PIVOT 4A CALABARZON Science G10 Learner's Material 2020 PDF

QUARTER 2 Science G10 1 PIVOT 4A CALABARZON Science G10  Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the w...

QUARTER 2 Science G10 1 PIVOT 4A CALABARZON Science G10  Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and the authors do not represent nor claim ownership over them. This module was carefully examined and revised in accordance with the standards prescribed by the DepEd Regional Office 4A and CLMD CALABARZON. All parts and sections of the module are assured not to have violated any rules stated in the Intellectual Property Rights for learning standards. 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 K to 12 Learning Descriptions Delivery Process This part presents the MELC/s and the desired Introduction What I need to know learning outcomes for the day or week, purpose of the lesson, core content and relevant samples. This maximizes awareness of his/her own What is new knowledge as regards content and skills required for the lesson. This part presents activities, tasks and contents What I know of value and interest to learner. This exposes Development him/her on what he/she knew, what he/she does What is in 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 What is it developing mastery of the target skills or MELC/s. In this part, the learner engages in various tasks What is more and opportunities in building his/her knowledge, skills and attitude/values (KSAVs) to meaningfully connect his/her concepts after Engagement doing the tasks in the D part. This also exposes What I can do 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 What else I can do him/her fully understand the target skills and concepts. This part brings the learner to a process where he/she shall demonstrate ideas, interpretation, What I have learned mindset or values and create pieces of Assimilation information that will form part of his/her knowledge in reflecting, relating or using them effectively in any situation or context. Also, this What I can achieve 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 Electromagnetic Spectrum 1-2 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. 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. Figure 3: Electromagnetic wave 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. 7 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 3. Heinrich Hertz c. Demonstrated the magnetic effect based on the direction of current. 4. James Clerk Maxwell d. Formulated the principle behind electromagnetic induction. 5. Hans Christian Oersted e. Showed how a current carrying wire behaves like a magnet. 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 Radiation type Wavelength (m) Frequency (Hz) Energy (J) Radio wave > 1 x 10-1 < 3 x 109 < 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 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 1x 10-11 to 1 x 10-8 3x 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 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 9 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 WEEKS Regions of EM Waves 3-4 Lesson I 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. 11 PIVOT 4A CALABARZON Science G10  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! Figure 2: Satellite Communication 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 Figure 3: RADAR (Radio Detection and Ranging) how San Goku and friends had traced all of them! PIVOT 4A CALABARZON Science G10 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. 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 Figure 5: Microwave Oven 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. 13 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 B 1. modulator 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 d. transforms AF signal and RF carrier wave to a oscillator modulated carrier wave 5. speaker 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 Sterilization of water in drinking fountains Chatting in messenger Treating cancer Checking bankbook signature Watching NBA via satellite Diagnosis of bone structure Using red emergency light of cars Listening to your favorite radio station Using optic fibers in wirings Gamma Infrared Microwave Radio Ultraviolet Visible X-ray Ray Ray wave Ray light 15 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  The Effects of Electromagnetic Radiation on Living WEEK things and the Environment 5 Lesson I 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. 17 PIVOT 4A CALABARZON Science G10  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 3 2 1 CRITERIA Above Expectations Meets Expectations Approaching Expectations Below Expectations Content The material showcases The material showcases The material showcases The material showcases clear information about clear information about clear information about the quite clear information the effects of two types the effects of one type of effects of one type of EM about the effects of one of EM wave which EM wave which persuades wave which quite persuades type of EM wave. persuades the reader/ the reader/audience to the reader/audience to audience to observe observe precautions when observe precautions when precautions when dealing with those. dealing with those. dealing with those. Creativity The pictures and All but 1 of the All but 2 of the More than 2 of captions reflect an pictures and pictures and the pictures and exceptional degree of captions reflect an captions reflect an captions reflect student creativity. exceptional exceptional degree little degree of There is great degree of student of student student attention to detail. creativity. creativity. creativity. Campaign material is Campaign material is easy Campaign material is hard Campaign material is Clarity and easy to read and all to read and most elements to read with few illustrations hard to read and Neatness elements are so clearly are clearly written, la- and labels understand. written, labeled, and beled, and illustrated. illustrated. Originality Campaign material has Campaign material has Campaign material has Campaign material has focused on the effect a focused on the effect a focused on a type of EM focused on a type of EM type of EM wave that is type of EM wave that is wave that some of the learn- wave that is very rarely known by the timely. ers are aware of. common to the learners. learners. 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  Qualitative Characteristics (Orientation, Type, and WEEK Magnification) of Images Formed by Mirrors 6 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 Ma- yon volcano on a calm water shown in Figure 1b. Figure 1 (a) Figure 1 (b) 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 of curvature and focus, the real image is formed at the center of curvature. The size of the image is the same as compared to that of the object.  