provided before each item. If it is false, rewrite the statement to make it true.
_____________________1. The whole spectrum of EM Radiation is all around us.

_____________________2. Gamma radiation can be used to kill cells.
_____________________3. The symbol in the top left corner is the symbol for radiation.
_____________________4. Infrared radiation can affect your health negatively.
_____________________5. X-rays can kill you.
_____________________6. Visible light radiation can be used to cook food.
_____________________7. Radiowaves are the most dangerous wave in the electromagnetic
spectrum.
_____________________8. One can develop cancer when exposed to low energy radiation.
_____________________9. Suntans are the result of skin damage from the sun.
_____________________10. Radioactive waste remains radioactive forever.
_____________________11. Living near a nuclear power plant poses less risk than living in
area with high radon levels.
_____________________12. One should keep track of the number of medical x-rays and scans
received.
_____________________13. Exposing food to radiation makes it radioactive.
_____________________14. Most radiation that we are exposed to is man-made.
_____________________15. Children are more sensitive to radiation than adults.
Will you join in the flow?

Direction: Present the issue on Climate Change by arranging the statements found below
using the following flow chart.
Abnormal Severe weather Excessive

Greenhouse Effect conditions greenhouse gases
Climate Pollutions by Global

Change human activities Warming

SCIENCE GRADE 10
Name: _________________________________ Score: _________
Section: _______________________________ Date: __________

Assessment #2 !
The Puzzle of EM Radiations
Direction: Identify the words being described below and complete the crossword puzzle.
1
2 3 4
6
7 8
10 11
12
13
14
Across Down
2. Something that emits energy 1. Energy emitted from a source in the form
5. Change in global weather patterns of rays
8. Made by various types of transmitters 3. Form of transferred energy and is felt as
as well as stars temperature
9. Direct contact with radioactive 4. The warming of the Earth’s surface
materials 6. Creates charged molecules
12. A malignant tumor 7. Can move atoms but not enough to remove
13. Used in communications and electrons
television transmission 10. Given off by hot objects and warm bodies
14. Ability to pass through other solid 11. Used to scan and see through the body
objects and soft tissue

SCIENCE GRADE 10
Name: _________________________________ Score: _________
Section: _______________________________ Date: __________

Making Conclusions !
Task
Direction: Explain briefly but concisely what you have learned about radiation from the
following. (5pts. each) Rubric Assisted
A. Radiation, Are You Good or Bad?

I have learned that -
______________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
B. Julius Caser’s Health Problem- A Letter of Advice to Mr. Julius Caser

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
C. It’s Getting Hotter!
__________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Conclusion
From what I have learned, I conclude that the effects of EM radiation are
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
RUBRIC
Point 5 4 3 2 1
Content of answer Thoroughly Appropriately Reasonably Minimally Answer does not
explained the topic explained the topic developed an idea show any
explained the topic but too simple and but was not focused knowledge of the
basic on the topic topic

Answer Key
Radiation, Are You Good or Bad?
Task #1
Type of Application Effects on Living Things
Radiation
Gamma It is used in radiation treatment of Most penetrating radiation and can
cancer patients and sterilization of cause cancers, genetic defects and
medical equipment and food. radiation poisoning but can also kill
cancer cells.
X-ray It is used for medical imaging of A very penetrative radiation, and can
bones, and for detecting weapons, cause cancers, genetic defects (ex.
etc. in airline luggage for security. mutation) and radiation poisoning but
can also be used to treat cancer.
Ultraviolet It is used in fluorescent tubes and Activates the production of Vitamin D
Rays (UV) security markings (ex. money and helps to treat skin conditions at right
detector). amounts. Prolonged and unprotected
exposure to it can cause sunburn and skin
cancers.
Visible It used in light detection, It allows sight for humans and animals
Light photography, fiber optics and and photosynthesis for plants. Prolonged
communication. and unprotected exposure to it can cause
sunburn.
Infrared It is used for thermal scanning and Contributes most to the constant
imaging. Although we cannot see temperature of the Earth’s surface or the
it, we can feel it on our skin. greenhouse effect and makes us feel hot
over time.
Microwave Some of its frequencies can cause Heats water in tissues that can cause
food to get hot. They can be used burning. Prolonged exposure of the eyes
for cooking. Other frequencies are can cause cataracts and can affect parts
used in communications, RADAR of the brain.
and GPS.
Used for transmitting radio and TV Abnormally large doses of these lowest
Radio programs & mobile phones. Also, energy waves of time are believed to
wave communication for planes, ships, cause cancer, leukemia and other
military, etc disorders.
Task #2
1. Ionization (ionizing radiation) is the state or process in which an atom or molecule
undergo change, loses or gains electrons, acquiring an electric charge or changing an
existing charge being subjected to high energy.
2. Ultraviolet (UV) rays, X-rays and Gamma rays are the ones with higher energy, thus, are
more ionizing.
3. The energy and ionizing capability of radiations are all directly related or proportional.
The higher the energy, the higher the ionizing capability of a radiation. The lower the
energy, the weaker the ionizing capability of a radiation.
4. The higher the ionization level of an electromagnetic radiation is the more dangerous or
hazardous its effects. In this case, gamma radiation poses the greatest threat in terms of
effect.

5. Long-term exposure to high energy EM radiation will not be good. It would be dangerous
and deadly. Exposure of living things may result to serious physical injuries from the cell
level, development of genetic abnormalities such as mutation and radiation poisoning.
Machines and electronic devices may suffer degradation and short-circuit.
Julius Caser’s Health Problem- A Letter of Advice to Mr. Julius Caser
Answers may vary.
It’s Getting Hotter!

Task #1 Task #2
1. Space 6.Reflected radiations by 1. 6. infrared
the ozone Energy/radiation
2. Sun/Source of 7. Reflected solar 2.atmosphere 7. greenhouse
radiation radiations from the Earth’s effect
surface
3.emmited solar 8.Trapped radiation by the 3.infrared 8. greenhouse
radiation atmosphere gases
4.Earth’s 9. Earth-emitted radiations 4. reflected 9. human
atmosphere activities
5. Earth’s surface 10.Internally reflected 5. Greenhouse 10.climate change
radiations
Assessment #1:
Is that true?
1. True 6. False- Microwave 11. True
2. True 7. False- Gamma rays 12. True
3. True 8. False- high energy 13. False- does not make it
4. True 9. True 14. False- natural
5. True 10. False- for a period of time 15. True
Will you join in the flow?
Excessive Pollutions by human Severe weather

greenhouse gases activities conditions
Abnormal Global Warming Climate Change

Greenhouse Effect
Assessment #2
The Puzzle of EM Radiation
Across Down
2 radioactive 1 radiation
5 climate change 3 heat
8 micro wave 4 greenhouse effect
9 contamination 6 ionizing
12 cancer 7 nonionizing (non-ionizing)
13 radio wave
References: 10 infra-red
14 penetration 11 x-rays
• RadTown USA: www3.epa.gov/radtown
• Radiation Basics: http://www2.epa.gov/radiation/radiation-basics
• Radiation: Facts, Risks and Realities:
http://www2.epa.gov/sites/production/files/2015-05/documents/402-k-10-008.pdf
• https://www.healthandenvironment.org/docs/ToxipediaGreenhouseEffectArchive.pdf
• https://www.pacificclimatechange.net/sites/default/files/documents/the-greenhouse-
effect.pdf
• Bitmoji application
• Free Crossword Puzzle Maker
Prepared by:
CORNELIUS JULIUS M. CASER

Teacher III-Bagabag National High School
Writer/Illustrator

SCIENCE GRADE 10
Name: __________________________________ Grade Level: ______________
Date: Score:

Images Formed by Mirrors and Lenses
“Mirror, mirror on the wall, who’s the fairest of them all?” This famous line reminds
you of the story of Snow White which featured a mystical mirror. In this learning episode, you
will be performing activities that will help you understand how images of objects are formed.
History tells that prehistoric cave dwellers were amazed by their reflections seen in undisturbed
bodies of water, but the earliest man-made mirrors were not discovered until Egyptian
pyramidal artifacts around 1900 BC were examined. Mirrors are indeed the oldest optical
elements used by man in harnessing the power of light from the plane ones and up to the curved
ones. Lenses, on the other hand, have evolved over the years starting with the earliest ones
made of emeralds which were noted in history being used by an emperor in viewing gladiator
games. Images formed by mirrors and lenses can be described in terms of their location,
orientation, magnification, and type of image.
Learning Competency:
• The learners should be able to predict the qualitative characteristics (orientation, type,
and magnification) of images formed by plane and curved mirrors and lenses (S10FE-
IIg-50; 2nd Quarter/Week 6-7)
Directions/Instructions:
In this lesson, there are several activities which can be done easily with objects found
at home. Some alternative activities are included which will be done during the face to face
sessions in the science laboratory room. Before starting the activity, read and understand the
concept first and answer the recall activity intelligently. Analyze the procedures well, perform
the activity independently and answer the assessment to the best of your knowledge. If you
encounter any difficulty, you may consult your teacher through text, social media, or in person
during your scheduled face-to-face sessions.
Note: Remember to Practice Personal Hygiene Protocols at all Times such as wearing
your facemask and washing your hands thoroughly with soap and water.
Concept #1: Images Formed by Plane Mirrors

A mirror with a flat surface is called a plane mirror. It has a smooth reflecting surface,
usually made up of polished metal or glass that has been coated with some metallic substance.
Light rays bounce off an object to this reflective surface and then are reflected to the viewer's
eye, causing him to see a reflected image of the object. Image formation by a plane mirror
applies the Law of Reflection which states that the angle of incidence (i) of a light ray is

equal to the angle of reflection (r); the incident ray, reflected ray, and the normal line
(perpendicular to the mirror) all lie on the same plane.
The figure below illustrates the reflection of a light ray incident on a plane mirror.
incident ray
i r reflected ray
Reflection of Light on a Plane Mirror

