CO - Refractive Index of The Colors of Light

Grade
School WALOE NATIONAL HIGH SCHOOL 8

Level
Teacher CHERRIE ANN R. AREJA Learning SCIENCE

GRADES 1 to 12 Daily Area
Lesson Log
Teaching
First
Date and Quarter
(Physics)
Time
DAY:
I. OBJECTIVES
The learner demonstrates understanding of some properties and characteristics of

A. Content Standards
visible light.
The learner shall be able to discuss phenomena such as blue sky, rainbow and
B. Performance Standards
red sunset using the concept of wavelength and frequency of visible light
C. Learning Competencies / (S8FE-If-26)

(Write the LC code for each) • Demonstrate the existence of the color components of visible light using a prism
or diffraction grating.
At the end of the lesson, the learners should be able to:
Infer that:
1. light is composed of colors of different frequencies and wavelengths;
D. Objectives
2. the frequencies of the colors of light are inversely proportional to the
wavelength;
3. the arrangement of colors of light shows the hierarchy of the color’s
corresponding energy.
Module 5: Colors of Light

II. CONTENT
Lesson: Refractive Index of the Color of Light
III. LEARNING RESOURCES
A. References
61
1.Teacher's Guide Pages
2. Learner's Materials Pages 105-110
3. Textbook Pages
4. Additional Materials for
Learning
Resource (LR) portal
SLM QUARTER 1 MODULE 5

B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the The teacher will prepare seven different colors of paper and the students will
new lesson arrange it from least to most energy.
B. Establishing a purpose
for the Lesson
Study and analyze the pictures of the stars at night.
C. Presenting examples /
instances of the new lesson Do you think they have the same energy? Explain your answer.
D. Discussing new
concepts and practicing Acitivity:The color spectrum wheel revisited
new skills #1
Analysis:
Q1. Which color registered the highest frequency? shortest wavelength?
Q2. Which color registered the lowest frequency? longest wavelength?
Q3. What did you observe about the wavelengths and frequencies of the different
E. Discussing new concepts colors of light?
and practicing new skills #2 Q4. Does the frequencies of the colors of light increase from Red to Violet?
Q5. What did you observe about the corresponding energies from Red to Violet?
Q6. How is frequency relate to energy of colors of light?
F. Developing mastery
(Leads to Formative Discuss the answers in the activity given.
Assessment 3)
The effects of colored light on people have been studied by psychologists. They
found out that people do show varied responses to different colors. Colors
influence a person’s emotion and degree of activity.
According to psychologists:
1. Red light/color may bring about a rise in blood pressure, respiration
rate, and frequency of blinking. It excites people.
G. Finding practical 2. Blue light/color produces effects opposite to those red light; hence, it lessens
applications of concepts activity.
and skills in daily living 3. Purple has a mournful effect.
4. Yellow is joyful and green has a peaceful effect.
Knowing all these, would you:
a. choose red paint/wallpaper for your bedroom?

b. wear black during summer?
c. wear light colored shirt during cold days
What is the relationship between wavelength, frequency and energy?
The greater the energy, the larger the frequency and the shorter (smaller)
the wavelength. Given the relationship between wavelength and frequency — the
higher the frequency, the shorter the wavelength — it follows that short
wavelengths are more energetic than long wavelengths.
How are temperature and color related?

The amount of light produced at each wavelength depends on the
temperature of the object producing the light. Stars hotter than the Sun (over 6,000
degrees C) put out most of their light in the blue and ultraviolet regions of the
spectrum. Stars cooler than the Sun (below 5,000 degrees C) put out most of their
light in the red and infrared regions of the spectrum. Solid objects heated to 1,000
H. Making generalizations degrees C appear red but are putting out far more (invisible) infrared light than red
and abstractions about the light.
lesson
How are wavelength and temperature related?
All objects emit electromagnetic radiation, and the amount of radiation
emitted at each wavelength depends on the temperature of the object. Hot objects
emit more of their light at short wavelengths, and cold objects emit more of their
light at long wavelengths. The temperature of an object is related to the
wavelength at which the object gives out the lightest.
The assessment for the day will be based on the outcome/output of the activity:
the color wheel. It will be graded based of the rubric below.
I. Evaluating Learning
J. Additional activities for

application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who

learned 80% on the formative
assessment
B. No. of learners who require

additional activities for
remediation.
C. Did the remedial lessons

work? No. of learners who
have caught up with the
lesson
D. No. of learners who

continue to require
remediation.
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I

encounter ? Which my
principal or supervisor can
help me solve?
G. What innovasion or
localized materials did I
use/discover which I wish to
share with other teachers?

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Grade

School WALOE NATIONAL HIGH SCHOOL 8

Teacher CHERRIE ANN R. AREJA Learning SCIENCE

The learner demonstrates understanding of some properties and characteristics of

C. Learning Competencies / (S8FE-If-26)

At the end of the lesson, the learners should be able to:

Module 5: Colors of Light

III. LEARNING RESOURCES

2. Learner's Materials Pages 105-110

SLM QUARTER 1 MODULE 5

Study and analyze the pictures of the stars at night.

Knowing all these, would you:

a. choose red paint/wallpaper for your bedroom?

How are temperature and color related?

J. Additional activities for

A. No. of learners who

B. No. of learners who require

C. Did the remedial lessons

D. No. of learners who

F. What difficulties did I

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