QUARTER 2
Science
1
G10
PIVOT 4A CALABARZON Science G10
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The Editors
PIVOT 4A CALABARZON Science G10
PIVOT 4A Learner’s Material
Quarter 2
First Edition, 2020
Science
Grade 10
Job S. Zape, Jr.
PIVOT 4A Instructional Design & Development Lead
Owen Agustin Peña
Content Creator & Writer
Jhonathan S. Cadavido
Internal Reviewer & Editor
Lhovie A. Cauilan & Jael Faith T. Ledesma
Layout Artist & Illustrator
Jhucel A. del Rosario & Melanie Mae N. Moreno
Graphic Artist & Cover Designer
Ephraim L. Gibas
IT & Logistics
Crist John Pastor, Philippine Normal University
External Reviewer & Language Editor
Published by: Department of Education Region IV-A CALABARZON
Regional Director: Wilfredo E. Cabral
Assistant Regional Director: Ruth L. Fuentes
PIVOT 4A CALABARZON Science G10
Guide in Using PIVOT 4A Learner’s Material
For the Parents/Guardians
This module aims to assist you, dear parents, guardians, or siblings
of the learners, to understand how materials and activities are used in the
new normal. It is designed to provide information, activities, and new
learning that learners need to work on.
Activities presented in this module are based on the Most
Essential Learning Competencies (MELCs) in Science as prescribed by
the Department of Education.
Further, this learning resource hopes to engage the learners in guided
and independent learning activities at their own pace. Furthermore, this
also aims to help learners acquire the essential 21st century skills while
taking into consideration their needs and circumstances.
You are expected to assist the children in the tasks and ensure the
learner’s mastery of the subject matter. Be reminded that learners have to
answer all the activities in their own answer sheet.
For the Learners
The module is designed to suit your needs and interests using the
IDEA instructional process. This will help you attain the prescribed
grade-level knowledge, skills, attitude, and values at your own pace outside
the normal classroom setting.
The module is composed of different types of activities that are
arranged according to graduated levels of difficulty—from simple to
complex. You are expected to :
a. answer all activities on separate sheets of paper;
b. accomplish the PIVOT Assessment Card for Learners on page
38 by providing the appropriate symbols that correspond to your
personal assessment of your performance; and
c. submit the outputs to your respective teachers on the time
and date agreed upon.
PIVOT 4A CALABARZON Science G10
Parts of PIVOT 4A Learner’s Material
Development
Introduction
K to 12 Learning
Delivery Process
What I need to know
What is new
What I know
What is in
What is it
Engagement
What is more
What I can do
Assimilation
What else I can do
What I have learned
What I can achieve
Descriptions
This part presents the MELC/s and the desired
learning outcomes for the day or week, purpose of
the lesson, core content and relevant samples.
This maximizes awareness of his/her own
knowledge as regards content and skills required
for the lesson.
This part presents activities, tasks and contents
of value and interest to learner. This exposes
him/her on what he/she knew, what he/she does
not know and what he/she wants to know and
learn. Most of the activities and tasks simply and
directly
revolve
around the concepts of
developing mastery of the target skills or MELC/s.
In this part, the learner engages in various tasks
and opportunities in building his/her knowledge,
skills
and
attitude/values
(KSAVs)
to
meaningfully connect his/her concepts after
doing the tasks in the D part. This also exposes
him/her to real life situations/tasks that shall:
ignite his/ her interests to meet the expectation;
make his/her performance satisfactory; and/or
produce a product or performance which will help
him/her fully understand the target skills and
concepts .
This part brings the learner to a process where
he/she shall demonstrate ideas, interpretation,
mindset or values and create pieces of
information that will form part of his/her
knowledge in reflecting, relating or using them
effectively in any situation or context. Also, this
part encourages him/her in creating conceptual
structures giving him/her the avenue to integrate
new and old learnings.
This module is a guide and a resource of information in understanding the
Most Essential Learning Competencies (MELCs). Understanding the target
contents and skills can be further enriched thru the K to 12 Learning Materials
and other supplementary materials such as Worktexts and Textbooks provided by
schools and/or Schools Division Offices, and thru other learning delivery
modalities, including radio-based instruction (RBI) and TV-based instruction
(TVI).
PIVOT 4A CALABARZON Science G10
WEEKS
1-2
Electromagnetic Spectrum
Lesson
I
In this lesson, you will explore the different regions of the electromagnetic
spectrum. The different learning tasks set here will lead you to compare the
relative wavelengths of different forms of electromagnetic waves. Furthermore you
will discover how electromagnetic waves transport energy and how these waves
affect living things and the environment.
Brief History of the Electromagnetic Theory
Electricity and magnetism – in physics, these two words often go together
like horse and carriage, in electromagnetism and electromagnetic induction.
Let us meet the original players in the electromagnetism: Oersted, Ampere,
Faraday, Henry and Maxwell along with many others who laid the groundwork for
the understanding of the concepts of electromagnetic theory.
Danish physicist, Hans Christian Oersted discovered accidentally,
1820 that magnetic needle is deflected when the current in a nearby wire varies –
a phenomenon establishing a relationship between electricity and magnetism.
Figure 1: Oersted’s Set Up on the discovery of electromagnetism
Andre-Marie Ampere, influenced by Oertsed’s discovery, performed a series
of experiments designed to elucidate the exact nature of the relationship between
electric current-flow and magnetism, as well as the relationships governing the
behaviour of electric currents in various types of conductors. These experiments
led Ampere to formulate his famous law of electromagnetism, called after him
Ampere’s Law that describes mathematically the magnetic force between two
electrical currents.
Figure 2: Illustrative explanation of Faraday’s Experiment
PIVOT 4A CALABARZON Science G10
6
Michael Faraday made his first discovery of electromagnetism in 1821. He
took the work of Oersted and Ampere on the magnetic properties of electrical
currents as a starting point and in 1831 achieved an electrical current from a
changing magnetic field, a phenomenon known as electromagnetic induction. He
found that when an electrical current passed through a coil, another very short
current was generated in a nearby coil. This discovery marked a decisive milestone
in the progress not only of science but also of society, and is used today to
generate electricity on a large scale power stations.
Joseph Henry, while working with electromagnets in 1829, made important
design improvements by insulating the wire instead of the iron core. He was able
to wrap a large number of turns of wire around the core and thus greatly increase
the power of the magnet. He had made an electromagnet that could support 2
063 pounds, a world record at the time. He also searched for electromagnetic
induction and in 1831, he started to build a large electromagnet for that purpose.
He was the first to notice the principle of self-induction.
A brilliant physicist and mathematician, James Clerk Maxwell, proposed
Faraday’s electromagnetic induction to happen even in empty space. The
symmetry between the fields fascinated him so much. He added two basic
principles of electromagnetism: (1) a changing electric field in space produces a
magnetic field, (2) a changing magnetic field in space produces electric field.
Figure 3: Electromagnetic wave
Maxwell proposed that the alteration of
electric and magnetic fields, generating and
propelling each other in space, can be thought
of as a form of moving energy. Maxwell further
thought of this form of energy as a wave which
he called electromagnetic wave. Using
mathematical computations based on his
theoretical assumption and the numerical
results of Faraday’s experiments, Maxwell
concluded that the speed of electromagnetic
waves must be 3 x 108 m/s.
It was only after the death of Maxwell which a German physicist, Heinrich
Hertz, designed an experimental set up that was electrical in nature and able to
generate and detect electromagnetic waves.