Images formed by mirrors can be of two types: real image and virtual image. An image
which can be formed on the screen is known as real image and the one which cannot be formed
on screen is known as a virtual image. These images are formed when light falls on a mirror
from the object and is reflected back by the mirror on the screen. Flat or plane mirrors always
form virtual images while curved or spherical mirrors may form real or virtual images
depending on the proximity of the object from the mirror.
Recall: Fact or Bluff!
Write fact if the statement expresses a correct idea. If the statement is incorrect
write bluff.
1. Mirrors are smooth polished surfaces that refract light.
2. For image formation by mirrors, angle of incidence is equal to angle of reflection.
3. A plane mirror can produce a real image.
4. Virtual images are found behind the mirror.
5. The normal line forms 90° with the reflecting surface.
6. Curved mirrors are spherical mirrors.
7. A virtual image can be projected on a screen.
8. If the angle of incidence is 30°, then the angle of reflection must be 60°.
9. Light rays bounce when they hit a reflecting surface.
10. The Law of Reflection applies to all types of mirrors.
Activity 1: LOST Image! (Location, Orientation, Size and Type of Image)
Materials: Figures A and B Foot Rule Answer Sheets
Instructions: Practice Personal Hygiene Protocols at all Times such as wearing your
facemask and washing your hands thoroughly with soap
Figure A Figure B
A E
Object
Image
h0 hi
B C https://micro.magnet.fsu.edu/prime
D
Ray Diagrams for Image Formation by Plane Mirrors

1. Figures A and B illustrate the formation of images of objects by plane
mirrors. The Law of Reflection is applied in the ray diagrams, thus forming
the image of the arrow in Figure A and that of the frog in Figure B. Analyze
how the images are formed.
2. Use a ruler to measure the following and record results on the table below.
Size/Height (cm) Distance From Mirror (cm)
Object Image Object Image
Figure A
Figure B
3. Describe the images formed in terms of location (front/behind), orientation

(upright/inverted), size (enlarged, same size, reduced) and the type of image
(real/virtual).
Guide Questions:
1. What can you say about the object size and the image size in Figure A?
How about in Figure B? How do you relate object size and image size for
plane mirrors?
2. How do you compare the object distance and the image distance in Figure
A? How about in Figure B? Relate object distance and image distance for
plane mirrors.
3. What is the orientation of the image in Figure A? in Figure B? Are all
images formed by plane mirrors always upright? Explain your answer.
4. Where is the image located in Figure A? in Figure B?
5. What type of image is formed in Figure A? in Figure B? Are all images
formed by plane mirrors always virtual? Explain your answer.
Assessment: Complete the table below to describe the LOST image formed by plane
mirrors.
Characteristics of Images Formed by Plane Mirrors
Location of Image
Orientation of Image
Size of Image
Activity 2: To See Is Type of Image To Believe!

Materials: any flat or plane
mirror
ball pen clean sheets of paper
facemask and washing your hands thoroughly with soap and water.
1. Stand in front of a flat or plane mirror, preferably a full size mirror and do the
following actions. Write your observations on your answer sheet.
a. Wink your right eye, what eye of your image winks at you?
b. Raise your right arm as when you pledge allegiance to our country, what arm of
your image is raised?
c. Place your left hand on your chest as when you sing the Lupang Hinirang during
flag ceremony in school, what hand of your image is on the chest?

2. Use your ball pen and paper to write the acronym ECQ in bold letters. Hold the
paper in front of the mirror and take note of how ECQ appears in the mirror.
3. Use another sheet of paper and write the phrase NEW NORMAL in such a way that
it would appear as “NEW NORMAL” when seen through the mirror.
Guide Questions:
1.If you wink your right eye in front of a mirror, what eye of your image winks at you?
2.If you raise your right arm in front of a mirror, what arm does your image raises?
3.If you place your left hand on your chest, what hand of your image is on the chest?
4.How does the acronym ECQ appear when read in the mirror?
5.How do you write the phrase NEW NORMAL so that it can be read easily from the
mirror?
6.Why do you think you are experiencing these messy images in the mirror?
Assessment:
1. You might have noticed that emergency vehicles such as ambulances are often
labeled on the front hood with reversed lettering as in the picture below. Explain
why this is so.
__________________________________
__________________________________
__________________________________
__________________________________
Ambulance car of Dupax del Norte, Nueva Vizcaya
__________________________________
2. Put a check (/) mark on the property of images if it is applicable for plane mirrors,
put an (x) mark, if otherwise.
a. real
b. virtual
c. upright
d. inverted
e. reduced
f. enlarged
g. left-right reversed
h. same size as the object
i. located in front of mirror
j. located behind the mirror
Activity 3: New Normal KALEIDOSCOPE World

A kaleidoscope is an instrument containing loose bits of colored material (such
as glass or plastic) between two flat plates and two plane mirrors arranged such that
changes of position of the bits of material are reflected in an endless variety of patterns.
Using a kaleidoscope, you can view anything around you as patterns full of color and
symmetry. Sound interesting? You can make one! In this activity, you shall construct a
simple kaleidoscope and use it to study reflection of light at different angles.

Materials:
3 plane mirrors, preferably of the same size, may be substituted with shiny
materials such as aluminum foil (glued to a flat surface), or glass with an opaque
side
Adhesive tape or stick glue; Cardboard tube (optional)
1. Put the three plane mirrors together by gluing or taping their sides together just like
in the figure below.
2. Once you have glued the sides together, secure it with by wrapping the mirrors with
adhesive tape.
3. Optional: To improve your kaleidoscope and make handling it more manageable,
you may construct a cardboard tube or use recyclable ones (empty Pringles
container, tissue core, etc.) and use it as an outer shell for your finished product just
like the one in the figure below.
4. You may now use your kaleidoscope by placing one end over one eye and viewing
things around you through it. To make it more fun, you may roll your kaleidoscope
while viewing something.
Guide Questions:
1. Use your kaleidoscope to view any object. How many images do you see?
2. Were the images formed the same in size as the object?
3. What is the orientation of the images with respect to the real object?
Assessment:
Based on your observations using the kaleidoscope, describe the properties of
the images formed on the plane mirrors.
Concept #2: Curved Mirrors

Curved mirrors are usually spherical mirrors whose reflecting surfaces are parts of a
large sphere. There are two kinds of curved mirrors, the concave and the convex mirrors.
Concave Mirror Convex Mirror
Reflective Surface Reflective Surface

A concave mirror, also called a converging mirror, curves
inward like a cave. Light rays converge as they hit the Concave/Converging Mirror
curve of this mirror. Objects reflected in concave mirrors
often appear bigger than they really are, depending upon
the object's distance from the mirror. When the object is
close to the mirror, it appears right side up and magnified.
The image may be upside down if the object is too far
away. Concave mirrors are used in car headlights, they
reflect the light coming from the headlights so that the lights cover a wider area. They are
also used in make-up kits and shaving mirrors for an enlarged image of the face is helpful for
applying make-up or shaving correctly. Dentists also use concave mirrors to check on their
patient’s teeth. Microscopes have concave mirrors which can be turned in any direction at
the bottom to catch light.
A convex mirror, on the other hand is a diverging Convex Mirror (Diverging Mirror)
mirror which curves outward. Light rays diverge as they
reflect off the curve of this mirror. Convex mirror
images are upright, smaller than the actual object, and
they appear farther away than they really are behind the
mirror. Side mirrors of vehicles are convex mirrors
which give drivers a wider range of view behind them.
Convex traffic mirrors provide a wide-angle view and
increase safety in driveways, parking lots and garages.
Convex security mirrors, as surveillance and monitoring system in stores, mini markets, kiosks
and booths help improve security and offer great theft prevention. Safety convex mirrors for
corners prevent also industrial blind spot accidents and improve employee safety in warehouses
and loading docks by increasing visibility.
Recall: Identify whether the curved mirror described/shown in the picture is concave or
convex.
__________ 1. It can produce an enlarged image of an object.
__________ 2. It can make the image of an object appear inverted.
__________ 3. Images seen from this curved mirror are always reduced in size.
__________ 4. It is also called a converging mirror.
__________ 5. This type of mirror is useful in grocery stores to watch over
shoplifters.

___________ 6. _______ 7.
https://www.gulfbend.org/poc/view
https://people.utm.my /mytravel/ jeepney
______________ 8.
https://slideplayer.com/slide/4682008
__________ 9. __________10.
https://www.amazon.in/Ryme

Activity 4: A SPOON-ful of Image
You might be curious as to how curved
mirrors produce images so it’s time to play around
with your mighty kitchen spoons.
Note: Practice Personal Hygiene Protocols at all
Times such as wearing your facemask and washing
your hands thoroughly with soap and water.
http://rightnow.org.au/opinion-3/spoons-and-other-travel
Materials
clean metal spoon pencil activity sheets
Instructions
1.Get a clean and shiny metal spoon. Hold the spoon so the inside of the spoon faces you.
Watch your reflection in the spoon.
2.Get your pencil. Hold the pencil far away from the spoon. Watch as you move it closer to
the spoon.
3.Hold the spoon so the bulging side of the spoon faces you. Watch your reflection in the
spoon.
4.Hold again the pencil far away from the spoon. Watch as you move it closer to the spoon.
Guide Questions:
1. What type of curved mirror is similar to the inside of the spoon? How about the bulging
side of the spoon?
2. Is your image in the front of the spoon the same as your image at the back of the spoon?
Why?
3. What happens to the image of the pencil as you move it closer to the front of the spoon? the
back of the spoon?
4. What can you say about the images formed by the front and back of the spoon?
Assessment: Describe the LOST images seen from curved mirrors.

