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DLL Oersted's Discovery
DLL Oersted's Discovery
I. OBJECTIVE(S)
II. LESSON
B. EXPLORE
Students will be divided by pairs. They will list down materials that they
think are sources of magnetism except from magnet itself.
(STUDENTS MUST LIST DOWN MATERIALS THAT ARE
PRODUCING ELECTRICITY/CURRENT)
1. The teacher will make a demonstration of how Oersted discovered the
relationship between electricity and magnetism.
2. Ask for students observations.
3. Inform the students that they will be viewing the video and powerpoint
about Oersteds discovery.
Use the ff. guide questions while viewing the PowerPoint presentation and the
video. (Dictate to the students or flash it nto the screen)
1. Who is Hans Christian Oersted? What is his experiment?
2. Describe the pattern traced by the magnetic needles around a straight currentcarrying conductor. What does this indicate of the magnetic field around the
current-carrying conductor?
3. How does the magnetic needle deflect when the current in the conductor is
reversed? What does this indicate?
3. Describe the orientation of the magnetic needle in relation to the axis of the coil
when the circuit was closed. What does this show?
4. How does the magnetic needle deflect when the current in the coil is reversed?
What does this show?
5. Compare the displacements of the magnet when you use the 40-turn and 80-turn
solenoids with 4 dry cells each. What quantity is varied to produce such difference?
What does this indicate? Make a sentence to describe your inference.
6. Compare the displacements of the magnet when you use 2 and 4 dry cells. What
quantity produces such difference? (Relate the number of dry cells to the current in
the solenoid.) What factor affects the strength of the electromagnet in this case?
7. Compare the displacements of the magnet when you use the 80-turn solenoid
with and without an iron core. What can you infer from your observations?
C. EXPLAIN
D. ELABORATE
E. EVALUATE
IV. ASSIGNMENT
V. REFLECTION
SECTION
Descartes
NO. OF LEARNERS WITH
MASTERY LEVEL
NO. OF LEARNERS NEEDING
REINFORCEMENT
Fibonacci
Faraday
Euler
Einstein
DATE
I. OBJECTIVE(S)
II. LESSON
Ask two volunteers to bounce a basketball between them. Ask students to pay
attention to the angle that the student bounces the ball, and the angle it bounces off
the ground. Have volunteers try to bounce the ball from several different angles. Tell
students to observe the manner by which the ball bounces and relate it to how light
is reflected.
B. EXPLORE
Students will perform Activity 2 Angle of Incidence vs. Angle of Reflection
A.
1.
2.
3.
4.
B.
C.
1.
2.
C. EXPLAIN
Preliminary Activities
Divide the class into 10 groups.
Explain the instructions.
Remind the students to handle the mirror with care because some mirrors
have sharp edges.
Warn the students to avoid pointing the laser to someones eye.
Activity Proper
Make sure that every member of the group has his/her own part in the
activity.
Student 1 assembles the set up for the activity.
Student 2 and 3 do the measurement angles of incidence and angles
of reflection
Student 4 and 5 record the data in the tables.
Post Activity Discussion
Representative from each group should present their data tables.
From there, ask the students to answer the ff. questions:
How does the angle of incidence compare with angle of
reflection? (SAME/EQUAL)
Based on the law of incidence and reflection, what is the Law
of reflection? (THE LAW OF REFLECTION STATES THAT
THE ANGLE OF INCIDENCE IS EQUAL TO THE ANGLE
OF REFLECTION).
D. ELABORATE
E. EVALUATE
1. The diagram shows a single ray of light being directed at a plane mirror.
What is the angle of incidence and angle of reflection?
=
=
=
40o
50 o
50 o
Research activity on why laser light/laser pointer should not be pointed directly on
ones eye.
V. REFLECTION
SECTION
PASTEUR
No. of Learners with Mastery Level
No. of Learners Needing Reinforcement
TOTAL
GAUSS
CURIE
DARWIN
DATE
I. OBJECTIVE(S)
II. LESSON
A. ENGAGE
Ask the students to write the word AMBULANCE in a sheet of paper in the same
manner as it is written in the ambulance car. Ask them also to bring the sheet in
front of the mirror and read the word AMBULANCE. Ask them why its written
that way and inform them that they will be performing an activity that will elicit the
reason behind the reversal of the word AMBULANCE.
B. EXPLORE
Students will perform Activity 3 Mirror Left-Right Reversal
A.
1.
2.
3.
Preliminary Activities
Inform the students that the activity is individual.
Explain the instructions.
