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# Module 6 light

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physics (lights)

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• Highlight the three concepts corresponding to Force, Motion and Energy
• These are ques for us teachers if the students were able to answer these then we know that they have learned what are intended to be learned.. Can be used for KWHL or as other assessment forms
• Light source, where does light belong in the EM spectrum, colors and characteristics, light travels in a straight line path – a pre –requesite concept to grade 8’s refraction
• Focus on the outputs of Activity 3 of module 6 of grade 7…Thus, if you are a first timer you also need to revisit the topics in grade 7 so you connect that which the students has already encountered with what they are about to encounter. What were the output concepts?  v ~ f, f ~ 1/lambda, v = c
• Focus on the outputs of Activity 3 of module 6 of grade 7…Thus, if you are a first timer you also need to revisit the topics in grade 7 so you connect that which the students has already encountered with what they are about to encounter. What were the output concepts?  v ~ f, f ~ 1/lambda, v = c
• Focus on the outputs of Activity 3 of module 6 of grade 7…Thus, if you are a first timer you also need to revisit the topics in grade 7 so you connect that which the students has already encountered with what they are about to encounter. What were the output concepts?  v ~ f, f ~ 1/lambda, v = c
• Explain the hierarchy or spiralling of concepts in grade 8 Module on light
• Light Up Straight is semi structured activity and scientific explanation as well
• ### Module 6 light