Curved Mirror Concave Convex
Object is Near Object is Far Object is Near Object is Far
Location of Image
Size of Image
Type of Image

Concept #3: The Anatomy of a Curved Mirror
Beginning a study of how curved or spherical mirrors form images demands that you
first become acquainted with some terminologies that will be used periodically. The
internalized understanding of the following terms will be essential for our lessons on curved
mirrors as well as on lenses later.
Terminologies Definitions
Principal Axis A line passing through the center of curvature and vertex of a mirror.
Focal Point or Focus (F) Midway between the vertex and the center of curvature of a mirror.
Focal Length (f) The distance from the vertex of a mirror to the focus or focal point.
Center of Curvature (C) The point in the center of a sphere from which the mirror was
taken.
Radius of Curvature The distance from the vertex of a mirror to the center of curvature.
Vertex The point on the mirror's surface where the principal axis meets the
mirror.
The figure below shows the essential parts in locating and describing images formed
by concave and convex mirrors.
Concave Mirror Convex
Mirror
Light comes from this side
focal length
Center of
Principal Focus curvature
axis (F) (2F)
Recall: Sci-con Match

Match the science concepts in Column I with their corresponding definitions in Column
Reflective surface
II.
I II
1. concave mirror a. point at which the principal axis meets the mirror
_____ 2. diverging mirror b. strikes the reflecting surface of a mirror
_____ 3. focal point c. a mirror that curves inward causing light rays to meet
4. principal axis d. the distance between the focus and the vertex of the mirror
_____ 5. center of curvature e. midway between the center of curvature and the vertex of
the mirror
_____ 6. vertex
f. bounces from the reflecting surface of a mirror
_____ 7. focal length g. line that passes through the center of curvature and vertex
8. incident ray of a mirror
9. reflected ray h. a mirror whose reflecting surface is a part of a sphere
_____ 10. curved mirror i. central point in a sphere where the curved mirror was taken
j. a mirror that curves outward causing light rays to spread out

Activity 5: Images Formed by Curved Mirrors (A face to face activity in school)
(Adapted from Lesson Plans in Science IV, Unit II: Energy in the Environment, Activity 2.5-
Images Formed by Curved Mirrors)
Materials: improvised optical bench apparatus curved mirrors (concave & convex)
mirror stand screen or white cardboard
flashlight meter stick black cartolina
Instructions:
Note: Practice Personal Hygiene Protocols at all Times such as wearing your facemask and
washing your hands thoroughly with soap and water.
1. Cut a U-shaped figure from a black cartolina with a size that fits the glass cover of the
flashlight. Attach the figure to the flashlight’s glass cover.
2. Position the concave mirror intact with the mirror stand at the center of two meter sticks.
3. Mark the improvised optical bench or meter sticks at the following points:
a. the focal point F (see the specified focal length on label of the mirror), and
b. the center of curvature , C which is equal to 2F
4. Place the flashlight at a distance farther from C in front of the mirror.
5. Allow the light rays coming from the flashlight to strike the mirror.
6. Place a screen (white cardboard) at a distance in front of the mirror until a clear and
sharp image of the U-shaped figure is formed on the screen. Note the size and location
of the image formed on the screen.
7. Do the same thing in different location of the object by moving the flashlight at C,
between C and F, at F, and between F and the mirror.
8. Repeat steps 3, 5 and 7 using a convex mirror. This time you will not use the screen.
Look through the convex mirror to see the image.
Guide Questions:
1. What happens to the size and location of the image when you bring the
flashlight nearer to the concave mirror?
2. How about for the convex mirror?
3. What is the generalization from the nature of images formed by concave and
convex mirrors?
Assessment: Complete the table with the LOST characteristics of images formed by
concave and convex mirrors.
Characteristics Concave Convex

Of At At C Between At F Between At At C Between At F Between
Images Infinity C and F F and V Infinity C and F F and V
Location of Image
(use C, F & mirror as
base points)
(upright or inverted)
Size of Image
(increased, same size,
or reduced)
Type of Image
(real or virtual)

Concept #4: Image Formation by Curved Mirrors
Locating and describing images formed by curved mirrors can be done using ray
diagrams. A set of rules is followed in drawing incident and reflected rays and predicting the
characteristics of the image formed. Here are the guidelines in locating and describing the
images formed by concave and convex mirrors:
1. A ray of light emerging from the tip of the object parallel to the principal axis will be
reflected passing through the focus.
2. A ray of light emerging from the tip of the object passing through the focus will be
reflected parallel to the principal axis.
3. A ray of light emerging from the tip of the object passing through the center of curvature
will be reflected along the same line.
The method works in drawing ray diagrams for any object location in front of a concave
or convex mirror. The LOST characteristics are then described after locating the image with
the following guides:
Location of Image: use C, F, and V as locating points
Orientation of Image: upright or inverted
Size or Magnitude of Image: enlarged, reduced or same size as the object
Type of Image: real or virtual
The figures below present the step by step construction of a ray diagram for concave
and convex mirrors. Study how the incident and reflected rays are drawn and how the image
is formed.
Concave Mirror Convex Mirror
http://myphysicswebschool.blogspot.com/2011/07/ray-diagram.html

The image formed by the concave and convex mirrors above is described as follows:
Sample Characteristics of Images of Objects Placed Beyond the Focal Point

Concave Convex
Location of Image (use C, F and mirror between C and F between mirror and F
as reference points)
Orientation of Image (upright/inverted) Inverted upright
Size of Image (enlarged/reduced/same) Reduced reduced
Type of Image (real/virtual) Real virtual
Recall: Fill in the blanks with the correct concept to complete the statement.
1. The _____________________ is applied in drawing ray diagrams for curved
mirrors.
2. Locating and describing images formed by curved mirrors can be done using
______________________.
3. If a ray of light passing through the focus strikes a concave mirror, it will be
reflected _____________________ to the principal axis.
4. An incident ray parallel to the principal axis will be reflected passing through the
_________________.
5. A light ray passing through the _______________________ will be reflected
through and through after hitting the convex mirror.
6. ______________________ image is located behind curved mirror.
7. ______________________ mirror can produce inverted image.
For nos. 8-10, refer to the figure at the
right. Describe the image of the seven
digits formed by the convex mirror.
8. Orientation: ____________________
9. Size/Magnitude: ________________
10. Type of Image: __________________
https://www.physicsclassroom.co
m/Class/refln
Activity 6: LOST and FOUND Images
Materials: pencil ruler activity sheets
Instructions: Draw ray diagrams for concave and convex mirrors in order to locate
and
describe the images of the given objects. The object, curved mirror, principal
axis, center of curvature, focus, vertex or pole are already drawn in the
diagrams.
Note: Practice Personal Hygiene Protocols at all Times such as wearing your
1. Pick a point on the top of the object as an initial point for all incident rays.

2. Using your pencil and ruler, draw incident rays starting from the initial point
on the object following the three guidelines in drawing ray diagrams. You
may refer to the sample ray diagram in Concept #4.
3. Put arrowheads upon the rays to indicate their direction of travel.
4. Draw the image of the object based on the intersection of the reflected rays
and take note of the characteristics of the image.
5. Apply the same guidelines for the different object locations.
6. Repeat steps 1-5 for the convex mirror diagrams.
7. Complete the table for the image characteristics formed by concave and
convex mirrors using LOST choices.
Guide Questions:
1. How are the following incident rays reflected from your ray diagrams?
a. ray from the tip of the object parallel to the principal axis
b. ray from the tip of the object passing through the focus
c. ray from the tip of the object passing through the center of curvature
2. What can you say about the images of objects formed by concave mirrors at
different object locations?
3. What can you say about the images of objects formed by convex mirrors at
different object locations?
4. Summarize your description of the images formed on this table:
Of
Images At At C Between At F Between At At C Between At F Between
infinity C and F F and V infinity C and F F and V
Location of Image
(use C, F & mirror as
base points)
Orientation of
Image (upright or
inverted)
Size of Image
(increased, same
size, or reduced)
Type of Image
(real or virtual)
Assessment: Answer the following based on the concepts learned about image
formation
by concave and convex mirrors using ray diagrams.
The diagram below shows a spherical surface that is silvered on both sides.
Thus, the surface serves as double-sided mirror, with one of the sides being
concave and the other side as convex. The principal axis, focal point, and center
of curvature are shown. The region on both sides of the mirror is divided into
eight sections (labeled M, N, P, Q, R, S, T, and W). Five objects (labeled 1, 2,
3, 4, and 5) are shown at various locations about the double-sided mirror. Use
the diagram to complete the table for the characteristics of images formed.

https://www.physicsclassroom.com/class/refln/Lesson-4/Image-Characteristics
Characteristics of Images
Object L O S T
Location Location of Image Orientation of Image Size/magnitude of Image Type of Image
(M,N,P,Q,R,S,T,W) (upright/inverted) (enlarged/same/reduced) (real/virtual)
1
2
3
4
5
Concept #5: LENSES
A lens is a curved piece of glass or some other
transparent material that is used to refract light. It gets its Types of Lenses
name from the Latin word for “lentil”, a type of pulse used
in cooking which resembles a bulging lens. Like mirrors,
lenses can have different shapes and the type of image
formed depends on the shape of the lens. They may be
concave (diverging) or convex (converging). Unlike
mirrors, the bending of light by lenses is done through
refraction, not reflection. Refraction is the property of light
to change in speed and direction as it enters the boundary
between two media, hence it bends or refracts. Convex or converging lenses are thicker at the
center than at the edges. Rays of light travelling parallel to the principal axis converge upon
hitting the lens then meet at the virtual focus. Concave or diverging lenses are thin at the
middle but thick at the edges.

http://www.passmyexams.co.uk/GCSE/physics/lenses
https://mammothmemory.net/physics/lenses
Recall: Converging or Diverging?

Identify whether the lens involved is converging or diverging.
__________ 1. This type of lens is also called a convex lens.
__________ 2. Parallel light rays meet at the focus after leaving the lens.
__________ 3. This lens is thick at the middle but thin at the edges.
4. Parallel light rays spread out upon hitting the surface of this lens.
5. This type of lens is thin at the middle but thick at the edges.
6.
7.
__________ 8. The refracted rays meet at the virtual focus when extended
backwards.
__________ 9. The refracted rays intersect at a point after leaving the lens.
10. We have this type of lens in our eyes.
Activity 7: H2O Lenses

Materials: old newspaper/magazine plastic sheet
medicine dropper (tea spoon if none) water
1. Take an old newspaper or magazine.
2. Lay a small piece of clear plastic on top of the newspaper.