Remind the students to handle the mirror with care because some mirrors
have sharp edges.
B. Activity Proper
Students will perform the activity.
C. Post Activity Discussion
1. From the activity, ask the students to answer the ff. questions:
What are the letters in the alphabet (in capital) that can be read
properly in front of a plane mirror? (A, I, H, M, O, T, U, V, W,
X, Y, Z)
What are the words that can be read properly both with a mirror
and without a mirror? (MOM, WOW, IT, TAT, TOOT, TIT)
How is the quotation HONESTY IS THE BEST POLICY
being reflected in a plane mirror?
C. EXPLAIN
D. ELABORATE
E. EVALUATE
2. Supposedly you are wearing a t-shirt with the word PHYSICS printed
on it, write how the image of the word will appear if you are in front of a plane
mirror.
IV. ASSIGNMENT
Write a letter to your loved one (parent) written in reverse and reading it requires a
plane mirror in it.
V. REFLECTION
SECTION
PASTEUR
No. of Learners with Mastery Level
No. of Learners Needing Reinforcement
TOTAL
GAUSS
CURIE
DARWIN
DATE
I. OBJECTIVE(S)
II. LESSON
Preliminary Activities
Divide the class into 10 groups.
Explain the instructions.
Remind the students to handle the mirror with care because some mirrors
have sharp edges.
B. Activity Proper
Students will perform the activity.
C. Post Activity Discussion
1. From the activity, ask the students to answer the ff. questions:
What happens to the number of images formed as you vary the
angle between the mirrors? (THE NUMBER OF IMAGES
CHANGES)
What relationship exists between the number of images formed
and the angle between mirrors? (THE NUMBER OF IMAGES
IS INVERSELY PROPORTIONAL TO THE ANGLE
BETWEEN TWO MIRRORS.)
Derive an equation/formula for determining the number of
images formed by two mirrors.
N = (360/)-1
Wherein: N = number of images
= angle between mirrors
How should the mirrors be arranged such that an infinite
number of images will be formed or seen? (THE MIRRORS
SHOULD BE PLACED PARALLEL FACING EACH OTHER
TO SEE AN INFINITE NUMBER OF IMAGES.)
C. EXPLAIN
D. ELABORATE
E. EVALUATE
Aside from the concepts elicited during the post-activity discussion, the ff. concepts
must be explained:
1. Reflection not only happens on a smooth surface like plane mirrors, but also
happens on rough surfaces. This is why reflection is classified into two
types.
a. Regular/Specular Reflection reflection of light in smooth surfaces (ex:
image of Mayon Volcano on a calm water.)
b. Irregular/Diffuse Reflection reflection of light on rough surfaces
(image of a mountain on a wavy water)
What are the applications of multiple reflections?
(MIRRORS IN HALLWAYS, PARLORS)
Formative Assessment
Short quiz
Complete the ff. statements.
1. The number of images is ______________ proportional to the angle
between mirrors.
2. If two plane mirrors are held 600 to one another, there will be ____ images
that will be formed.
3. When light is incident on a polished surface ___________ reflection takes
place.
4. An object becomes invisible when it undergoes ______ reflection.
5. It is much easier to read from rough pages because of ______ reflection.
IV. ASSIGNMENT
Make a table of other angles and let them determine how many images are formed.
V. REFLECTION
SECTION
PASTEUR
No. of Learners with Mastery Level
No. of Learners Needing Reinforcement
TOTAL
SECTION
No. of Learners with Mastery Level
No. of Learners Needing Reinforcement
TOTAL
GAUSS
PASTEUR
CURIE
GAUSS
DARWIN
CURIE
DARWIN
DATE
I. OBJECTIVE(S)
II. LESSON
Students are instructed to hold the metal spoon and it will serve as the mirror.
Ask the ff. questions:
1. Have you seen your image on the two sides of clear spoon?
2. What do you notice about your image on each of the two sides of the
spoon?
3. How will you compare your image from the two sides of the spoon?
B. EXPLORE
1. Show spherical mirrors to the class. The mirrors have labels as either
C. EXPLAIN
D. ELABORATE
concave/convex. Pass around the mirrors so the students will be able to see
the difference between the two in terms of shape and images formed.
2. Students will perform Activity 6 Images formed by curved mirrors
A. Preliminary Activities
1. Divide the class into 10 groups.
2. Explain the instructions.
B. Activity Proper
Students will perform the activity.
