Physical Science DLL Q2W3 DEPEDD (5).doc

DLL

1. WEEKLY LEARNING PLAN Teacher/Constructor Grade 12
Learning Area Physical Science
Quarter First
Date/Week WEEK 3
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of:
1. Light as a wave and a particle
B. Performance Standards The learners should be able to:
1. Design and create a useful product for practical purposes that uses mirrors and lenses.
C. Learning Competencies/CODEDescribe how the
propagation of light,
reflection, and refraction
are explained by
the wave model and the
particle model of
light
S11/12PS-IVf-59
Describe how the
propagation of light,
reflection, and refraction are
explained by
the wave model and the
particle model of
light
S11/12PS-IVf-59
Explain how the photon
concept and the
fact that the energy of a
photon is directly
proportional to its frequency
can be used
to explain why red light is
used in photographic dark
rooms, why we get
easily sunburned in
ultraviolet light but
not in visible light, and how
we see colors
S11/12PS-IVf-61
Explain how the photon
concept and the
fact that the energy of a
photon is directly
proportional to its frequency
can be used
to explain why red light is
used in photographic dark
rooms, why we get
easily sunburned in
ultraviolet light but
not in visible light, and how
we see colors
S11/12PS-IVf-61
D. Objectives 1. The learners will explain
the wave and particle
models of light.
1. The learners will explain
the propagation of light
using the wave and particle
models.
1. The learners will explain
how the photon theory of
light accounts for atomic
spectra
1. The learners will cite
applications of the various
frequencies of light including
color perception
a.Assess students’
performance.
b.Display honesty in
taking the test/quiz.

2. 2. The learners will
describe reflection and
refraction in terms of the
wave and particle models
of light.
2. The learners will relate
the energy of a photon to its
frequency
c.Perform the
assessment in an
organized manner.
II. CONTENT
Propagation of LightPropagation of LightPhoton Concept Dual Nature of Electrons
III. LEARNING RESOURCES
A. References
1. Teacher's guide pages Physical Science TGPhysical Science TGPhysical Science TGPhysical Science TG
2. Learner's materials pages
3. Additional Materials from learning
resource (LR portal)
Other learning resources Google/Internet Google/Internet Google/Internet Google/Internet
IV. PROCEDURES
A. Reviewing previous lesson and
presenting the new lesson
The teacher will recall the
trends between
intermolecular forces and
physical properties
The teacher will review
reflection and refraction in
terms of the wave and
particle models
of light.
The teacher will review the
propagation of light using
the wave and particle
models
The teacher will review how
to relate the energy of a
photon to its frequency
5 minutes 5 minutes 5 minutes 5 minutes
B. Establishing a purpose for the
lesson (MOTIVATION)
The learners will identify
which of the following is
NOT evidence that light
travels in straight lines.
I. We can't see around
corners
The learners will identify
which of the following
describes how colors of
light emerge through the
prism
according to Newton.
The learners will arrange the
following types of
electromagnetic radiation in
decreasing frequency:
I. Infrared II. Ultraviolet III.
Visible light IV. X-ray
The learners will idenntify
which property of a wave was
observed in the behaviour of
electrons in Davisson
and Germer’s experiment
using recrystallized nickel.
The learners will be
instructed on the type of
assessment.

3. II. Upside-down images in
pin-hole cameras
III. The existence of
shadows
IV. Light reflects
I. Upon passing through the
slit on the edge of a prism,
the tiny balls
on the slit start to rotate,
and this rotation causes a
change in the
speed of rotation of the
neighboring balls and this
change produces
color.
II. The light colors emerge
when light particles change
the speed of
rotation of the tiny balls that
compose the very fine
substance where
light travels on.
III. The light colors emerge
upon passing a prism due
to the difference
in the mass of the colors of
light.
IV. The difference in the
inertia of the colors causes
the difference of
deflection of each which
leads to their emergence
upon passing a
prism.
a. I and II b. II and III c. III
and IV d. II and IV
A. infrared→ ultraviolet →
visible light → x-ray
B. X-ray → ultraviolet →
visible light → infrared
C. Visible light → infrared
→ ultraviolet →x-ray
D. Infrared → visible light
→ ultraviolet → x-ray
A. interference B. diffraction
C. polarization D. reflection