3. Using a dropper or tea spoon if none, place a single, small drop of water on
top of the plastic sheet.
4. Look at the newsprint through the water droplet. What do you observe?
5. You just made a water lens with the droplet. This time, try to lift the plastic
sheet with the droplet and move it nearer or farther from the print. What do
you notice?
6. Make a bigger water drop then repeat steps 4 and 5. Take note of your
observations.
7. What other cunning things can you do to change the way your lens works?
Like all great scientists, take the chance to play around and experiment.
Guide Questions:
1. How do you make a water lens?
2. What have you observed from your water lens?
3. What happens if you lift the plastic sheet nearer or farther from the print?
4. Does it make any difference if you form a bigger water droplet? Why?
5. Explain this phenomenon in terms of what you have learned on lenses.
Activity 8: Converging & Diverging Light Rays

(A group activity to be conducted during the face to face session at the laboratory room)
Materials: light ray box optics kit
Lenses power supply
bond paper ruler & pencil activity sheets
Instructions:
Note: Practice Personal Hygiene Protocols at all Times such as wearing
your facemask and washing your hands thoroughly with soap and water.
1. Connect the light ray box to the power supply. With the switch still off, set
the voltage at 12 V. Remember not to switch on the power supply for a long
time as it may overheat the light bulb.
2. Insert a 3-ray slit card in the light ray box. Switch on the power supply. Set
the light box to produce three rays. Adjust the light rays so that they are
parallel by sliding the front of the light box in or out.
3. Place the convex or converging lens in the path of the light rays so that the
lens is perpendicular to the light rays. Observe how the light rays behave
when they hit the lens. Switch off the power supply.
4. Replace the lens with a concave or diverging lens. Switch on the power
supply. Observe how the light rays behave when they hit the lens. Switch
off the power supply.
Guide Questions:
1. Make a sketch of the parallel light rays’ behavior as what you have
observed from the optics kit set up.
Convex Lens Concave Lens
2. What happens to parallel light rays when they hit the surface of a convex
or converging lens?

3. How do parallel light rays behave when they hit the surface of a concave
or diverging lens?
Assessment: Explain briefly but fully. You may illustrate your answers, if needed.
1. Describe how a lens look like.
2. What is refraction? Why do lenses refract light?
3. Compare and contrast the two types of lenses.
4. Explain how incident light rays (parallel to the principal axis) behave when
they pass through a converging lens.
5. Explain how incident light rays (parallel to the principal axis) behave when
they pass through a diverging lens.
Concept #6: Image Formation by Lenses

As we discuss the refraction of light rays and the formation of images by
concave
and convex lenses, we will be using again the terminologies we have employed for
concave and convex mirrors. Spend some time reviewing them so that their meaning
is firmly internalized in your mind. The anatomy of a convex and a concave lens are
shown below.
The Anatomy of a Convex Lens The Anatomy of a Concave Lens
https://www.physicsclassroom.com/class/refrn/ /The- https://www.a-

Anatomy-of-a-Lens levelphysicstutor.com/optics-concv-lnss.php
Convex or Converging Lenses

To find out how images are formed by convex lenses, we have to consider certain rules
for the ray diagrams. Three incident rays will be drawn coming from the tip of the object,
hitting the lens axis and being refracted after.

Ray 1: A ray of light parallel to the principal axis refracts passing through the
focus on the other side of the lens.
Ray 2: A ray of light passing through the focus refracts parallel to the principal axis.
Ray 3: A ray of light passing through the optical center goes through and through.
The figures at the right show how the three rays are
refracted when they hit a convex or converging lens. The types
of images formed depend on where the object is positioned in
front of the lens.
Concave or Diverging Lenses

To find out how images are formed by concave lenses,
three rules are applied for the ray diagrams. Three incident rays
will be drawn coming from the tip of the object, hitting the lens
axis and being refracted after.
Ray 1: A ray of light parallel to the principal axis diverges
https://ux1.
passing through the focus.
eiu.edu/~cfadd/3050
Ray 2: A ray of light passing through the focus refracts parallel
to the principal axis.
Ray 3: A ray of light passing through the optical center of a
concave lens goes un-deviated along the same path.
The figures at the right show how the three rays are
refracted when they hit a convex or converging lens. The types
of images formed depend on where the object is positioned in
front of the lens.
Converging lenses can produce both real and virtual
images while diverging lenses can only produce virtual images.
By varying the object distance, the image formed by a convex lens
may be reduced or enlarged in size. Diverging lenses, on the other
hand always produce virtual, upright and reduced images https://
ux1.eiu.edu/~cfadd/3050
Recall: Write True if the statement is correct. Write False if it is incorrect.
_____ 1. A concave lens is a converging lens.
_____ 2. Refracted rays from a diverging lens meet at the real focus.
_____ 3. The principal axis passes through the foci and optical center of a
lens.
_____ 4. Convex lenses can enlarge the image of an object.
_____ 5. Images formed by concave lenses are always real.
_____ 6. Images formed by convex lenses are always virtual.
_____ 7. In a diverging lens, images may be inverted.
_____ 8. In a converging lens, images may be upright.
_____ 9. Light rays parallel to the principal axis will bend after hitting a lens.
_____ 10. A ray of light passing through the optical center of a lens is not
bent.

Activity 9: Ray Diagrams for Lenses
Materials: ruler pencil
ray diagrams activity sheets
Instructions: Draw incident and refracted rays using the rules for ray diagrams.
Locate and describe the images formed by completing the given table.
Note: Practice Personal Hygiene Protocols at all Times such as wearing your facemask
and washing your hands thoroughly with soap and water.
A. Convex Lens
1.
2. 2.
3. 3.
4. 4.
5.

Characteristics of Images Formed by Convex Lens
Location L O S T
of Object Location of Image Orientation of Image Size/magnitude of Image Type of Image
(use C’, F’, lens, F, C) (upright/inverted) (enlarged/same/reduced) (real/virtual)
1
B. Concave Lens
1.
2.
3.
4.
5.

Characteristics of Images Formed by Concave Lens
Location L O S T
1
2
3
4
5
Guide Questions:
1. Explain how images are formed in:
a. concave or diverging lenses
b. convex or converging lenses
2. Compare and contrast the image characteristics formed by:
a. concave or diverging lenses
b. convex or converging lenses
Assessment:
I. Multiple Choices: Read & analyze each sentence carefully then write the
letter of the best option on your answer sheet.
1. A smooth transparent object usually made of glass that has the ability to refract
light refer to _________
A. mirror B. lens C. both D. none
2. A ray of light passing through the focus of a convex lens is refracted
A. passing through the center of the lens C. parallel to the principal axis
B. passing through the other focus D. along the same line.
3. The image of an object between the focus and the concave lens is located
A. between the object & the lens B. behind the concave lens
C. beyond the focus D. at infinity.
4. What image is formed if an object is exactly at the focus of a convex lens?
A. virtual B. real C. upright D. no image is formed
5. In what direction will a ray of light be going if it strikes the optical center of a
lens?
A. along the same direction C. parallel to the principal axis
B. passing through the focus D. perpendicular to the principal axis
Ray Diagrams: Draw the incident and refracted rays for the lenses below then describe
the image formed by identifying the L.O.S.T. answers.
Concave Lens Convex Lens
Concave Lens Image Convex Lens Image

L: ________________________________ L: ________________________________
O: ________________________________ O: ________________________________
S: ________________________________ S: ________________________________
T: ________________________________ T: ________________________________
Reflection:
Mirrors and lenses have many uses in day-to-day life. Knowing how they reflect and
refract light rays help us understand why we see amazing things in this vast universe. Mirrors
proved their worth as we use them everyday when we check on our looks, when drivers glance
on their safety mirrors, when grocery supervisors watch out for shoplifters in surveillance
mirrors, when dentists examine their patients’ teeth, when we use our make-up kits, when men
use their shaving mirrors, and many other uses in our daily living.
Lenses are as equally useful as mirrors. Cameras on our mobile phones help us capture
unlimited selfie or groufie moments every time we are in a cozy backdrop. Microscopes let us
peek inside invisible worlds which the naked eye could never ever see. Telescopes take us far
beyond the Earth to the moons, stars and other planets of the galaxy. Movie projectors throw
enormous images of our favorite tele-serye celebrities onto our TV screens. Lighthouses cast
intense beams of light far across the vast ocean for navigational safety. All these and more are
made possible because of the amazing curves of glass or plastic called lenses.
The best application of this lesson on mirrors and lenses is the human eye. Though we
take it for granted, the miracle of vision is one of the greatest gifts we have as humans. Our
eyes are incredibly fascinating and complex that make all of the magical experiences with
mirrors and lenses possible. Eyes are one of the first things we notice on a person. They
communicate information before words are spoken, hence we often say that “the eye is the
window to the soul”. The human eye contains a natural crystalline convex lens that is why
images of objects are formed upside down at the retina but they are interpreted by the brain to
be upright.
Given the cross section of the human eye below, describe the L.O.S.T. image of the
candle as shown from the ray diagram and explain how the image is formed.
http://www.passmyexams.co.uk/GCSE/physics/use-of-lenses-for-correcting-vision-eyesight.html
1. Describe the image formed at the retina of the eye in terms of:
L (location of image): __________________________
O (orientation of image): _______________________

S (size of image): _____________________________
T (type of image): _____________________________
2. Explain how the image is formed at the retina of the eye.
3. Will a nearsighted person see the same image as above? Why?
4. How about a farsighted person? Why?
5. What must you do in order to keep your eyes healthy all the time?
Answers Key
Concept #1: Images Formed by Plane Mirrors
Recall: Fact or Bluff
1. bluff 6. fact
2. fact 7. bluff
3. bluff 8. fact
4. fact 9. fact
5. fact 10.fact
Activity 1: LOST Image
1. The object size is equal to the image size.
2. The object distance is equal to the image distance.
3. The images formed by plane mirrors are always upright.
4. The images are located behind the mirror.
5. The images are all virtual.
Assessment: Complete the table below to describe the LOST image formed by plane
mirrors.
Characteristics of Images Formed by Plane Mirrors
Location of Image Behind the mirror
Orientation of Image Upright
Size of Image Same size as the object
Type of Image Virtual
Activity 2: To See Is To Believe!

1. The left eye of my image winks at me.
2. The left arm of my image is raised.
3. The right hand of my image is at the chest.
4. The acronym is left-right reversed and each letter is also left-right reversed.
5. The phrase (and every letter) should be left-right reversed.
6. These messy images are due to the lateral inversion of images by plane
mirrors.
Assessment:
1. AMBULANCE is written backwards on the front of the vehicles so that
drivers ahead can easily read the word from their rear view mirrors,
especially in case of an emergency.