C. Post Activity Discussion
From the activity, ask the students to answer the ff. questions:
What happens to the size and location when you bring the
flashlight nearer to the concave mirror? (IMAGE FORMED IS
UPRIGHT AND ENLARGED)
What happens to the size and location when you bring the
flashlight farther from the concave mirror? (IMAGE FORMED
IS INVERTED AND SMALLER/REDUCED)
What happens to the size and location when you bring the
flashlight nearer to the convex mirror? (IMAGE FORMED IS
UPRIGHT AND SMALLER/REDUCED
What happens to the size and location when you bring the
flashlight farther from the convex mirror? (IMAGE FORMED
IS UPRIGHT AND SMALLER/REDUCED
Aside from the concepts elicited during the post-activity discussion, the ff. concepts
must be explained:
1. The characteristics of the image formed in curved mirror (concave) depend
on the location of object.
The farther the object, the smaller the image.
There is a certain location wherein there is no image formed.
The closer the object to the concave mirror, the bigger the image formed.
2. Images formed in curved mirror (convex) are always ERECT/UPRIGHT,
and SMALLER AS COMPARED TO THE OBJECT IN FRONT OF THE
MIRROR.
Some of the applications of curved mirrors:
CONCAVE dentists mirror, shaving mirror
CONVEX side mirror, parabolic mirrors in supermarkets and groceries
E. EVALUATE
IV. ASSIGNMENT
V. REFLECTION
Formative Assessment
Short quiz
1. The mirror on the passenger side of most newer cars is a
A) convex mirror.
B) concave mirror.
C) plane mirror.
D) None of the other answers is correct.
2. An object is placed in front of a convex mirror at a distance closer than the focal
length of the mirror. The image will appear
A) behind the mirror.
B) reversed right and left.
C) upright and reduced.
D) all of the above
3. The image formed by a concave mirror when the object is placed between the
mirror and the focal point has the following characteristics:
A) virtual, upright, enlarged, image distance is larger than object distance
B) virtual, upright, reduced, image distance is smaller than object distance
C) real, inverted, enlarged, image distance is larger than object distance
D) virtual, inverted, reduced, image distance is smaller than object distance
4. If an object is outside the focal point on a concave mirror, the image will be
A. virtual and inverted.
B. real and inverted.
C. virtual and upright.
D. none of the above.
5. Which type of mirror produces an image that is always erect, always smaller than
the object, and always virtual?
a. Concave
b. Convex
c. Plane
d. None of the above
Cut out at least 3 pictures of optical instruments which use curved mirror. Write a
short description for each.
DATE
I. OBJECTIVE(S)
II. LESSON
UNLOCKING OF TERMINOLOGIES
Students will label the diagram below with ff. terminologies based on the clues
given.
Principal axis
Focal Point
Center of Curvature
Radius of Curvature
Vertex
Focal Length
B. EXPLORE
C. EXPLAIN
D. ELABORATE
E. EVALUATE
IV. ASSIGNMENT
V. REFLECTION
DATE
I. OBJECTIVE(S)
II. LESSON
UNLOCKING OF TERMINOLOGIES
Students will label the diagram below with ff. terminologies based on the clues
given.
Principal axis
Focal Point
Center of Curvature
Radius of Curvature
Vertex
Focal Length
G. EXPLORE
3. EXPLAIN
D. ELABORATE
E. EVALUATE
Construction of
Ray 1 & Ray 2
2 PTS
Principal axis,
focal point, center
or curvature are
properly labeled
but the
measurements of
C and F are
incorrect
Incident rays and
reflected rays both
for ray 1 and 2 are
correctly shown
and the location
1 PT.
Principal axis,
focal point, center
or curvature are
incorrectly labeled
and the
measurements of
C and F are
incorrect
Incident rays and
reflected rays both
for ray 1 and 2 are
incorrect and the
location of image
Description of the
image formed
IV. ASSIGNMENT
of image was
identified.
Location,
Orientation, Size
and Type of image
are correctly
identified
The diagram below shows a spherical surface that is silvered on both sides. Thus,
the surface serves as double-sided mirror, with one of the sides being the concave
and one being the convex side. The principal axis, focal point, and center of
curvature are shown. The region on both sides of the mirror is divided into eight
sections (labeled M, N, P, Q, R, S, T, and W). Five objects (labeled 1, 2, 3, 4, and 5)
are shown at various locations about the double-sided mirror. Use the diagram to
answer the questions #1-6.
V. REFLECTION
SECTION
PASTEUR
No. of Learners with Mastery Level
No. of Learners Needing Reinforcement
TOTAL
GAUSS
CURIE
DARWIN