1. 1. Force, Motion & Energy (Module 6: Light)
2. 2. Flow of the Session • Preliminaries – Focus of Quarter 1 – Transitions from grades 3-6 and 7 – 10 – Transition from grade 7 to 8 – Grade 8 key standard – Standards and Learning Competencies • Key questions of the Module • Objectives of the Session • Session Proper
3. 3. Focus of Quarter 1 • Identifying the effects of some factors on the motion of an object based on the Laws of Motion. • Differentiating the concept of work as used in science and in layman’s language. • familiarization with the factors that affect the transfer of energy such as temperature difference and the type (solid, liquid, or gas) of the medium.
4. 4. Preliminaries Grades 3 -6 Sources & Uses Properties and Characteristics Colors and ability of materials to transmit light Energy transformation
5. 5. Preliminaries Grades 3 -6 Grade 3 Observe and identify sources of light, sound, heat, & electricity Grade 4 Sound and Light travels from the source Grade 5 Different objects interact with sound & light Effects about the effects of light and sound Grade 6 Energy exists in diff forms such as light & sound Demonstrate how energy is transferred using simple machine
6. 6. Preliminaries Grades 7 - 10 Characteristics of Light (intensity, brightness, frequency, wavelength) Components of Light and other Characteristics related to colors Image formation (mirrors, lenses and other optical instruments)
7. 7. Preliminaries Grades 7 – 8 Transition Students recognize that different forms of energy travel in different ways−light and sound travel through waves, heat travels through moving or vibrating particles, and electrical energy travels through moving charges. Students learn that transferred energy may cause changes in the properties of the object. They relate the observable changes in temperature, amount of current, and speed of sound to the changes in energy of the particles
8. 8. Preliminaries Grades 7 – 8 Transition relates characteristics of light such as color and intensity to frequency and wavelength designs and implements an experiment that shows that light travels in a straight line investigates the relationship between light intensity and the distance from a light source through fair testing demonstrates the existence of the color components of visible light using a prism or diffraction grating explains the hierarchy of colors in relation to energy explains that red is bent the least and violet is bent the most according to their wavelengths or frequencies
9. 9. Preliminaries • Content Standard – demonstrates understanding of some properties and characteristics of visible light • Performance Standard – discusses about phenomena such as blue sky, rainbow, red sunset using the concept of wavelength and frequency of visible light • Learning Competencies – demonstrates the existence of the color components of visible light using a prism or diffraction grating – explains the hierarchy of colors in relation to energy – explains that red is bent the least and violet is bent the most according to their wavelengths or frequencies
10. 10. Key Questions of the Module • How are refraction and dispersion demonstrated in light? • Among the different colors of light, which is bent the most and the least? • Why do we see spectacular events in the sky like rainbows, red sunset and blue sky?
11. 11. Objectives • At the end of the session, the participants should be able to: – relate lessons in Module 6 to some other lessons covered within the quarter; – perform in groups Activity 2 of Module 6 for the Quarter 1; and – use the result of the activity to explain that light is composed of different colors and that these colors bend differently when light strikes an object like a prism.
12. 12. SESSION PROPER
13. 13. Previously.... Activity 1: Light Sources: Langis Kandila or Lampara Activity 2: My Spectrum Wheel Activity 3: Colors of Light – Color of Life! Activity 4: Light Up Straight!
14. 14. Previously.... Color of Light...Colors of Life Make a color spectrum wheel Explore characteristics of color lights Observe color combination
15. 15. Previously....
16. 16. Previously....
17. 17. Activity 2: The Colors of the Rainbow...The Colors of Light? • Objectives: Infer that… – white light is made up of many different color lights; and – each of these color lights bends differently when it strikes objects like a prism. • Materials: – – – – – – A sunny window A big bowl full of water 2 sheet of white paper A small mirror Prism Stack of books
18. 18. Activity 2: The Colors of the Rainbow...The Colors of Light? • Procedure - Part A: ROY G. BIV on paper using a bowl of water 1. Place the bowl near the window. Make sure that there is plenty of sunlight on that part of the window. 2. Set the mirror part way into the water facing the light. 3. Hold the piece of paper up to intercept the reflected beam. 4. Adjust the position of the mirror until you see color bands on the piece of paper .
19. 19. Activity 2: The Colors of the Rainbow...The Colors of Light? • Procedure – Part B 1. Position a stack of books near the window where there is plenty of sunlight. 2. Place a white sheet of paper on top of the stack of books. 3. On top of this sheet place the prism. Make sure that sunlight from the window reaches the prism. 4. Position the prism until a rainbow or the colors of light appear on the white sheet of paper. 5. Use the table below to note the refractive indices of the color lights in acrylic or crown glass.
20. 20. Activity 2: The Colors of the Rainbow...The Colors of Light? Material/Color Light Acrylic  Red  Orange  Yellow  Green  Blue  Violet Crown Glass  Red  Orange  Yellow  Green  Blue Violet (nm) n 650 600 550 500 450 400 1.488 1.490 1.497 1.495 1.502 1.508 650 600 550 500 440 400 1.512 1.515 1.518 1.520 1.525 1.530
21. 21. Activity 2: The Colors of the Rainbow...The Colors of Light? • Questions – Q1: List and arrange the observed colors according to how they appeared on the paper. – Q2: Describe the position of the different colors after passing through the prism. – Q3: Explain the dispersion of white light. Why is the prism or water able to separate the colors of white light. – Q4: Compare your results in the first part with your results in the second part. Are there any differences? What might account for the differences? – Q5. What did you observe with the indices of refraction of the color lights in the acrylic prism? – Q6. How would this indices of refraction account for the arrangement of color lights?
22. 22. Summary & Integration Going further... • Activity No.3: Red vs Violet • Activity No. 4: Which Color has the MOST Energy • Activity No. 5: The Color Spectrum_Revisited • Activity No. 6: Scientific Explanation behind My Beliefs
23. 23. Summary & Integration Previously… • Activity 1: Light Sources: Langis Kandila or Lampara • Activity 2: My Spectrum Wheel • Activity 3: Colors of Light – Color of Life! • Activity 4: Light Up Straight! Going Further… • Activity 1: Refraction of Light • Activity 2: The Colors of the Rainbow…The Colors of Light.. • Activity 3: Red vs Violet • Activity 4: Which Color has the MOST Energy • Activity 5: The Color Spectrum _Revisited • Activity 6: Scientific Explanation behind My Beliefs
24. 24. Thank you...