4. 5 minutes 5 minutes 5 minutes 5 minutes
C. Presenting examples/ or
instances of new lesson
(PRESENTATION OF THE LESSON)
The learners will examine
the contribution of Young’s
experiment in
understanding the
nature of light.
Activity 1: Dual Property
of Light (A Wave and a
Particle)
The learners will analyze
the pictures about an
experiment showing a
beam of monochromatic
(single color) light being
focused on a screen with
two slits.
Activity 1. “The Photo -
Op!”
The learners will identify the
term related to the photon
concept of light and its
discovery.
1. The particles of light.
______________________
_2. The term used to
describe the electrons
knocked off from the
metal.
______________________
_3. The emission of
electrons when
electromagnetic radiation,
such as
light, hits a material.
______________________
_4. He said that the beam of
light must be thought as a
stream of tiny
energy packets of a certain
amount of energy.
______________________
_5. The term first used to
describe the tiny energy
packets of a certain
Activity 1: “Split
Personality!”
The learners will describe the
dual nature of electrons.
Assessment Proper

5. amount of energy
D. Discussing new concepts and
practicing new skills #1
The teacher will show
anexperiments
conducted to see how light
produces such
interferences and behaves
like a wave.
The learners will describe
what
happens to light rays in Fig.
A and Fig. B. Complete the
table with your
observations. (Based on the
previous observation)
The teacher will discuss
what is a black body.
The learners will identify
which of the following best
describes the pattern that
electrons produce on a
screen when they pass
through a double-slit barrier
that exhibits their wave-like
nature.
A. a two-band pattern
B. interference pattern of
bright and dark fringes
C. interference pattern of
bright fringes
D. interference pattern of
dark fringes
Checking and Evaluating
Scores

6. 10 minutes 10 minutes 10 minutes 10 minutes
F. Developing mastery/ Finding
practical applications of concepts
and skills in daily living / Making
generalizations and abstractions
about the lesson
Activity 1: “Say My
Name, Say My Name!”
The learners will identify
the term related to the
wave properties of light
and its propagation.
The learners will use Snell’s
law to solve for the angle of
incidence of light rays in the
given
situation.
Activity 2 “Bluer than Blue
or Redder than Red?”
The learners will compare
electromagnetic waves by
the energy they possess
using the EM
spectrum.
1. microwave vs. infrared
2. orange vs. yellow
3. white light vs. gamma
rays
4. x – rays vs. UV light
5. microwave vs. radio
waves
6. radio waves vs. visible
light
7. green vs. orange
8. radio waves vs. UV light
9. UV vs. gamma rays
10. x – rays vs. gamma rays
The learners will ccomplete
each sentence by supplying
the missing word by referring
to the word box.
The experimental set – up
contains an ( 1 ) that
bombards a beam of
electrons against a heated
single crystal of ( 2 ) placed
inside a ( 3 )
chamber. The intensity of the
scattered beam after hitting
the nickel crystal was
measured using a movable
detector with an attached
( 4 ).
Recording of Scores
15 minutes 15 minutes 15 minutes 15 minutes
I. Evaluating learning The learners will identify
which of the following is
NOT TRUE about the
nature of light.
A. All electromagnetic
waves are of the same
frequency.
The learners will answer the
question below.
The refractive index of
medium A is 1.2, while that
of medium B is 1.36.
Through which medium
does light travel faster and
Activity 3: “Mix and
Match!”
The learners will identify the
resulting color that will result
from the combination of
three
primary colors of light.
Activity 3: “Small but
Terrible!
The learners will match each
description of practical uses
of electrons in Column A to
its field of application in
Column B.

7. B. It is composed of
electric and magnetic
waves oscillating
perpendicularly
to each other.
C. Light behaves as both
a particle and a wave.
D. Light is a form of
gained energy released
when matter is heated
at what speed does it
travel?
5 minutes 5 minutes 5 minutes 5 minutes
J. Additional activities for
application
V. REMARKS