Electric and Magnetic Fields Together
Accelerating electrons produce electromagnetic waves. These waves are a
combination of electric and magnetic fields. A changing magnetic field produces
an electric field and a changing electric field produces a magnetic field.
As accelerated electrons produce an electric field of a wave, the varying
electric field produces the wave’s magnetic field. Both the electric field and the
magnetic field oscillate perpendicular to each other and to the direction of the
propagating wave.
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 3 X 108 m/s and denoted as c, the speed of light.
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PIVOT 4A CALABARZON Science G10
D
Learning Task 1: Match the scientists with their contributions in the development
of the electromagnetic theory. Do this in a separate sheet of paper.
Scientists
Contributions
1. Andre-Marie Ampere
a. Contributed in developing equations that showed
the relationship of electricity and magnetism.
2. Michael Faraday
b. Showed experimental evidence of electromagnetic
waves and their link to light
c. Demonstrated the magnetic effect based on the
direction of current.
d. Formulated the principle behind electromagnetic
induction.
e. Showed how a current carrying wire behaves like a
magnet.
3. Heinrich Hertz
4. James Clerk Maxwell
5. Hans Christian Oersted
Exploring the Electromagnetic Spectrum
The electromagnetic (EM) spectrum is a continuum of electromagnetic
waves arranged according to frequency and wavelength. It is a gradual progression
from the waves of lowest frequencies to the waves of highest frequencies.
According to increasing frequency, the EM spectrum includes: radio waves,
microwaves, infrared, visible light, ultraviolet, X-rays, and gamma rays. These
waves do not have exact dividing region.
The different types of electromagnetic waves are defined by the amount of
energy carried by/possessed by the photons. Photons are bundles of wave energy.
Among the EM waves, the gamma rays have photons of high energies while
radio waves have photons with the lowest energies. On the other hand in terms of
wavelength, the wavelength of radio waves can be compared to the size of a
football field while the wave lengths of gamma rays are as small as the nuclei of an
atom.
Figure 4: Electromagnetic Spectrum
PIVOT 4A CALABARZON Science G10
8
The waves in the various regions of the electromagnetic spectrum share
similar properties but differ in wavelength, frequency, energy and method of
production.
Learning Task 2: Study the data presented in the table below. The table shows
the relative wavelength, frequency, and energy of each of the different types of
electromagnetic waves. Then answer the guide questions.
The Electromagnetic Waves’ Wavelength, Frequencies and Energies
Wavelength (m)
Frequency (Hz)
Energy (J)
Radio wave
Microwave
Infrared
Radiation type
> 1 x 10-1
1 x 10-3 to 1 x 10-1
7 x 10-7 to 1 x 10-3
< 3 x 109
3 x 109 to 3 x 1011
3 x 1011 to 4 x 1014
< 2 x 10-24
2 x 10-24 to 2 x 10-22
2 x 10-22 to 3 x 10-19
Visible light
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 ray
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
Gamma ray
1x
10-11
to 1 x
10-8
3x
< 1 x 10-11
1016
to 3 x
> 3 x 1019
1019
2 x 10-17 to 2 x 10-14
> 2 x 10-14
E
The Regions of the Electromagnetic Spectrum
Radio and TV waves
Radio and TV waves have the longest wavelengths and the lowest frequencies
in the electromagnetic spectrum. They can be produced by making electricity
oscillate in an aerial, or antenna, and are used to transmit sound and picture
information over long distances.
Microwaves
Microwaves are radio waves of very short wavelength. They are used in
satellite communications because they can penetrate the ionosphere – a layer of
the earth’s atmosphere in which there is a high concentration of charged
particles.
Infrared Waves
Infrared waves are waves that lie in the region beyond the red end of visible
spectrum. The wavelength of infrared waves is too long to be visible to the naked
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PIVOT 4A CALABARZON Science G10
eye. Infrared radiation is most noticeable when given off by hot objects, especially
when objects are red hot.
Visible Waves
At about 700oC, the shortest waves present can be detected by the eye. These
visible waves are what we know as light waves. Visible lights makes up only a
small portion of the entire electromagnetic spectrum.
When white light passes through a prism, it is separated into its constituent
colors: red, orange, yellow, green, blue, indigo and violet. Violet has the shortest
wavelength and red has the longest. There are no sharp boundaries separating the
various colors. Instead, there is a continuous blending from one color to the next.
Ultraviolet Waves
Ultraviolet waves are invisible radiation that lie beyond the violet end of the
visible spectrum. Ultra violet light has a shorter wavelength than violet light and
carry more energy. The sun is our main source of ultraviolet light.
X – rays
X-rays have short wavelengths and high frequencies and are very
penetrating. They are produced by the rapid acceleration of electrons in X-ray
machines that collide with atoms. These atoms emit X-rays.
X-rays with long wavelengths that cab penetrate through flesh but not bone
are used in X-ray photography to help doctors look inside the body. X-rays with
shorter wavelengths that can penetrate through metal are used in industry to
inspect welded joints or faults.
All X-rays are dangerous because they can damage living cells and can cause
cancer.
Gamma Rays
Gamma rays are high-energy waves produced from nuclear reactions. They
have shorter wavelengths than X-rays because energy changes within the nucleus
are normally much larger than those that take place outside it. They are more
dangerous than X-rays because radioactive substances emit them.
A
Learning Task 3: Study the given illustration. Complete the missing information
on the electromagnetic spectrum.
PIVOT 4A CALABARZON Science G10
10
Practical Applications of the Different
Regions of EM Waves
I
WEEKS
Lesson
In your previous lesson, you have learned the comparison of the relative
wavelengths of different types of electromagnetic waves.
In this lesson it is now the time for you to learn about the different
applications of each electromagnetic wave which are essential in our daily living.
This will make you to value more the concepts behind why things work.
Radio wave
Do you wonder how we can watch our favorite noon time show or news in
our television? Or how we can tune in with our preferred FM radio station? Well,
thanks to radio wave. In our previous lesson, you had learned that radio waves
have the longest wavelength among the EM waves and has the fewest frequency
and energy at the same time. Therefore, it is used to transmit signals in radio
communication and broadcasting. How does it work? Look and examine the
picture below.
Figure 1: Radio communication and broadcasting
In figure 1, it shows the flow of how signals are produced and transmitted
through radio waves. The first part is when the broadcaster uses a microphone.
Microphone converts the sound waves to audio-frequency signals (electrical
signal) and acts as receptor. The audio-frequency (AF) signals will now go to a
modulator. At the same time, the radio frequency oscillator will produce
radio-frequency carrier and will also go to the modulator. Once the AF signals
and frequency carrier waves reached the modulator, those two will be transformed
into an appropriate modulated carrier waves through the process of amplitude
modulation or frequency modulation. In amplitude modulation, the amplitude of
the radio waves (RF carrier) changes to match that of the audio-frequency signal.
This is used in standard broadcasting because it can be sent over long distances.
Very high frequency waves provide a higher quality broadcasting including stereo
sound. In this process, instead of the amplitude of the RF carrier, it is the
frequency of the waves that changes to match that of the signal. This is called
frequency modulation.
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PIVOT 4A CALABARZON Science G10
3-4
After the modulation process, the modulated carrier wave will be sent to an
amplifier that will magnify its energy. The amplified modulated carrier wave is
then sent to the transmitting antenna. The changing current in the antenna
generates radio waves that travel in all direction. The ionosphere helps the radio
waves to bounce back radio waves and will be accepted by receiving antenna.