2. Put a check (/) mark on the property of images if it is applicable for plane
mirrors, put an (x) mark, if otherwise.
X a. real
/ b. virtual
/ c. upright
x d. inverted
x e. reduced
x f. enlarged
/ g. left-right reversed
/ h. same size as the object
x i. located in front of mirror
/ j. located behind the mirror
Activity 3: New Normal KALEIDOSCOPE World
1. Depending on the distance and position of the object, six up until infinite images
can be viewed.
2. Yes.
3. The images formed appear to be the left-right reverse of the object.
4. Plane mirrors reflect light and form virtual, same size, but left-right reversed
images.
Concept #2: Curved Mirrors
Recall: Concave or Convex?
1. Concave 6. Concave
2. Concave 7. Convex
3. Convex 8. Concave
4. Concave 9. Concave
5. Convex 10.Convex
Activity 4: A SPOON-ful of Image
1. The inside of the spoon is concave while the bulging side is convex.
2. No, they are different because of their shapes.
3. The image of the pencil becomes bigger when placed nearer the front of the
spoon. It becomes smaller when placed near the back of the spoon.
4. The front of the spoon forms bigger and inverted images while the back of
the spoon forms smaller but upright images.
Assessment: Describe the LOST images seen from curved mirrors.
5.
Curved Mirror Concave Convex

Object is Near Object is Far Object is Near Object is Far
Location of Image front of mirror behind the mirror behind the mirror behind the mirror
Orientation of Upright inverted upright upright

Image
Size of Image Enlarged reduced reduced reduced
Type of Image Virtual real virtual virtual

Concept #3: The Anatomy of a Curved Mirror
Recall: Sci-Con Match
1. c 5. i
2. j 6. a
3. e 7. d
4. g 8. b
5. i 9. f
Activity 5: Images Formed by Curved Mirrors
1. The image of U becomes bigger.
2. The image of U becomes smaller.
3. For concave mirrors, images may be upright or inverted, enlarged or
reduced, and real or virtual depending on the location of the object. For
convex mirrors, images are always upright, reduced, and virtual.
Assessment: Complete the table with the LOST characteristics of images formed by
concave and convex mirrors.
Of Beyond At C Between At F Between F Beyond At Between At Between
C C and F and V C C and F C and F
Images C F
Location of Image between at C beyond C none behind
C&F
(use C, F & mirror mirror behind mirror
as base points)
Orientation of inverted inverted inverted none upright upright
Image (upright or
inverted)
Size of Image reduced same size enlarged none enlarged reduced
as the
(increased, same
object
size, or reduced)
Type of Image Real real real none virtual virtual
(real or virtual)
Concept #4: Image Formation by Curved Mirrors

Recall: Fill in the blanks with the correct concept to complete the statement.
1. Law of Reflection 6. Virtual
2. Ray diagrams 7. Concave
3. Parallel 8. Upright
4. Focus 9. Reduced
5. Center of curvature 10.virtual
Activity 6: LOST and FOUND Images

1. a.It is reflected passing through the focus.
b.It is reflected parallel to the principal axis.
c.It will be reflected along the same line.
2. At different object locations, images formed by concave mirrors are different in
location, orientation, size and type.
3. At different object locations, images formed by convex mirrors are always behind
the mirror, upright, reduced and virtual.
4. Summary of Image Characteristics

Of Beyond At C Between At F Between F Beyond At Between At Between
C C and F and V C C and F F and V
Images C F
Location of Image between at C beyond C none behind
C&F
(use C, F & mirror mirror behind mirror
as base points)
Orientation of inverted inverted inverted none upright upright
Image (upright or
inverted)
Size of Image reduced same size enlarged none enlarged reduced
as the
(increased, same
object
size, or reduced)
Type of Image Real real real none virtual virtual
(real or virtual)
Assessment:
Characteristics of Images
Location L O S T
of Object Location of Image Orientation of Image Size/Magnitude of Image Type of Image
(M,N,P,Q,R,S,T,W) (upright/inverted) (enlarged/same/reduced) (real/virtual)
1 S inverted reduced real
2 R inverted enlarged real
3 P Upright reduced virtual
4 M inverted enlarged real
5 W Upright enlarged virtual
Concept #5: LENSES

Recall: Converging or Diverging?
1. Converging 6. Diverging
2. Converging 7. Converging
3. Converging 8. Diverging
4. Diverging 9. Converging
5. Diverging 10.Converging
Activity 7: H2O Lenses

1. We use a droplet of water to serve as a lens.
2. The prints below the water lens become bigger when seen from the
droplet.
3. The prints grow bigger and bigger.
4. Yes, because the bigger the water droplet the thicker it becomes.
5. The water droplet has a curved upper edge and a flat lower edge that make
it function like a convex lens that magnifies the words.

Activity 8: Converging & Diverging Light Rays
1.
Convex Lens Concave Lens
2.When parallel light rays hit the surface of a convex or converging lens they
refract or bend and meet at the real focus of the lens.
3.When parallel light rays hit the surface of a concave or diverging lens they
spread out but when extended backwards they meet at the virtual focus of
the lens.
Assessment: Explain briefly but fully. You may illustrate your answers, if needed.
1. A lens is a curved transparent material made of glass or plastic.
2. Refraction is the property of light to change in speed and direction as pass
from one medium to another.
3. Convex lenses are thicker at the middle than at the edges while concave
lenses are thinner at the middle than at the edges. Convex lenses converge
light rays while concave lenses diverge light rays passing through them.
4. When incident light rays that are parallel to the principal axis hit the surface
of a convex or converging lens they refract or bend and meet at the real
focus of the lens.
5. When incident light rays that are parallel to the principal axis hit the surface
of a concave or diverging lens they spread out but when extended backwards
they meet at the virtual focus of the lens.
Concept #6: Image Formation by Lenses

Recall: Write True if the statement is correct. Write False if it is incorrect.
1. False 6. False
2. False 7. False
3. True 8. True
4. True 9. True
5. False 10.True

Activity 9: Ray Diagrams for Lenses
A. Convex Lens
Characteristics of Images Formed by Convex Lens
Location L O S T
1 Between F and C Inverted reduced real
2 At C Inverted same size as the object real
3 Beyond C Inverted enlarged real
4 At infinity
5 Beyond C’ Upright enlarged virtual
B. Concave Lens
Location Characteristics of Images Formed by Concave Lens
of L O S T
Location of Image Orientation of Image Size/magnitude of Image Type of Image
Object (use C’, F’, lens, F, C) (upright/inverted) (enlarged/same/reduced) (real/virtual)
1
2
3 between F’ and Upright reduced virtual
4 lens
5
1. Convex lenses converge light rays coming from objects while concave
lenses diverge light rays coming from objects to produce their images.
2. Convex or converging lenses produce images with varied location,
orientation, size or magnitude, and type of image depending on the distance
of the object from the lens. Concave or diverging lenses always produce
images that are upright, reduced, virtual, and located on the same side as the
object.
Assessment:
A. Multiple Choices
1. B
2. C
3. A
4. D
5. A
B. Ray Diagrams
Concave Lens Convex Lens
L: between virtual F and lens L: between 2F and F
O: upright O: upright
S: reduced S: enlarged
T: virtual T: virtual

Reflection:
1. Describe the image formed at the retina of the eye in terms of:
L (location of image): at the retina of the eye
O (orientation of image): inverted
S (size of image): reduced
T (type of image): real
2. When we see an object, the light rays from the object are refracted as they enter
the eye forming a real and inverted image at the retina of the eye which will be
interpreted by the brain as an upright image.
3. A nearsighted person won’t be able to see the image as in the figure because the
image will be formed in front of the retina due to a very long eyeball.
4. A farsighted person won’t be able to see the image as in the figure because the
image will be formed at the back of the retina due to a very short eyeball.
5. To help maintain eye health, we must eat a balanced diet. Choose foods that are
rich in antioxidants like Vitamins A and C; foods like leafy, green vegetables and
fish. Get a good night’s sleep, exercise regularly and minimize exposure to bright
light.
References:
Acosta, H.D, Alvarez, L.A., Angeles, D.G., Arre, R.D., Carmona, P.P., & Garcia, A.S.,
et.
al.(2015). “Science-Grade 10 Learner’s Material”. Pasig City, Philippines,
DepEd-IMCS.
Deauna, Melecio C., et. al. (2003). The World of Physics. Quezon City: SIBS
Publishing
House, Inc.
Padua, Alicia L., et al. (2003). Practical and Explorational Physics. Quezon City:
Vibal
Publishing House, Inc.
https://byjus.com/physics/plane-mirrors/
https://opentextbc.ca/openstaxcollegephysics/chapter/image-formation-by-mirrors
https://physics.info/mirrors/
http://reflectionfun.tripod.com/page4.html
https://sites.google.com/a/nsix.org.uk/obhs-science
https://www.nasa.gov/pdf/350526main_Optics_Making_a_Kaleidoscope.html
https://www.physicsclassroom.com/class/refln/Lesson-2/Image
Prepared by:
Mary Jane Vergado Valdez
Writer, Bintawan NHS

SCIENCE GRADE 10
Name: __________________________________ Grade Level: ______________
Date: ___________________________________ Score: __________________

Optical Instruments
In the previous Learning Activity Sheet, you learned about the properties of
light. You also learned how images are formed by mirrors and lenses. Now, it is
time to apply these ideas to some common optical lenses and to show how such
devices work.
In this learning activity sheet you will study different optical instruments in the
following lessons:
• The Human Eye and the Camera
• Microscope and Telescope
• Laser and Holography
Learning Competency
S10FE-IIh-52. Identify ways in which the properties of mirrors and lenses

determine their use in optical instruments (e.g., cameras and binoculars) 2nd Quarter,
Week 8.
Directions
Here are some guide for you