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 ob- ject. 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 following the instructions. Write your answer in a separate sheet of paper. 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 Convex Mirror PIVOT 4A CALABARZON Science G10 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 big- ger) 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 Qualitative Characteristics (Orientation, Type, and Magnification) of Images Formed by Lenses 7 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, orienta- tion, 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. 27 PIVOT 4A CALABARZON Science G10  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 Convex Lens a. Image Formation in Concave Lens b. Object is beyond twice the focal length (2F) L = _______________ L = _______________ O = _______________ O = _______________ S = _______________ S = _______________ T = _______________ 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 e. Object is at the focus (F) optical center L = _______________ O = _______________ L = _______________ S = _______________ O = _______________ T = _______________ 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 Location of Type of Orientation of Size of Object image Image image 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 Kind of Orientation Size of Image Image of Image Image A. Convex Lens Between F and lens virtual enlarged Beyond 2F inverted Beyond 2F real B. Concave Lens Anywhere upright 29 PIVOT 4A CALABARZON Science G10 WEEK Applications of Mirrors and Lenses in Optical Instruments 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 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 Figure 5: Image formation in a Microscope 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 35 Learning Task 4: Learning Task 1: Learning Task 3: (Answers may vary) 1. T 4. F 1. G 5. A 2. T 5. T 2. F 6. B 3. T 3. E 7. C 4. D WEEK 5 Learning Task 4: 1. B 6. A 2. A 7. C 3. C 8. C 4. D 9. D 5. A 10. D Learning Task 3: You Belong with me! Gamma Infrared Ray Microwave Radio wave Ultraviolet Ray Visible light X-ray Ray Treating Camera auto -Chatting in Listening to -Sterilization of -Using red Diagnosis cancer focusing messenger your favorite water indrinking emergency light of bone -Watching NBA radio station fountains of cars structure via satellite -Checking -Using optic bankbook fibers in wirings signature Learning Task 1: We’re fit with each other! Answer A B D 1. modulator a. converts sound wave to audio-frequency signal A 2. microphone b. magnify/increases energy of modulated carrier wave B 3. amplifier c. produces radio frequency carrier wave C 4. radio frequency d. transforms AF signal and RF carrier wave to a modulated oscillator carrier wave F 5. speaker e. transmits and receives radio wave H 6. demodulator f. converts AF signal to sound energy E 7. antenna g. selects the frequency of a station desired G 8. tuner h. extracts AF signal from modulated carrier wave WEEKS 3 – 4 Learning Task 2: Learning Task 1: Outputs may vary. 1. c 2. d 3. b 4. a 5. e WEEKS 1 –2 Key to Correction  36 PIVOT 4A CALABARZON Science G10 Learning Task 9: Learning Task 8: 1. PM Tell what mirror is used in the following pictures: (Plane mirror, Convex Mirror, 2. VM Concave Mirror) 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 Convex Mirror Concave Mirror Location of Image (In front (same Behind In front side of the object) or Behind) Orientation of Image (Inverted or Upright Inverted Upright) Size of the Image (smaller, the same Smaller Bigger or bigger) Type of Image (Real or Virtual) Virtual Real Learning Task 6: Concave Mirror Convex Mirror Also called converging mirror Also called diverging mirror The image formed is real, inverted, and bigger (except The image formed is virtual, upright and smaller. 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. Image cannot be projected on a screen as they are virtual. Learning Task 5: Qualitative Description of Image Image Location of Image (In front (same side of the object) or Behind) Same side of the object Orientation of Image (Inverted or Upright) Upright Size of the Image (smaller, the same or bigger) Same Type of Image (Real or Virtual) Virtual Learning Task 4: Learning Task 3: Image in spherical mirrors 1. The picture at the right is an 1. The image is bigger and inverted at the concave (inside part) ambulance. surface of the spoon. 2. The word ambulance is written 2. The size of the image is smaller than the size of the object. backwards (reverse) so that the driver 3. At a distance, the image is smaller and inverted. of any vehicle in its front can instantly 4. The image is smaller and upright at the convex (outside part) read the inverted word in their rear- surface of the spoon. view mirror. Learning Task 2: Mirror Left-Right Learning Task 1: Image in a Plane Mirror Reversal 1. Yes 1. A,H,I,M,O,T,U,V,W, X, Y 2. The image raised the right hand. 3. The image is upright and virtual. 2. MOM, WOW, TIT, TAT, TOOT, etc WEEK 6 PIVOT 4A CALABARZON Science G10 37 References Learning Task 3: Location of Location of Type of Orientation of Size of Object Image Image Image Image A. CONVEX LENS At infinity At F real inverted reduced Far from 2F Between F and 2F real inverted reduced At 2F At 2F real inverted same size as object Between F & 2F Beyond 2F real inverted enlarged At F At infinity No image is seen Between vertex & F Same side of the lens as the object virtual upright enlarged B. CONCAVE All locations Same side of the lens as the object virtual upright reduced Learning Task 2: Image at Different Positions of the Object from the Lens Convex Lens a. Image Formation in Concave Lens b. Object is beyond twice the focal length (2F) L = at the same side of the lens as the object L = between F and 2F O = inverted O = upright S = smaller, reduced or diminished S = smaller, reduced or diminished T = real image T = virtual image c. Object is at twice the focal length (2F) d. Object is between 2F and F L = beyond 2F L = at 2F O = inverted O = inverted S = enlarged Learning S = same size T = real image T = real image Task 1: e. Object is at the focus (F) f. Object is between the focus and the optical center 1. Diverging 2. Diverging 3. Converging 4. Converging L = at the same side of the lens as the object Refracted rays are parallel. No image is O = upright or erect S = bigger or enlarged formed. 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 Week 2 LP Week 3 LP Week 4 LP Learning Task 1 Learning Task 1 Learning Task 1 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 LP Week 6 LP Week 7 LP Week 8 LP Learning Task 1 Learning Task 1 Learning Task 1 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: [email protected]