Since radio waves have a wavelength of 1m to 10, 000m, a relay/repeater antenna
is used as bridge to reach the receiving antenna.
Once the radio waves reached the receiving antenna, a tuner circuits
selects the frequency of the station desired. The received signal will now be sent to
the demodulator which will get the information, the AF signal from the modulated
carrier waves. It will be sent to the amplifier to increase its energy and will be
transported to a speaker that will convert it to the original sound. If you will
notice, upon the reaching the receiving antenna, processes are the reverse process
of the production of modulated carrier wave.
Microwaves
Microwaves have higher frequencies
compared to radio waves that made it to
be used in satellite communication.
Remember when you had watched your
favorite team in NBA via satellite? How
does it work? As you can see the figure in
the right, a ground equipment is used to
transmit signals to a satellite that will
amplify that signal and will return it to
the Earth to be received by another
ground equipment. Unlike radio waves,
microwaves are used to transmit signals
overseas. This is the reason why we can
communicate to our friends and relatives
living in other parts of the world!
Another
application
of
microwave is RADAR or radio
detection and ranging. It is used to
locate, track, recognize or detect
object within a range. It emits
microwaves until it reaches the target
and echoes will be produced from the
target and will bounce back to the
radar antenna. It is commonly used in
national defense by tracking aircrafts
and ships from other countries that
may trespass and cause threat. But
did you know that it is also used by
our vehicles? Radar is also used to
determine the velocity of automotive
vehicles. If you are familiar with the
dragon balls, you now understand
how San Goku and friends had traced
all of them!
Figure 3: RADAR (Radio Detection and Ranging)
PIVOT 4A CALABARZON Science G10
Figure 2: Satellite Communication
12
A mobile phone works by transmitting microwaves which are received
by cell sites and delivered to a target mobile phone. The towers are connected
through a wire-based system which work together to deliver calls and messages.
Figure 5: Microwave Oven
Microwave oven is used to cook or heat
food. How? When you turn on the microwave
and started to set it, the water molecules of the
food
inside start to vibrate
through
microwaves, causing the production of
intermolecular friction between the molecules
of the food. As a result, heat is produced that
will make the food to be cooked.
Infrared Rays
The following are some useful applications of IR radiation:
1. Infrared photographs taken from a satellite with special films provide useful
details of the vegetation on the Earth’s surface.
2. Infrared scanners are used to show the temperature variation of the body.
This can be used for medical diagnosis.
3. Infrared remote controls are used in TVs, video, cassette recorders, and other
electronic appliances.
4. Some night-vision goggles use IR.
5. Some autofocus cameras have transmitters that send out infrared pulses. The
pulses are reflected by the object to be photographed back to the camera. The
distance of the object is calculated by the time lag between the sending and
receiving of pulses. The lens is then driven by a built-in motor to adjust to get
the correct focus of the object.
Visible light
Phototherapy is the use of light in medical treatment of a variety of
ailments from topical infections and chronic wounds to autoimmune and chronic
degenerative diseases, as Chukuka S. Enwemeka, dean of the University of
Wisconsin–Milwaukee’s College of Health Sciences says. He is a well-known
specialist who is conducting studies about phototherapy which is an emerging field
of medicine today. His team focuses on wavelengths of light that lie in two regions
of the electromagnetic spectrum: longer wavelengths in the far-red to near-infrared
(NIR) region and shorter wavelengths in the visible blue region of the spectrum.
According to them, studies have shown that though red to near-infrared light
covers wavelengths of about 600 to 1100 nanometers (nm), the 670 nm and 830
nm wavelengths are the most beneficial of the near-infrared (NIR) spectrum.
Because light in these wavelengths can penetrate the skin and be absorbed by
subcutaneous cells, it can act on wounds, internal injuries, and disease.
Fiber optics, or optical fibers, are long, thin strands about the diameter of
a human hair drawn glass. These strands are arranged in bundles called optical
cables which are used in communication. These transmits “data” by light to a
receiving end, where the light signal is decoded as data. Therefore, fiber optics is a
transmission medium – a “pipe” to carry signals over long distances at very high
speeds. Formerly, it was used by doctors to see the patient’s inside boy without
conducting a major surgery. Nowadays. It is also widely used in communication for
it is cheaper compare to silver and copper and can transmit signals as fast as the
speed of light.
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PIVOT 4A CALABARZON Science G10
Ultraviolet Rays
Ultraviolet rays are best known to come from the sun, and many are afraid
of it. But did you know that it is needed by our skin? It helps our body to produce
vitamin D which is essential in our body’s calcium absorption. But too much
exposure to UV rays will make our skin to accelerate in aging or worst, it may
lead to skin cancer.
Aside from the sun, there are artificial sources of UV light. We have UV
lamps which are used in checking signature on passbook. Though this, one can
determine fake banknotes as well as fake money bills.
Ultraviolet radiation is also used in sterilizing water from drinking
fountains. It is also used in our water filters being attached on faucets. Some
washing powder also contains fluorescent chemicals which glow in sunlight. This
makes your shirt look whiter than white in daylight. In Japan, UV rays are also
used to disinfect their toilets.
X-rays
Long wavelength X-rays can penetrate the flesh but not the bones. They are used
in X-ray photography to help doctors look inside the body. They are useful in
diagnosing bone fractures and tumors.
Short wavelength X-rays can penetrate even through metals. They are used in industry to
inspect welded joints for faults.
All X-rays are dangerous because they can damage healthy living cells of the
body. This is the reason why frequent exposure to X-rays should be avoided. Too
much exposure to X-rays can damage body tissues and can cause cancer.
Gamma Rays
Gamma rays are so strong that they can kill living cells that is why they are
used to treat cancer through the process called radiotherapy. They are also used
for sterilization of drinking water.
Learning Task 1: Match the equipment in Column A with its proper function in
column B. Write your answer in a separate sheet of paper.
Answer
A
1. modulator
B
a. converts sound wave to audio-frequency signal
2. microphone
b. magnify/increases energy of modulated carrier wave
3. amplifier
c. produces radio frequency carrier wave
4. radio frequency
oscillator
5. speaker
d. transforms AF signal and RF carrier wave to a
modulated carrier wave
e. transmits and receives radio wave
6. demodulator
f. converts AF signal to sound energy
7. antenna
g. selects the frequency of a station desired
8. tuner
h. extracts AF signal from modulated carrier wave
PIVOT 4A CALABARZON Science G10
14
Learning Task 2: Using the words below, complete the flow chart showing the
processes of radio broadcasting and communication. Do this in a separate sheet of
paper.
modulator
microphone
speaker
Antenna
Demodulator
ampli
D
Learning Task 3: Choose one of the applications of microwaves and make a short
comic strip on how it uses microwaves to do certain functions. Make use of
available resoures in your end
E
Learning Task 4: Classify in which type of Electromagnetic wave corresponds
with the following applications. Write it down in the correct column in the table.
Camera autofocusing
Chatting in messenger
Checking bankbook signature
Diagnosis of bone structure
Listening to your favorite radio station
Gamma
Ray
Infrared
Ray
Microwave
Sterilization of water in drinking fountains
Treating cancer
Watching NBA via satellite
Using red emergency light of cars
Using optic fibers in wirings
Radio
wave
15
Ultraviolet
Ray
Visible
light
X-ray
PIVOT 4A CALABARZON Science G10
A
Learning Task 4: Read and analyze each question below then choose the best
answer.Write your answer in a separate sheet of paper.