• Practice Personal Hygiene Protocols at all times.
• Read and follow the instructions carefully.
• Check your answers against the key to answers provided at the last
page of the learning activity sheet.
• Perform all activities to have a better understanding of the topic.
• Take the self-test at the end of each lesson or at the end of the lesson
for you to determine how much have you learn and remember about
the lesson.
How does the image formation happen on a camera from the image in your eyes?
Seeing the faces and objects we love and cherish is a delight. The picture on the wall,
the rising sun over the mountains and other scenic views. The images help us in
understanding nature, and are invaluable for developing techniques and technologies
to improve the quality of life. It is through optics and imaging enables advancement in
major areas of science. This learning activity sheet illustrates the enabling nature of
physics through an understanding of the different optical instruments to see beyond
what is possible with the naked eye. So far, you have learned two properties of light
which are the reflection and refraction. You have gained concepts on the rules of
reflection and refraction to describe and explain how the images are formed by mirrors

and lenses. In this learning activity sheet, you will make use of the concepts you
learned in performing the activities about optical devices.
Activity 1
Vocabulary Review: Basic Concepts of Mirrors and Lenses
Unscramble the words in the left column on the blank line. Write the letter of the
correct definition in the column after the unscrambled term. The first one is done for
you.
elns Lens B a. The bouncing of light when it hits a

surface.
eeiorflcnt b. A transparent material made of
glass or plastic that refracts and
focuses light rays to a point.
euaspclr c. Also called a diverging lens. Thicker
at the edges and thinner in the
center
ffsdiue d. It is thicker in the center than
edges. It is also called Converging
lens.
elns oaecncv e. A reflection of light on a smooth
surfaces such as mirror or a calm
body of water.
elns oecnvx f. A reflection of light on rough
surfaces such as clothing, paper,
wavy water and other rough
materials.
Activity 2
Physics of the Eye
The eye is perhaps the most interesting of all optical instruments. The essential
parts of the human eye, considered as an optical system. Use the figure below to
complete the statements about the parts of the human eye.
Figure 1.1
Parts of the Human Eye

The ______________ or sclera is the hard, tough outer coat of the eyeball
which maintains the shape of the eyeball and protects the eyes. The transparent
___________ in front of the sclera admits light into the eyeball. The region behind the
cornea is a liquid called _____________.
The middle coat or choroids layer contains a black pigment, whose function is
to absorb stray rays of light and prevent the blurring of images
The inner coat, or retina covers only the rear portion of the eyeball. The nerves
of the eyes spread through the retina, forming a light sensitive screen to receive
images. Structures in the retina, known
as rods, enables us to see in the dark.
The crystalline lens is a
double convex lens that forms a real,
inverted and smaller object on the
retina.
Figure 1.2 Eye as a Lens

In front of the lens is the ________, which serves as a diaphragm to regulate
the amount of light entering the inner eye.
The __________ is the opening in the center of the iris. In a dark room the
pupil becomes larger to admit more light, in bright sunlight it becomes smaller reducing
the amount of light admitted thus protecting the retina from damage by exposure to
intense light
Behind the lens, the eye is filled with a thin watery jelly called ______________.
The eyelids act as shutters to screen out the light and, in general, to protect
the eye.
Activity 3
The Camera and the Eye
Your eyes enable you to see the color and beauty of things around you.
Sometimes you do not like to leave and forget such sights. To have an exact and
permanent record of them, you use a camera.
A good way to find out how a camera works is to make a simple one.
Pinhole Camera
Materials: empty powdered milk can or illustration board/cardboard (11 cm long

and 10 cm in diameter)
small nail and hammer
black cartolina (about 35 cm x 30 cm)
tape or paste
wax paper, about 14 cm2

Procedure:
1. Get a milk can and remove its cover or create a tube out of a card board and
cover the bottom with a dark paper. Make a tiny hole in the center of its bottom
using a small nail and hammer. (Figure 1.6a)
2. Make a tiny tube out of the black cartolina. The tube must fit into the can.
Cover one end of the tube with wax paper. (Figure 1.6b)
3. Slide the covered end of the black tube into the can. You now have a pinhole
camera. (Figure 1.7)
4. Point the pinhole to a distant object such as a building or tree. View this object
through the open end of the black tube. Move the tube to get a clearer view of
the object on the wax paper. The wax paper serves as the screen for the
camera.
Figure 1.7
Figure 1.6
Answer these:
1. What is formed on the wax paper?
The basic elements of a camera are: a converging lens, a light sensitive film
to record an image, and a shutter to let the light from the lens strike the film. The
lens forms an inverted, real and smaller image in the film.
Figure 1.3 The Camera
When the camera is in proper focus, the position of the film coincides
with the position of the real image formed by the lens. With a converging lens, the

image distance increases as the object distance decreases. Hence in focusing the
camera, the lens is moved closer to the film for a distant object and farther from the
film for a nearby object. Often, this is done by turning the lens in a threaded mount.
Know This:
A camera is similar to a human eye in several aspects. The

shutter of a camera excludes unnecessary light just as the eyelids do.
The diaphragm regulates the amount of light that enters the camera
through the aperture just as the iris regulates the amount of light that
enters the eye through the pupil. In the dark, the pupil dilates, while
it constricts in bright light. A camera has a simple converging lens or
a system of lenses which forms images by refraction just like the lens
of a human eye. The light sensitive film inside a camera corresponds
to the light sensitive retina in the back of the eye, and both receive
an inverted, real image that is smaller than the object.
In a camera, the lens is adjusted to form a sharp image,

while our eyes have the power of accommodation to see near and
distant objects. The camera gives a permanent image of the object,
while the image in the eye lasts for only about 1/16 of a second before
another distinct image is formed.
Source: Science in Today’s World Series: Physics, 2005, pp. 231-232.
Activity 4
Similarities between the Camera and a Human Eye
Fill in the blanks in the Table which gives the similarities between a camera and a
human eye in terms of their parts and functions.
PARTS FUNCTIONS
CAMERA HUMAN EYE
a. Shutter (1). Protects, opens and closes the eyeballs
to exclude unnecessary light
b. Diaphragm (2). (3)
c. (4) Pupil Opens and closes to control the intensity
of the entering light
d. (5) Lens (6)
e. film (7) Serves as screen where the image is
formed

Activity 5
Microscope and Telescope
Reading Resources and Self-Assessment
Most optical instruments are made up of a lens or an arrangement or combination of

lenses. The function of the optical systems is determined by the focal lengths of the
lenses and their relative positions
Magnifying Glass: A Simple Microscope
The simple use of a converging lens is a magnifying glass. When we use a

magnifying glass, we hold it very close to the object we wish to examine. This is
because a converging lens produces an enlarged and erect image when the object
is inside its focal point. If a screen is placed at the image distance, no image
appears on it because no light is directed to the image position. The rays that reach
our eye, however, behave virtually as if they came from the image position, so we
call this a virtual image.
A diverging lens when used alone produces a reduced virtual image. It makes
no difference how far or how near the object is. When a diverging lens is used alone,
the image is always virtual, erect and smaller than the object. A diverging lens is
often used as a “finder on a camera”. When you look at the object to be
photographed through such a lens, you see a virtual image that approximates the
same proportion as the photograph.
. Fig. 2.1 Ray diagram of image formation in a simple magnifier
Compound Microscope
A compound microscope makes a small object looks bigger so that our eyes
can see it. A compound microscope consists of two converging lenses of short focal
lengths: the objective lens and the eyepiece lens. The object is placed close to the
focal point of the objective lens to form the first image, which is an enlarged, real and
inverted image. This image falls between the eyepiece lens and its focus and becomes
the object for the eyepiece lens. The eyepiece forms a final virtual and enlarged image
at a distance of 25 cm for distinct vision. This final image in the microscope becomes
the object for the eye which forms a real image on the eye’s retina.

(a) (b)
Fig. 2.2
(a) Elements of a compound microscope;(b)Ray diagram of image formation in
a compound microscope.
Telescope
A telescope is used to make distant objects look closer and appear bigger. It
consists of two converging lenses: the objective lens with a long focal length and the
eyepiece lens with a short focal length. The objective lens is used to collect light from
a distant object and to form the first image. The eyepiece lens is a magnifying lens
which produces a final virtual image at a distance
The optical system of a telescope is similar to that of a compound microscope.

In both instruments, the image formed by an objective lens is viewed through an
eyepiece. The key difference is that the telescope is used to view large objects at large
distances and the microscope is used to view small objects at a very close distance.
An astronomical telescope is a telescope that uses lens as an objective. It is

called a refracting telescope. In the reflecting telescope the objective lens is replaced
by a concave mirror.

Fig. 2.3 (a) Ray diagram of image formation in an astronomical refracting telescope;
(b) A telescope
What is a Hubble Space Telescope?
The Hubble Space Telescope (HST) is not only a
telescope with scientific instruments. It is also a
spacecraft and has power to move in orbit. A HST
enables astronomers to look out at a distant star or
nebula with amazing clarity. With such telescope you
could peer billions of light years away and see things
that happened billions of years ago.
Fig. 2.4 Hubble Space Telescope
http://science.howstuffworks.com/hubble.htm
The space telescope was named after American
astronomer Edwin Hubble, whose observation of variable stars in distant galaxies
http://science.howstuffworks.co
confirmed that the universe was expanding and gave support to the “Big m/hubble.htm
Bang Theory”.
Self-Test 1.1: Identify the terms or phrase referred to in the following:
1. It consists of a converging lens that forms virtual, magnified

and erect image.
2. It is a lens system which makes distant objects appear bigger
and closer.
3. It is a lens system which makes a small object look bigger.
4. It is a lens in a telescope used to collect light from a distant
object to form the first image.
5. It is the lens in a telescope which serves as a magnifying lens
producing a virtual image

Activity 6
Hologram Reading Resources and Self-Assessment Material
What is a hologram?
Holography is a technique for recording and reproducing an image of an

object through the use of interference effects. Unlike the two-dimensional images
recorded by an ordinary photograph or television system, a holographic image or
hologram is truly three- dimensional.
Do you know?
The hologram was invented and named by Dennis Gabor

in 1947. In Greek, Holo means “whole” and gram means “message”
or “information”. A hologram contains the whole message or entire
picture.
How does a holograph differ from a photograph?
In ordinary photography, a lens is used to form an image of an object in

photographic film. Light reflected from each point on the object is directed by the
lens on the film. In the case of holography, no image-forming lens is used. Instead,
each point of the object being “photographed” reflects light to the entire photographic
plate, so every part of the plate is exposed with light reflected from every part of the
object. Most importantly, holograms are made with laser light which is a coherent
light.
A conventional photograph is a recording of an image, but a hologram is a

recording of the interference pattern.
How is hologram made?
The basic procedure for making a hologram is shown in Figure 3.1. The
object to be holograph is illuminated by a laser light. LASER is the acronym for “light
amplification by stimulated emission of radiation”. Part of the light is reflected from
the object to a photographic plate. The rest of the light, called the reference beam,
is reflected by a mirror to the same plate. The two wave fronts interfere, and the
interference pattern recorded on the plate constitutes the hologram.
An example of a hologram is the silver sticker on an original VCD used to

identify if the VCD is pirated or not. Another hologram is the sticker at the back of
the original battery of a cellular phone.