1. Which of the following is the correct application of radio waves?
A. Camera auto focusing
C. diagnosis of bone fractures
B. Radio broadcasting
D. sterilization of medical instrument
2. Which band of frequency is suitable for communication over great distances?
A. Low frequency
C. very low frequency
B. Medium frequency
D. extremely low frequency
3. All of these are uses of microwaves except...
A. Radar
C. Using Remotes
B. Cooking Food
D. Using Cell phones
4. What vibrates inside the food to make friction?
A. Air
C. sugar
B. Electrons
D. water
5. Which of the following is considered as the application of infrared waves?
A. Camera auto focusing
C. radio broadcasting
B. Diagnosis of bone fracture
D. sterilization of medical instruments
6. How does UV light exhibit its germicidal effect?
A. kills bacteria and viruses
B. heats up the bacteria and viruses
C. disrupts the reproductive abilities of bacteria and viruses
D. interferes with the respiratory processes of bacteria and viruses
PIVOT 4A CALABARZON Science G10
16
I
The Effects of Electromagnetic Radiation on Living
things and the Environment
Lesson
WEEK
Waves in the electromagnetic spectrum include radio waves, microwaves,
infrared, visible light, ultraviolet rays, X-rays, and Gamma rays in order of
decreasing wavelength.
The waves in the various regions in the EM spectrum share similar
properties but differ in wavelength, frequency, energy and method of production.
Study the activity. Follow the procedure before answering the questions.
Match the EM radiation in Column A with its application/uses in Column B.
EM Wave
Application
1. Radio waves
a. sterilization, fluorescence
2. Microwaves
b. medical use, engineering applications
3. Infrared waves
c. medical treatment
4. Visible light
d. artificial lighting, optical fibers in medical uses
5. Ultraviolet
e. remote control, household electrical appliances
6. X-rays
f. satellite television and communication
7. Gamma Rays
g. radio and television communication
D
Learning Task 1: Read and analyze the various effects of electromagnetic
radiation in the environment and other living things. Then, answer the questions
that follow.
Electromagnetic
Radiation:
Environmental
Indicators
in
Our
Surroundings
All living tissues have magnetic properties that are affected to some extent by
the existence of electromagnetic radiation in the environment. Therefore all living
creatures including plants, microbes, animals and humans are environmental
indicators of exposure to electromagnetic radiation. Radiation is the process
through which energy travels in the form of waves or particles through space or
some other medium. Electromagnetic radiation is the propagation of waves that
have an electric (E) and a magnetic (H) field component. Biological cell proliferation
and differentiation can be affected by both AC and DC magnetic fields.
Radiofrequency and microwave wavelengths can be made to carry information
via amplitude, frequency, and phase modulation, such as data from television,
mobile phones, wireless networking and amateur radio.
Chromosomal damage is a mechanism relevant to causation of birth defects
and cancer. Long-term continuous or daily repeated EMF exposure has been found
to induce cellular stress responses at non-thermal power levels that lead to an
accumulation of DNA errors.
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PIVOT 4A CALABARZON Science G10
5
Comparative studies in animals that rely on electromagnetic orientation
provide valuable information. The effects of electromagnetic radiation on plants
and animal life include the diminished radial growth of pine trees, lowered density
of bird species and mammals, such as storks, sparrows and bats, effects on bees,
effects on magnetic-based homing mechanisms of birds, and many other effects.
Plants and animals can be monitored as environmental indicators to assess the
effects of electromagnetic radiation.
Adapted from: Environmental Indicators by: Yael Stein and Osmo Hänninen, 2014
1.Can living things serve as an indicator of exposure to electromagnetic
radiation? Why?
2. Explain the process of electromagnetic radiation.
3. Based on the article, what are some of the advantages that can be given by
radio frequency and microwaves?
4. How about the disadvantages or the negative effects of EM radiation? Cite
some examples.
5. As a conclusion, explain whether EM radiation is beneficial or harmful to the
environment and the living things. Support your idea by giving some points.
E
Learning Task 2: Read and answer the given questions after the article.
Benefits and Hazards of Electromagnetic Waves, Telecommunications,
Physical and Biomedical: A Review
S. Batool, A. Bibi, F. Frezza, F. Mangini
Electromagnetic Radiations
Radiations consist of both electric and magnetic fields. They are coming from
natural and manmade resources. EMR is present in some scenario of everyone’s
life. Some of the most common sources of electromagnetic fields that everybody
experiences are the solar radiation, the electric current that supplies household
(Mobile Phone, Television set, Wi-Fi, Microwave, Computer, etc.) and antennas for
telecommunications. Artificial resources are used to generate high-level
electromagnetic radiations which may be typically found in medical devices such
as Magnetic Resonance Imaging (MRI), laser lithotripsy, X-ray Computed
Tomography (CT), radiation therapy, chemotherapy, immunotherapy, Positron
Emission Tomography (PET) etc. In a residential environment, the diffusion of the
induction cooktop, hairdryers, cordless phones, modems, routers, appliances,
alarm system, etc. increases the possibility of domestic exposure to magnetic
fields. Nevertheless, electromagnetic fields can also be used for the treatment of
different diseases (e.g., cancer, kidney stones, gallstones, brain, liver etc.) The
practicality of above-described technologies is due to the range of frequencies
decreasing from ultra-high frequencies to extra low frequencies available in the
electromagnetic spectrum. This EMR spectrum includes ionizing and non-ionizing
radiations.
The health problems due to long-term effects of EMR from
telecommunication and biomedical devices have been addressed among the people
all over the world. The organizations like World Health Organization (WHO),
Federal Communication Commission (FCC), and International Commission on Non
-Ionization Radiation Protection (ICNIRP) have recommended some safety
guidelines for the protection of all living beings.
PIVOT 4A CALABARZON Science G10
18
In the present review, we have examined several research papers, on living
beings like rats, cows, plants, and humans etc. By experimental strategies it was
identified that long-term effects of EMR can possibly cause different diseases in a
living being. Even if all those people are attentive to the long-term effects of EMR
hazard, they may not have the other option to move away from it, if the cell phone,
TV and FM tower are installed near their houses, schools, public transports, and
hospitals etc. But the matter is controversial.
Meanwhile,
EMR
has
many
advantages
in
biomedical
and
telecommunication technologies. So, it is impossible for us to stop using these
radiations. However, researchers will try to find out the possible solutions, which
may be expensive. But we will easily reduce the health risk in all living being like
humans, animals, and birds.
Rubric for Campaign Material
INDICATORS
4
Above Expectations
3
Meets Expectations
2
Approaching Expectations
1
Below Expectations
Content
The material showcases
clear information about
the effects of two types
of EM wave which
persuades the reader/
audience to observe
precautions when
dealing with those.
The material showcases
clear information about
the effects of one type of
EM wave which persuades
the reader/audience to
observe precautions when
dealing with those.
The material showcases
clear information about the
effects of one type of EM
wave which quite persuades
the reader/audience to
observe precautions when
dealing with those.
The material showcases
quite clear information
about the effects of one
type of EM wave.
Creativity
The pictures and
captions reflect an
exceptional degree of
student creativity.
There is great
attention to detail.
All but 1 of the
pictures and
captions reflect an
exceptional
degree of student
creativity.
All but 2 of the
pictures and
captions reflect an
exceptional degree
of student
creativity.
More than 2 of
the pictures and
captions reflect
little degree of
student
creativity.
Campaign material is
easy to read and all
elements are so clearly
written, labeled, and
illustrated.
Campaign material is easy
to read and most elements
are clearly written, labeled, and illustrated.
Campaign material is hard
to read with few illustrations
and labels
Campaign material is
hard to read and
understand.
Campaign material has
focused on the effect a
type of EM wave that is
rarely known by the
learners.
Campaign material has
focused on the effect a
type of EM wave that is
timely.
Campaign material has
focused on a type of EM
wave that some of the learners are aware of.
Campaign material has
focused on a type of EM
wave that is very
common to the
learners.
CRITERIA
Clarity and
Neatness
Originality
A
Learning Task 3: Write T if the statement is True and F if it is False. Write your
answers in a separate sheet of paper.
1. Over-exposure to certain types of electromagnetic radiation can be harmful.
2. Gamma rays also damage cells, causing mutations (which may lead to cancer)
and cell death.
3. Ultraviolet radiation (UV) is found naturally in sunlight.
4. X-rays can’t damage cells in the body.
5. Microwave radiation is absorbed by water molecules, so it can be used for
cooking.
19
PIVOT 4A CALABARZON Science G10
WEEK
6
Qualitative Characteristics (Orientation, Type, and
Magnification) of Images Formed by Mirrors
Lesson
I
In the previous lesson, you have learned about electromagnetic spectrum.
You gained an understanding of the different electromagnetic waves and their
applications of the different regions, effects of it on living things and the
environment.
This time, you will learn and predict the qualitative characteristics
(orientation, type, and magnification) of images formed by plane and curved
mirrors.
What can you see when you look at a mirror, or a polished metal or a still
pool of water? You can see your image. Why? These objects are image reflecting
objects. A mirror is a smooth reflecting surface, usually made of polished metal or
glass that has been coated with metallic substances. There are two types of
mirrors: a plane mirror and a curved mirror.
Reflection is the bouncing off of light rays when it hits a surface like a
plane mirror. In the activity, you used plane mirrors and located the object
distance, p and the image distance, q and found out that p is equal to q. In plane
mirrors, the image appears as if it is behind the mirror but actually not, so the
image is virtual. The value therefore of image distance, q is negative.
The height of the image, h’ in plane mirrors is always the same as the
height of the object, thus its magnification, M is 1.
However, here are some important terms which you need to understand
first.
Incident Ray. The ray of light approaching the
mirror represented by an arrow approaching an optical
element like mirrors.
Reflected Ray. The ray of light which leaves the
mirror and is represented by an arrow pointing away
from the mirror.
Normal Line. An imaginary line (labeled N in
Figure 3) that can be drawn perpendicular to the
Types of Reflection:
1. Specular/ Regular Reflection. This is a reflection of light on smooth surfaces
such as mirrors or a calm body of water. An example of this is the image of the Mayon volcano on a calm water shown in Figure 1b.
Figure 1 (b)
Figure 1 (a)
Figure 1 shows Specular Reflection. (a) Parallel light rays reflect in one
direction (b) Mayon Volcano and its reflection on calm water.
PIVOT 4A CALABARZON Science G10
20
2. Diffused/Irregular Reflection. This is a reflection of light on rough surfaces such
as clothing, paper, wavy water, and the asphalt roadway. An example of this is the
image of a mountain on a wavy body of water as shown in Figure 2b.
Figure 2 (a)
Figure 2 (b)
Figure 2 shows Diffused Reflection. (a) Parallel light rays reflect in different
directions. (b) A mountain and its reflection on wavy water.
A curved mirror is a reflecting surface in which its surface is a section of sphere.
There are two kinds of curved mirrors, the concave and the convex mirrors. A
spoon is a kind of a curved mirror with both concave and convex surfaces.
Two Kinds of Spherical Mirrors:
1. The Concave Mirror
• It is a curved mirror in which the
reflective surface bulges away from the
light source.
• It is called Converging Mirror because
the parallel incident rays converge or
meet/intersect at a focal point after
reflection.
Figure 3. Parallel rays converge after
reflection on a concave mirror
2. The Convex Mirror
• It is a curved mirror in which the reflective
surface bulges towards the light source.
• It is called Diverging Mirror because the
parallel incident rays diverge after reflection.
When extending the reflected rays behind the
mirror, the rays converge at the focus behind
the mirror.
Figure 4: Parallel light rays diverge after
reflection on a convex mirror
Image Formation by Spherical Mirrors
Guidelines for Ray Diagramming on the Concave and Convex Mirrors
1. When a ray strikes concave or convex mirrors obliquely at its pole, it is
reflected obliquely.
2. When a ray, parallel to principal axis strikes concave or convex mirrors,
the reflected ray passes through the focus on the principal axis.
3. When a ray, passing through focus strikes concave or convex mirrors, the
reflected ray will pass parallel to the principal axis.
4. A ray passing through the center of curvature of the spherical mirror will
retrace its path after reflection.
21
PIVOT 4A CALABARZON Science G10
Image Formation by Concave Mirror
By changing the position of the object from the concave mirror, different
types of images can be formed. Different types of images are formed when the
object is placed:
1. At the infinity
2. Beyond the center of curvature
3. At the center of curvature
4. Between the center of curvature and principal focus
5. At the principal focus
6. Between the principal focus and pole
Concave Mirror Ray Diagram

Concave
Mirror Ray
Diagram lets
us
understand that, when an object is placed at
infinity, a real image is formed at the focus.
The size of the image is much smaller
compared to that of the object.

When an object is placed behind the
center of curvature, a real image is formed
between the center of curvature and focus.
The size of the image is smaller than
compared to that of the object.

When an object is placed at the center
curvature and focus, the real image
formed at the center of curvature. The size
the image is the same as compared to that
the object.
of
is
of
of

When an object is placed in between the
center of curvature and focus, the real image is
formed behind the center of curvature. The
size of the image is smaller than compared to
that of the object.

When an object is placed at the focus, the
real image is formed at infinity. The size of
the image is much larger than compared to
that of the object.

When an object is placed in between focus and
pole, a virtual and erect image is formed. The size of
the image is larger than compared to that of the object.
PIVOT 4A CALABARZON Science G10
22
Image Formation By Convex Mirror
The image formed in a convex mirror is
always virtual and erect, whatever be the position
of the object. In this section, let us look at the
types of images formed by a convex mirror.

When an object is placed at infinity, a virtual
image is formed at the focus. The size of the
image is much smaller than compared to that of
the object.

When an object is placed at a finite distance
from the mirror, a virtual image is formed
between the pole and the focus of the convex
mirror. The size of the image is smaller than
compared to that of the object.
D
Learning Task 1: Image in a Plane Mirror
1. Stand in front of a plane mirror. Is your image exactly the same in size as you
are? Where is it apparently found?
2. Raise your left hand. What hand does your image raise?
3. Is your image erect or inverted? Is it real or virtual?
(A real image is an inverted image; a virtual
image is an erect image.)
Learning Task 2: Mirror Left-Right Reversal
Using the following, alphabet chart written in a piece of paper and a plane mirror,
do the following:
1. Place the alphabet chart in front of the plane mirror. Identify all capital letters
in the alphabet that can be read properly in front of the mirror.
2. Write at least 3 words (all in capital letters) that can be read properly both with
a mirror and without a mirror in front of it.
Questions:
1. What are the letters of the alphabet (in capital) that can be read properly in
front of a mirror?
2. Think of words (in capital letters) that can be read properly both with a mirror
and without a mirror. What are these words?
3. Write the sentence below on a clear sheet of paper in such a way that it can be
read properly in front of a mirror:
23
PIVOT 4A CALABARZON Science G10
Honesty is the best policy.