Figure 3.1 Procedure in making a hologram.
What are some uses of holograms?
Holograph systems are used with laser beams to scan the universal bar codes
on grocery store items. Holograms have many other possible uses. They can
store tremendous amount of data in a limited space, give details of structural flaws
in a machine parts, display the interior of body organs, and bring three-
dimensional television pictures into your home.
Self-Test 1.2
A. Multiple Choice: Encircle the letter of the correct answer.

1. It is a technology that uses laser light to produce a three-dimensional image of
an object or scene.
a. photography b. holography c. stenography d. x-ray
2. What kind of light is needed in hologram?
a. ordinary light c. coherent light
b. neon light d. incoherent light
3. Who invented the first hologram?
a. Gottfried Leibnitz c. Dennis Gabor
b. Thomas Edison d. Robert Brown
4. The following are applications of holography EXCEPT one:
a. scanning of universal bar codes on grocery items
b. storing tremendous amount of data in a limited space
c. displaying the interior of body organ
d. locating criminals

B. Give the differences between a photograph and a hologram. Complete the
diagram below.
photograph hologram
Let’s Summarize
1. The important parts of the human eye are the:

a. eyelid – opens and shuts the eye
b. iris – regulates amount of light entering the eye
c. pupil – opens and closes to control intensity of entering light
d. lens – refracts light to form images
e. retina – serves as a screen where the image is formed
2. A camera and a human eye both form real, inverted and smaller images
of objects.
3. A camera can produce a permanent record of an image while eyes do not.
4. In a camera, the lens is adjusted to form a sharp image while the eyes have the
power of accommodation to see near or far objects.
5. A simple microscope consists of a single lens which produces a magnified, virtual

and erect image.
6. A compound microscope consists of two converging lenses. It is used to view

small objects at a very close distance.
7. A telescope is used to view large objects at very far distances.

a. A refracting telescope uses a lens as an objective.
b. A reflecting telescope uses a concave mirror as an objective.

8. Holography is a technology that uses laser light to produce a three-dimensional
image of an object or scene through interference effect.
Congratulations in finishing your learning activity sheets. To test your understanding,
take the 15 item test.
Test Yourself.
A. Multiple Choice: Encircle the letter of the correct answer.
1. Which part of the human eye regulates the amount of light entering the eye?
a. cornea b. iris c. lens d. retina
2. An eye forms the image on the retina while a camera forms image in the
a. diaphragm b. lens c. sensitive film d. shutter
3. Which statement about the parts of the eye and their uses is true?
a. The pupil opens or shuts the eye.
b. The eyelid regulates the amount of light.
c. The iris enables the eye to see near objects.
d. The retina serves as the screen where the image is formed.
4. Which of the following can be done by a camera but not by the human eye?
a. form images of objects
b. adjust to dim to bright lights
c. change focus from short to long distance
d. give a permanent record of the scenes on which it is focused
5. Which of the following instruments form a magnified, virtual and erect image?
a. camera b. human eye c. pinhole camera d. simple microscope
6. A compound microscope is an optical device. Which statement is TRUE about
a compound microscope?
a. It consists of a single lens.
b. It is used to magnify distant object clearly.
c. It has an eyepiece that produces a smaller image.
d. It is used to view a very small object at very close distance.
7. A human eye forms an image which is
a. smaller and erect c. inverted and real
b. bigger and virtual d. inverted and virtual
8. A telescope is an optical device used to
a. view distant object c. diminishes large object
b. view near object d. diminishes small object
9. Which statement is NOT TRUE about hologram?
a. It is a recording of an interference pattern.
b. A laser light is needed to make a hologram.
c. It forms a true three- dimensional image of the object.
d. It is a photographic record of only one view of the object.

B. Identify the terms or phrases referred to in the following
____________10. An optical device that forms bigger, erect and virtual image.
____________11. An optical device that views a small object at close distance.
____________12. An optical device that views a large object at very far distance.
____________13. Light used to create a hologram.
____________14. The part of the eye which corresponds to the diaphragm of the
camera.
____________15. The part of the camera where the image object is formed.

Answer Keys
Activity 1 (Vocabulary Review)

1. reflection a
2. specular e
3. diffuse f
4. concave lens c
5. convex lens d
Activity 2 (Physics of the Eye)

• white coat, cornea, aqueous humor, retina, iris, pupil, vitreous humor
Activity 3 (Camera)
• The image of the object is formed on the wax paper/ Japanese paper.
Activity 4 (Similarities between a Camera and the Human Eye)

1. eyelids
2. iris
3. regulates amount of light
4. aperture
5. lens
6. refracts light and forms the image
7. retina
Activity 5 (Self- Test 1.1)

1. magnifying glass or simple microscope
2. telescope
3. microscope
4. objective lens
5. eyepiece
Activity 6 (Self- Test 1.2)

A.
1. b
2. c
3. c
4. d
B.
• A hologram is a record of an interference pattern while a photograph is a
record of an image.
• A hologram is capable of reconstructing an exact replica of the wave front
of an object.
• More than one hologram can be recorded in the same area of a
photographic plate.
• In ordinary photography, a lens is used to form an image of an object in
photographic film. In holography, no image- forming lens is used.

• Holography makes use of laser light while in ordinary photography,
ordinary light is used to form images.
Test Yourself
1. b 10. simple microscope
2. c 11. compound microscope
3. d 12. telescope
4. d 13. laser light
5. d 14. sensitive film
6. d 15. iris
7. c
8. a
9. c
References
Acosta, A. A. (2015). Science 10. Pasig City: Rex Book Store Inc.
Antonio, O. G. (2015). Science for the 21st Century Learner. Makati City: Diwa
Learning Systems Inc.
Baguio, F. M. (2015). Breaking Through Science 10. Quezon City: C and E
Publishing Inc,.
EASE Physics. Module 4. Lesson 2. (n.d.).
Rabago, L. P. (2001). Science and Technology IV: Physics Textbook for Fourth
Year.
Vision an Optical Instruments. (n.d.). Retrieved from
http://cnx.org/content/col11406/1.7
Prepared by:
JONATHAN V. DOMINGO
Teacher III – Canabuan NHS

SCIENCE GRADE 10
Name of Learner: ______________________________ Grade Level: _____________

Section: _______________________________________ Date: ____________________
Operation of a Simple Electric Motor and a Generator
Hello learner! After you study the amazing properties of magnet, and the
Electromagnetic induction which was discovered by Michael Faraday, you are now
ready to explore the operation of electric motors and electric generators that basically
work because of the existing relationship between magnetism and electricity.
Mechanical energy can be converted into electrical energy, and vice versa. How
could this happen?
A generator is a device that converts mechanical energy to electrical energy
while an electric motor is a device that converts electrical energy to mechanical
energy.
The succeeding learning activities will help you understand how these devices
work.
Learning Competency
• Explain the operation of a simple electric motor and generator.

(S10FE-IIj-54)(2nd Quarter/ Week

ACTIVITY 1 WHO IS MY FRIEND?
Directions: To have an idea about simple electric motor and generator, read
and analyze the following comic strips.
Guide Questions:
1. How are electric motors and electric generators similar?
2. How do they differ?
FRIENDS FOREVER…
Once upon a time in E-GALAXY, there were two friends….. Geno in his
curiosity..
How are going to

make it? May I
help you?
Hello Motie! You
seem to be
busy,What are
you doin?
First, Let me introduce my
parts. I have a current-
bearing coil that is made to
rotate continuously by the
forces exerted on it by a
magnetic field. If a current is
sent through my loop,the
Oh, I see,….I
Good day Geno! I found magnetic field exerts a force
have those
out that my motor is in on the coil when it is at right
parts too.
trouble ,that’s why I’m angles to the field
repairing it.
What keeps you

How is your movin’?
movement?
One side of my coil will move upward, while the

other side will move downward, and thus ,this A current from my battery enters my
pair of forces turns my coil until it is vertical .And armature ( a device that connects to my
the current in my coil is reversed. electrical source that drives me), then by
means of one of my brushes, ( a stationary
external leads which are connected to my
rotating coil) and then goes into one of
the commutator/split –rings)which
Huh! Are you reverses the current.
sure?You have
same parts with
me?

Amazingly, both of them found out that
their parts are the same.
What factors affect
your strength? For me Motie, I
converted mechanical
energy into electrical
Yeah, it’s true Geno!
energy
The number of turns in my I also converted

armature, the size and kind of electrical energy
magnet used, and the Ok, till we meet into mechanical
strength of my power source. again Motie! energy.Thanks for
visiting me Geno!
Practice Personal Hygiene protocols at all times.
ACTIVITY 2: WHERE DO I BELONG?
Read this….
Both motors and generators use changing magnetic fields. Motors convert
electrical energy into kinetic energy, while generators convert kinetic energy into
electrical energy. A simple electric motor consists of an armature that rotates
inside a strong field magnet. The brushes make contact with the commutator and
thus the direction of the current is periodically reversed. Motors use a changing
electric current to produce a changing magnetic field, which spins a rotor by
attracting and repelling it.
Generators use kinetic energy to spin coils of wire near magnets, creating a
changing magnetic field. The changing field induces a current in the wires.
Directions: The activity deals on the basic parts of a simple electric motor
and generator. Remember that in the assembly of motors and generators,
they are basically the same. To accomplish it, arrange the jumbled letters
found after each statement to form the word(s) that best fits the question.
Write your answer on the blank provided.

1. It is a simple lever device that reverses the current direction every half
turn. T L I P S I N R G
__________________________________________
2. The current-carrying device that rotates at the center of a motor.

L O I C _________________________________
3. It connects to the electrical source that drives the motor.

R A M A T E R U ____________________________
4. These are graphite connector springs mounted to brush against the

spinning rings on the motor. R U B H S E S _______________________
5. The stationary portion of an electric generator. A T T O R S _________
6. Material/substance that possesses magnetic properties.