Learning Task 3: Image in spherical mirrors
1. Get a shiny metallic spoon. This can serve as your mirror.
2. Look at the concave (inside part) surface of the spoon. Place the mirror very near
your face. Describe your image.
3. Bring the spoon an arm length distance away from you. Describe your image.
4. Look now at the convex (outside part) surface of the spoon. Observe your image
as you bring the spoon farther from you. Describe your image.
E
Learning Task 4: Write your answer in a
separate sheet of paper.
1. Look at the picture at the right.
2. What is in the picture?
3. Why is it that the word AMBULANCE is
written that way?
ABC54
Learning Task 5: Complete the table below by
instructions. Write your answer in a separate sheet of paper.
following
the
1. Get a solid object (candle, pencil, pen, notebook, etc.) and a plane mirror.
2. Put the object in front of a mirror.
3. Observe the image formed by the object in the mirror.
Qualitative Description of Image
Image
Location of Image (In front (same side of the object) or Behind)
Orientation of Image (Inverted or Upright)
Size of the Image (smaller, the same or bigger)
Type of Image (Real or Virtual)
Learning Task 6:
The differences between concave and convex mirrors are shown by the table
below: (Complete the table by giving the difference between the concave and
convex mirror.)
Concave Mirror
PIVOT 4A CALABARZON Science G10
Convex Mirror
24
Learning Task 7:
Complete the table using the information gathered from Learning Task 3. Do this in
a separate sheet of paper.
Qualitative Description of Image
Convex Mirror
Concave Mirror
Location of Image (In front (same side of
the object) or Behind)
Orientation of Image (Inverted or Upright)
Size of the Image (smaller, the same or bigger)
Type of Image (Real or Virtual)
(*You can answer 2 or more if applicable.)
A
Learning Task 8: Tell what mirror is used in the following pictures: (Plane
mirror, Convex Mirror, Concave Mirror). Write your answer in a separate sheet of
paper
1.
2.
3.
25
PIVOT 4A CALABARZON Science G10
WEEK
7
Qualitative Characteristics (Orientation, Type, and
Magnification) of Images Formed by Lenses
Lesson
I
In the previous lesson, you explored about the qualitative characteristics of
images formed by mirrors both plane and curved mirrors. In this module, you now
learn about basic information about lenses and how they work? Just like in
mirrors, you will also explore the qualitative characteristics of images formed by
lenses.
Well the most apparent distinction between mirrors and lenses are: mirrors
reflect light rays (light bounces back) while light rays are refracted (pass-through)
through a lens. A mirror has only one focal point. A lens has two focal points each
on either side.
Concave Mirror
Concave Lens
Figure 1: Basic diagram of a mirror (concave mirror) and lens (convex lens)
A lens works by refraction of light. Light rays bend as they pass through
the lens resulting to a change in direction. This means the rays seem to come
from a point that's closer or further away from where they actually originate and
that's what makes objects seen through a lens seem either bigger or smaller than
they really are.
Lenses are made of transparent substance like glass or plastic which can
bend light rays. Lenses are of two kinds:
a. Converging lens (convex) which is thicker at the middle than at the edge
converges light that passes through it at a particular point called the
focal point or the focus.
b. Diverging lens (concave) which is thicker at the edge than at the middle.
Figure 2: Lens Shapes
Characteristics of Optical Images Formed in Lenses
Lenses, just like curved mirrors can form images that are real or virtual.
Real images formed by lenses are inverted images that can be seen by projecting it
on a screen. While virtual images are upright images that are seen directly from
PIVOT 4A CALABARZON Science G10
26
Real image and Virtual image formed using lenses
Spherical lenses usually have two centers of curvature which are the
centers of the intersecting spheres which form the lens surfaces. The centers are
shown in Figure 3 as points C and C’.
In lenses, the focus is not midway between the lens and the center of
curvature as we found to be in spherical mirrors. Its position on the principal
axis depends on the index of refraction of the lens. With a double convex lens of
crown glass, the principal focus almost coincides with the centers of curvature,
thus the radius of curvature and the focal length are almost equal.
1.Vertex, V – the optical center or
geometric center of the lens
2. Principal axis, P – line joining the
centers of curvature and passes
through the optical center
3. Secondary ray, S – ray passing through
the optical center but not parallel to the
principal axis
4. Focal length, f – the distance between
the focus and the optical center.
Figure 3
Image Formation in Lenses Using Ray Diagram
To graphically determine the position and characteristics of the image
formed in lenses, the ray diagram can be used.
 Ray 1 or P-F ray is an incident ray parallel to the principal axis and is
refracted through the focus.
 Ray 2 or V ray is an incident ray
along the secondary axis which is not
appreciably refracted as it passes
through the optical center or the
Vertex of the lens.
Figure 4
From the object, draw ray 1 (P-F ray). Then, from the same point on the
object, draw ray 2 (V ray). The intersection of the rays is the image point
corresponding to the object point. For example, if you started diagramming from
the tip of the arrow-shaped object, the intersection of the refracted ray is also the
tip of the arrow-shaped image.
Images formed are qualitatively described according to its location, orientation, size and type.
A. Location – images may fall at points identified along the principal axis such
as at the focus F, at twice the focus 2F, between F and 2F, between F and
vertex V, or beyond 2F.
PIVOT 4A CALABARZON Science G10
27
B. Orientation – images may be inverted or upright (erect).
C. Size – the relative size of the image compared to the object may be
diminished (reduced), enlarged, or same size.
D. Type – image formed by a lens that is on the same side as the object is a
virtual image while image formed on the other side is a real image.
D
Learning Task 1: Identify if the given lens is converging or diverging.
1.
2.
3.
4.
Learning Task 2: Construct ray diagrams to locate and describe the image formed
by a thin lens at different positions of the object from the lens. Use red ink for ray
1, black ink for ray 2, and red ink for the image. Describe the image formed in
terms of LOST, L for location, O for orientation, S for size, and T for type.
Image at Different Positions of the Object from the Lens
a. Image Formation in Concave Lens
Convex Lens
b. Object is beyond twice the focal length (2F)
L = _______________
O = _______________
S = _______________
T = _______________
L = _______________
O = _______________
S = _______________
T = _______________
c. Object is at twice the focal length (2F)
d. Object is between 2F and F
L = _______________
L = _______________
O = _______________
O = _______________
S = _______________
S = _______________
T = _______________
T = _______________
PIVOT 4A CALABARZON Science G10
28
f. Object is between the focus and the
optical center
e. Object is at the focus (F)
L = _______________
O = _______________
S = _______________
T = _______________
L = _______________
O = _______________
S = _______________
T = _______________
E
Learning Task 3: Complete the table with the information gathered from the ray
diagramming task you have completed. Do this in a separate sheet of paper.
Location of
Object
Location of
image
Type of
Image
Orientation of
image
Size of
image
A. CONVEX LENS
At infinity
Far from 2F
At 2F
Between F & 2F
At F
Between vertex & F
B. CONCAVE
All locations
A
Learning Task 4: Complete the table below with the most appropriate answer.
Do this in a separate sheet of paper.
Location of Object
Location of
Image
Kind of
Image
A. Convex Lens
Between F and lens
Orientation
of Image
virtual
Beyond 2F
Size of
Image
enlarged
inverted
Beyond 2F
real
B. Concave Lens
Anywhere
upright
29
PIVOT 4A CALABARZON Science G10
Applications of Mirrors and Lenses
in Optical Instruments
WEEK
8
Lesson
I
In your previous lesson you have learned about the qualitative characteristics
of images formed by plane, curved mirrors and lenses. In this module you are
going to study the different ways in which the properties of mirrors and lenses
determine their use in optical instruments.
When you look into a mirror, you see images of yourself and the objects
nearby. If the surface of the mirror is flat, the images look just like those in the
real world except with the right and left reversed. This type of mirrors is called
plane mirror. On the other hand, if the surface of the mirror is curved, the images
can be larger or smaller than life size, or even upside-down. This type of mirrors is
called curved mirrors. In general, mirrors are objects that are good at reflecting
light waves.
Mirrors are part of our everyday life. We regularly use plane mirror in
checking our physical appearance every morning before we leave our homes. There
are mirrors found in our vehicles. While driving we use different-shaped mirrors to
check on the position of vehicles on the next lane.
Figure 1: Use of Mirrors in Vehicles
A type of curved mirrors called convex mirrors are used for safety and
security purposes suitable for outdoor and indoor use in shops to prevent theft.
This type of mirrors can also be placed in locations where vehicles are risks of
conflicts from blind corners and generally in places with limited visibility.
Figure 2: Curved Mirrors used for Safety and Security
Curved mirrors (concave) are used in optical instruments such as
ophthalmoscope. This instrument consists of a concave mirror with a hole in the
center. The doctor focuses through the small hole from behind the concave mirror
while a light beam is directed into the pupil of the patient’s eye. This makes the
retina visible and makes it easy for doctors to check.
PIVOT 4A CALABARZON Science G10
30
Figure 3: Doctor use the ophthalmoscope to check on the patient’s eye.
Lenses, however are also essential in our daily lives. We are able to see
because each of our eyes has a lens that produces an image. In fact, all optical
devices are part of our everyday life. Many people use eyeglasses while doing their
activities. Likewise, magnifying lenses, cameras, microscopes and telescopes are
important instruments used for specific purpose. Images are formed when using
these devices following the laws of reflection and refraction.
Just like how images are formed in our
eyes, the camera is also simple application of a
lens. The basic element of a camera is a double
convex lens that forms a real, upside down
image on an optical sensor usually a
charge-coupled device (CCD) in a digital
camera. To focus a camera, lens is moved either
toward or away from the optical sensor. The
lens is moved toward the CCD to focus on a
distant object or away from the CCD to focus on
close objects. The distances involved in moving
the lens back and forth in a camera are
typically small.
Figure 4: Basic Elements of a Camera
Figure 5: Image formation in a Microscope
Although a magnifying lens is a useful
instrument, higher
magnification
and
improved optical quality can be obtained in
using a microscope. The basic optical
elements of a microscope are the object lens
and the eye piece lens. The objective lens is
a converging lens with a relatively short
focal length that is placed near the object to
be viewed. It forms a real, upside-down and
enlarged image of the object. To focus the
microscope the precise location of this image
is adjusted by moving the tube containing
the eyepiece lens and the objective lens up
or down. The image formed by the objective
lens serves as the object of the second lens
of the microscope which is the eye piece.
A refracting telescope is similar in many ways to a microscope. Both optical
instruments use two converging lenses to produce a magnified image of an object.
In the case of a microscope, the object is small and close at hand. However, in the
case of the telescope, the object is large but its apparent size can be very small
31
PIVOT 4A CALABARZON Science G10
because of its great distance. The major difference between these instruments is
that the telescope must deal with an object that is essentially infinitely far away.
A ray diagram is a representation of the possible paths a light can take to
get from one place to another. This is often from a source or object to an observer
or screen. In situations involving two or more lenses, the image formed from one of
its components can act as the object for another one. This is true in the case of a
refracting telescope.
A refracting telescope consist of two convex lenses that is used to enlarge
an image. The refracting telescope has a large primary lens with a long focal length
to gather a lot of light. The lenses of a refracting telescope share a focal point. This
ensures that parallel rays entering the telescope are again parallel when they
reach your eye.
Figure 6: Layout of lenses in a refracting telescope
Another type of telescopes use mirrors as well as lenses and are called
reflecting telescopes. A reflecting telescope uses a convex lens and two mirrors to
make an object appear bigger. The light is collected by the large concave mirror.
Then the parallel rays traveling toward this mirror are reflected and focused to
certain point. The secondary plane mirror is placed within the focal length of the
primary concave mirror. This changes the direction of the light. A final eyepiece
lens diverges the rays so that they are parallel when they reach your eye.
Figure 7: Layout of mirrors and lenses in a reflecting telescope
PIVOT 4A CALABARZON Science G10
32
D
Learning Task 1: In terms of image formation, optical instruments follow that
basic principles of reflection and refraction. Study and analyze the names of the
given devices inside the box. Classify the optical devices based of the basic
principle that they obey in terms of image formation. Write your answer in a
separate sheet of paper.
Head lights
Telescope
Microscope
Shaving mirror
Side mirror
Camera
Magnifying lens
Ophthalmoscope
Eyeglasses
REFLECTION
REFRACTION
An Optical Image is the apparent reproduction of an object, formed by a
lens or mirror system from reflected, refracted, or diffracted light waves. There are
two kinds of images, real and virtual. For real image the light rays actually are
brought to a focus at the image position, and the real image may be made visible
on a screen like a sheet of paper whereas a virtual image cannot.
Real images are those made by a camera lens on film or a projection lens on
a motion-picture screen. Virtual images are made by rays that do not actually
come from where the image seems to be for example the virtual image in a plane
mirror is at some distance behind the mirror.
Learning Task 2: Identify the type of optical image (Real or Virtual Image)
formed using the following optical instruments. Write your answer in a separate
sheet of paper.
_________________ 1. Image form in the optical sensor of the camera
_________________2. Eyepiece of a telescope
_________________3. Side mirror of a vehicle
_________________4. Vanity mirror
_________________5. Objective lens of a microscope
_________________6. Magnifying lens
_________________7. Contact lenses
_________________8. Eyeglasses
_________________9. Security mirror in a convenient store
________________10. Improvised Periscope
33
PIVOT 4A CALABARZON Science G10
E
Learning Task 3: Applying what you learned about ray diagraming. Draw a
labelled ray diagram of a refracting telescope. Show the images formed by the two
lenses. Write your answer in a separate sheet of paper.
A
Learning Task 4: Read and answer the following questions. Use illustrations to
further support your answers. Write your answers in a separate sheet of paper.
1. What are the different properties of light that apply to the image formation of
optical devices such as mirrors and lenses?
2. The process of how images are formed in a camera is similar to that of our
own eyes. What do you think is the difference between a camera and the
human eye in terms of the process of image formation?
3. Why do you think the primary or objective lens of a refracting telescope
should have a longer focal length?
4. What is the advantage of using a convex mirror as safety mirror placed on
blind corners or area with limited visibility?
5. What are the advantages of using optical instruments in our daily activities?
Share your own experiences.
PIVOT 4A CALABARZON Science G10
34
PIVOT 4A CALABARZON Science G10
Learning Task 4:
1. T
4. F
2. T
5. T
3. T
35
Learning Task 3: (Answers may vary)
Learning Task 1:
1.
2.
3.
4.
G
F
E
D
5. A
6. B
7. C
WEEK 5
Learning Task 4:
1.
2.
3.
4.
5.
B
A
C
D
A
6. A
7. C
8. C
9. D
10. D
Learning Task 3: You Belong with me!
Gamma
Ray
Treating
cancer
Infrared Ray
Camera auto
focusing
Radio wave
Microwave
-Chatting in
messenger
-Watching NBA
via satellite
Ultraviolet Ray
-Sterilization of
water indrinking
fountains
-Checking
bankbook
signature
Listening to
your favorite
radio station
Visible light
X-ray
-Using red
emergency light
of cars
-Using optic
fibers in wirings
Diagnosis
of bone
structure
Learning Task 1: We’re fit with each other!
h. extracts AF signal from modulated carrier wave
8. tuner
G
g. selects the frequency of a station desired
7. antenna
E
f. converts AF signal to sound energy
6. demodulator
H
e. transmits and receives radio wave
5. speaker
F
d. transforms AF signal and RF carrier wave to a modulated
carrier wave
4. radio frequency
oscillator
C
c. produces radio frequency carrier wave
3. amplifier
B
b. magnify/increases energy of modulated carrier wave
2. microphone
A
Answer
D
B
a. converts sound wave to audio-frequency signal
A
1. modulator
WEEKS 3 – 4
Learning Task 2:
Outputs may vary.
Learning Task 1:
1. c
2. d
3. b
4. a
5. e
WEEKS 1 –2
Key to Correction
PIVOT 4A CALABARZON Science G10
36
Learning Task 8:
Learning Task 9:
Tell what mirror is used in the following
pictures: (Plane mirror, Convex Mirror,
Concave Mirror)
1. PM
2. VM
3. XM
1. Convex mirror
4. VM
2. Plane mirror
5. VM
3. Concave mirror
4. Plane mirror
5. Convex mirror
Learning Task 7:
Qualitative Description of Image
Virtual
Type of Image (Real or Virtual)
Smaller
Size of the Image (smaller, the same
or bigger)
Upright
Orientation of Image (Inverted or
Upright)
Behind
Location of Image (In front (same
side of the object) or Behind)
Convex Mirror
Concave Mirror
In front
Inverted
Bigger
Real
Learning Task 6:
Concave Mirror
Convex Mirror
The image formed is virtual, upright and smaller.
The image formed is real, inverted, and bigger (except
when the object is between P and F where the image is
virtual, upright and bigger).
Image is projected on a screen as they are real.
Also called diverging mirror
Also called converging mirror
Image cannot be projected on a screen as they are virtual.
Learning Task 5:
Qualitative Description of Image
Image
Upright
Orientation of Image (Inverted or Upright)
Same side of the object
Location of Image (In front (same side of the object) or Behind)
Size of the Image (smaller, the same or bigger)
Same
Type of Image (Real or Virtual)
Virtual
Learning Task 1: Image in a Plane Mirror
Learning Task 2: Mirror Left-Right
Reversal
1. The image is bigger and inverted at the concave (inside part)
surface of the spoon.
2. The size of the image is smaller than the size of the object.
3. At a distance, the image is smaller and inverted.
4. The image is smaller and upright at the convex (outside part)
surface of the spoon.
1. The picture at the right is an
ambulance.
2. The word ambulance is written
backwards (reverse) so that the driver
of any vehicle in its front can instantly
read the inverted word in their rearview mirror.
Learning Task 3: Image in spherical mirrors
Learning Task 4:
1. Yes
2. The image raised the right hand.
3. The image is upright and virtual.
1. A,H,I,M,O,T,U,V,W, X, Y
2. MOM, WOW, TIT, TAT, TOOT, etc
WEEK 6
37
PIVOT 4A CALABARZON Science G10
References
Learning Task 3:
Location of
Object
Location of
Image
inverted
real
inverted
real
inverted
real
inverted
real
Orientation of
Image
Type of
Image
Size of
Image
A. CONVEX LENS
Same side of the lens as the object
Between vertex & F
At infinity
At F
Beyond 2F
Between F & 2F
At 2F
At 2F
Between F and 2F
Far from 2F
At F
At infinity
reduced
reduced
same size as object
enlarged
No image is seen
upright
virtual
upright
virtual
enlarged
B. CONCAVE
All locations
Same side of the lens as the object
reduced
Learning Task 2: Image at Different Positions of the Object from the Lens
a. Image Formation in Concave Lens
L = at the same side of the lens as the object
O = upright
S = smaller, reduced or diminished
T = virtual image
c. Object is at twice the focal length (2F)
Convex Lens
b. Object is beyond twice the focal length (2F)
L = between F and 2F
O = inverted
S = smaller, reduced or diminished
T = real image
d. Object is between 2F and F
L = beyond 2F
O = inverted
S = enlarged
T = real image
L = at 2F
O = inverted
S = same size
T = real image
e. Object is at the focus (F)
Learning
Task 1:
f. Object is between the focus and the optical center
1. Diverging
2. Diverging
3. Converging
4. Converging
Refracted rays are parallel. No image is
formed.
L = at the same side of the lens as the object
O = upright or erect
S = bigger or enlarged
T = virtual image
WEEK 7
Personal Assessment on Learner’s Level of Performance
Using the symbols below, choose one which best
describes your experience in working on each given task.
Draw it in the column for Level of Performance (LP). Be
guided by the descriptions below.
- I was able to do/perform the task without any difficulty. The task
helped me in understanding the target content/lesson.
- I was able to do/perform the task. It was quite challenging but it still
helped me in understanding the target content/lesson.
- I was not able to do/perform the task. It was extremely difficult. I need
additional enrichment activities to be able to do/perform this task.
Distribution of Learning Tasks Per Week for Quarter 2
Week 1
LP
Learning Task 1
Week 2
LP
Learning Task 1
Week 3
LP
Learning Task 1
Week 4
Learning Task 1
Learning Task 2
Learning Task 2
Learning Task 2
Learning Task 2
Learning Task 3
Learning Task 3
Learning Task 3
Learning Task 3
Learning Task 4
Learning Task 4
Learning Task 4
Learning Task 4
Learning Task 5
Learning Task 5
Learning Task 5
Learning Task 5
Learning Task 6
Learning Task 6
Learning Task 6
Learning Task 6
Learning Task 7
Learning Task 7
Learning Task 7
Learning Task 7
Learning Task 8
Learning Task 8
Learning Task 8
Learning Task 8
Week 5
Learning Task 1
LP
Week 6
LP
Learning Task 1
Week 7
Learning Task 1
LP
LP
Week 8
LP
Learning Task 1
Learning Task 2
Learning Task 2
Learning Task 2
Learning Task 2
Learning Task 3
Learning Task 3
Learning Task 3
Learning Task 3
Learning Task 4
Learning Task 4
Learning Task 4
Learning Task 4
Learning Task 5
Learning Task 5
Learning Task 5
Learning Task 5
Learning Task 6
Learning Task 6
Learning Task 6
Learning Task 6
Learning Task 7
Learning Task 7
Learning Task 7
Learning Task 7
Learning Task 8
Learning Task 8
Learning Task 8
Learning Task 8
Note: If the lesson is designed for two or more weeks as shown in the eartag, just copy your
personal evaluation indicated in the first Level of Performance in the second column up to
the succeeding columns, i.e. if the lesson is designed for weeks 4-6, just copy your personal
evaluation indicated in the LP column for week 4, week 5 and week 6.
PIVOT 4A CALABARZON Science G10
38
For inquiries or feedback, please write or call:
Department of Education Region 4A CALABARZON
Office Address: Gate 2, Karangalan Village, Cainta, Rizal
Landline: 02-8682-5773, locals 420/421
Email Address: lrmd.calabarzon@deped.gov.ph