N E T G A M _________________________
7. Provides current in the circuit. T E B A T R Y _____________________

Activity 3 HOW DO I WORK?
Directions: In this activity, you will explore on how an electric motor and
generator works. Read the discussion part and analyze the following
questions that follow. Write the letter of your choice on the blank provided.
An electric motor uses electromagnetism in the reverse of the way it is used in the generator.
A motor consists of two main parts, one that is free to move and one that is fixed. The
moving part is called the rotor or armature, the fixed part is called the stator. In a simple
electric motor, the stator is a permanent magnet and the rotor consists of coils of wire
wound on soft iron cores. As electricity is fed into the windings, an electromagnetic field with
north and south poles is set up in the windings. These are attracted and repelled by the poles
of the magnet so that the rotor spins around. By connecting up the end of the rotor shaft it is
possible to use the motor to drive a machine.
FLEMING’S LEFT-HAND RULE:
John Ambrose Fleming devised a way to work out the direction a wire will move in (also
known as motor rule):
Clamp your left-hand to the corner of an imaginary box, so that thumb, fore finger and
center finger are all at right-angles to each other. Then, line up the Fore finger points along
the magnetic Field (from North pole to South pole,) and line up the Center finger with the
Current (from positive battery terminal to negative.) The Thumb now points in the direction
MOTION
of the resulting Motion. N
FIELD
CURRENT
___1. Three important parts of an electric motor are marked A, B, and C in

the diagram shown below.
A
C
B

Which of the following choices correctly labels the three parts?
A. A: split-ring; B: brush; C: commutator
B. A: brush; B: coil; C: armature
C. A: armature; B: split-ring; C: coil
D. A: brush; B: split-ring; C: coil
____2. A grade-10 learner builds a toy motor to study its mechanism. A sketch of
his design is shown below.
B C
A D
What are the directions of the force on the sides AB and CD?
A. B. B C
B C
A D A D
B C
B C
C. D.
A D
A D

_____3.An electrician is inspecting a faulty motor and finds out that the
commutator is blown. Which part in a motor is called commutator?
A. The part around which the split-ring rotates.
B. The current-carrying device that rotates at the center of a motor.
C. The device that reverses the flow of current.
D. The parts touching the split-ring.
_____4. An electric motor without a split-ring just goes back and forth instead of
rotating. What is the main purpose of a split-ring?
A.It acts as a commutator.
B.It rotates the coil.
C.It provides a fixed spot for the axle’s rotation.
D.It ensures that the current flows in the same direction during a full
rotation of the coil.
_____5. What is the principle behind the functioning of an electric motor?
A. Faraday’s Law
B. Fleming’s left-hand rule
C. Electromagnetic Induction
D. Magnetic effect of electric current.
_____6. All electrical generators _____________.
A. do not need a source of mechanical energy.
B. convert electrical energy to mechanical energy.
C. convert energy as a motor does.
D. convert mechanical energy to electrical energy.
_____7. A sample motor is illustrated below. After half-turn of the coil, in which
direction does the force on the side AB point?
B C
A D
A. Up B. Down C. Right D. Left

_____8. A science student finds a motor with the following arrangement of parts
shown below. Do you think the motor will work?
A. Yes, all parts are complete.

B. Yes, the force rotates the coil.
C. No, magnets are not arranged properly.
D. No, there are no brushes.

Activity 4 THINK ABOUT ME!
➢ The strength of an electric motor/generator is affected by three factors

namely: the number of turns in the armature; the speed of rotation, and
the magnetic flux density.
➢ The strength of the magnetic field in the primary depends on;
• the number of turns of wire in the primary coil; the greater the
number of turns in the coil, the stronger the magnetic field.
• the current flowing through it, which, in turn, depends on the
voltage applied to it,
➢ The voltage generated in the secondary coil depends on factors like;
• the strength of the magnetic field generated by the primary;
• the number of turns of wire in the secondary coil;
• how effectively the magnetic field on the primary links with it.
➢ The quality of a magnet also affects the strength of magnetic field.
The bigger the size, the stronger the magnetic field.
➢ The speed of rotation depends on the strength of a magnetic field; the
stronger the magnetic field, the faster the rotation of a coil.
➢ The bigger the voltage, the faster the rotation of the wire.
Directions: The following diagrams are three sets of motor materials in different
combinations. If you are going to assemble a simple electric motor, which
combination are you going to choose to make the rotation of the motor faster?
Explain briefly your answer.
SET A SET B SET C

Write your answer here:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Rubrics for Scoring
Criteria Score
A. Details and Information
4pts- Has selected set C and can explain all the functions of the
motor parts accurately and correctly.
3pts- Has selected set B and can explain the motor parts functions
correctly.
2pts- Has selected set A and can explain at least 2 motor parts
functions.
1pt-No answer
B. Accuracy
4pts- Information contains no error
3pts- Information contains minimal error
2pts- Information is vague
1pt- No answer

Good job! You were able to accomplish
the challenge given to you.
Now, you’re on the final task.
Think about this!
➢ In a simple generator, an armature winding is attached to central shaft and rotated within a
magnetic field. The generated current is then collected by the slip rings and passed into the
appliance by means of the brushes.
➢ While in a simple electric motor, it consists of an armature that rotates inside a strong field
magnet. The brushes make contact with the commutator/split rings and thus the direction
of the current is periodically reversed.
➢ A generator works on the principle of electromagnetic Induction while a motor works on
the magnetic effect of electric current.
Activity 5 : AM I USEFUL?
➢ Though the motor and generator have the same essential parts, they differ in use.
Directions: The next activity is for you to distinguish the uses of motor and generator.
Write G on the space provided if the mentioned item or situation describes the use
of Generator and write M if it is for Motor.
________1. Provides power supply across cities.

________2. Washing machine
________3. Back up for household power needs
________4. Electric fan
________5. Exhaust fan
________6.Water Pump
________7. Used to adjust car driver's seat

Reflection:
Complete this statement
I have learned in this activity that

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
________________________________.
Answer Key
Activity 1
1. SPLIT-RING
2. COIL
3. ARMATURE
4. BRUSHES
5. STATORS
6. MAGNET
7. BATTERY
Activity 2
1. D
2. D
3. C
4. A
5. D
6. D
7. B
8. D

Activity 4
1. G
2. M
3. G
4. M
5. M
6. M
7. M
References:
Printed Materials:
Department of Education,Bureau of Secondary Education (2015). Science
Grade 10 Learner’s Module.Module 1: Electricity and Magnetism. REX
Book Store, Inc.
Ferrer, A.V.,dela Pena, J.D. (1988). The Basics of Physics. Phoenix

Publishing House, Inc.
Magnetism and Electricity (2006). Regency Publishing Group Pty Ltd.
Salmorin, L.M. et al (2004). Science and Technology. Physics. Updated

Edition. ABIVA Publishing House, Inc.
Electronic Sources:
http://byjus.com.physics/uses of generator
http://en.m.wikipedia.org
http://generatorsource.com
http://khanacademy.org/lesson on electric motor and generator

http://mygenerator.com.au
http://sciencing.com/What are the functions of parts in an electric motor?
http://simple.mwikipedia.org
http://study.com
http://www.gcsescience.com
http://www.popularmechanics.com/Who needs a generator?
http://www.quora.com
http://www.stp.com
matrixtsl.com
physics.mps.ohio.state.edu
Photo credit to Mr. Sonny N. Rivera
Prepared by:
JHOANNA R. OCHOCO
Sta.Clara High School

Grade 10 Q2 Science LAS

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10

LEARNING ACTIVITY SHEETS

Printed by: Curriculum and Learning Management Division

Competency Page Number

compare the relative wavelengths of

Cite examples that show practical

Explain the effects of EM radiation on .............................. 46

predict the qualitative characteristics

Identify ways in which the properties of

Explain the operation of a simple .............................. 106

LEARNING ACTIVITY SHEET

Electromagnetic waves are disturbances that transfer energy through a field.

1 Practice Proper Hygiene Protocols at all times

The electromagnetic wave theory was developed because of the different

A. EM Wave Scientists Puzzle

B. Identifying Contributions (Adapted from Grade 10 Science Learner’s Material)

Table 1. Scientists and their Contributions in the EM Wave Theory

2 Practice Proper Hygiene Protocols at all times

Figure 2. EM Wave Model Map

3 Practice Proper Hygiene Protocols at all times

Actually, we are surrounded by electromagnetic waves, with the most

Electromagnetic waves are emitted when electrically charged particles change

Table 2. Types of EM Waves

4 Practice Proper Hygiene Protocols at all times

Electromagnetic Waves Applications

Activity 4: The Characteristics of EM Waves

where v is the velocity of the wave, or c (speed of light) expressed in meters

5 Practice Proper Hygiene Protocols at all times

The equation for the wavelength λ can be derived as:

where h is the Planck’s Constant, v is speed of wave, and f is the frequency of

6 Practice Proper Hygiene Protocols at all times

The wavelength is 4.56 x 10-8 m

7 Practice Proper Hygiene Protocols at all times

Table 3. Formula Table

Speed of Wave (v)

Energy in Photon (E)

Table 4. Characteristics of EM Waves

Q4 . What is the speed of electromagnetic waves in vacuum?

8 Practice Proper Hygiene Protocols at all times

Regardless of gender, color or creed, everyone is a human, and have

Figure 3. The Electromagnetic Spectrum

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Q9. Describe the trend in the energy as the frequency increases.

10 Practice Proper Hygiene Protocols at all times

Table 6. EM Waves Presence

Warm – not harmful

Figure 4. Lamp Shade Exposure

11 Practice Proper Hygiene Protocols at all times

12 Practice Proper Hygiene Protocols at all times

Figure 10. Glass of Water and Flashlight

13 Practice Proper Hygiene Protocols at all times

The study about electromagnetic waves has propelled technology to even

Table 7. Electromagnetic Diary

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15 Practice Proper Hygiene Protocols at all times

16 Practice Proper Hygiene Protocols at all times

17 Practice Proper Hygiene Protocols at all times

Reflection: Let’s Do the Reflection Thing

Things you found out

Question you still have

18 Practice Proper Hygiene Protocols at all times

Acosta, Herma D., Liza A. Alvarez, Dave G. Angeles, Ruby D. Arre,

High School Science Today IV: Diwa Learning Systems Inc.

Padua, Alicia L., Ricardo M. Crisostomo. Practical and Explorational

Section: _____________________ Date: