SDO NEGROS OCCIDENTAL
School HINIGARAN NATIONAL HIGH SCHOOL
GRADES 11- DETAILED LEARNING Physical Science
LESSON PLAN AREA
QUARTER Fourth Quarter
Teacher Ronalyn T. Java
Teaching Dates and March 13,2025 Grade Level and Section GRADE-11
Time
A. M. 7:30-8:30 Building/Room No. Building17/ Room 12
I. OBJECTIVES
A.Content Standard Light as waves and particles
B.Performance Design and create a useful product for practical uses that uses mirrors and lenses
Standard
C.Most Essential Differentiate dispersion, scattering, interference, and diffraction. S11/12PS-IVh-65
Learning Gain the ideas of dispersion, scattering, interference, and diffraction.
Competency(ies) Appreciate the importance of wave properties of light in our daily lives.
II. SUBJECT Wave Behavior of Electrons
MATTER/CONTENT
Concept / Ideas Sir John Joseph Thompson and his son, George Thompson, shared one common thing, their
scientific discoveries with electrons.
Sir Joseph John Thomson won a Nobel prize with his discovery of the electron, the first subatomic
particle to be discovered. His son, George Thompson, won a Nobel prize for his discovery of the wave
properties of an electron by diffraction.
After learning that light could behave like a particle and a wave, it is understood that electron is
both a particle and a wave at the same time. There are a lot of evidence to prove that electrons behave like
particles. An electron is a type of subatomic particle which has a definite mass and definite charge and is
often portrayed as a solid particle orbiting a nucleus of an atom.
But, what evidence supports the idea that electrons behave like waves? It is the double-slit
experiment by Thomas Young. In this experiment, electrons are fired at a barrier with two narrow slits either
simultaneously or one at a time. A detector screen was place to see the result. After passing through the
narrow slits, an interference pattern was formed on the screen. Interference patterns are series of alternating
bright and dark bands that are more of a characteristic of waves, rather than of particles.
The following are some of the wave properties of light.
Dispersion is the separation of white light into a spectrum of colors by the process of
refraction. In this process, when white light passes from air into a glass prism, it splits into
rainbow colors, ROYGBIV. Among these colors, violet bends the most, and red bends the
least.
Scattering is the process where light rays deviate from its path due to nonuniformities in
the medium through which they pass. These non-uniformities include dust particles, gas
molecules, droplets, etc.
Interference is a phenomenon that occurs when two light waves meet while traveling along with the same
medium. Superposition principle is the basic principle used in the interference of light. Incoming light waves
can either superimpose constructively or destructively. If they combine constructively, the intensity increases
while when they add destructively, it decreases.
Types of Interference:
A. Constructive Interference - occurs at any location along with the medium where the two interfering
waves have a displacement in the same direction. For example, the crest of one wave meets the crest of a
second wave, they will interfere in such a manner as to produce a "super-crest." Similarly, interference of a
trough and a trough produces a "super-trough”. In this case, the intensity of the wave increases.
B. Destructive Interference - occurs when two interfering waves are with opposite displacements. For
example, a crest meets with a trough. Destructive interference often decreases the resulting displacement of
a wave.
Diffraction is a process in which a light ray travels through an obstacle or around a barrier and it spreads
out as a result. For example, sending light rays through a slit will spread it out that makes a wider stream of
light. The smaller the slit, the greater the diffraction effect. Diffraction also produces interference patterns.
III. LEARNING
RESOURCES
A. References Physical Science Learner’s Module 5, LAS Week 4
B. Value Focus Appreciate the importance of Light Waves in our daily lives.
IV. PROCEDURES
Teacher’s Activity Annotation
Prayer
A. Preliminary Checking of Attendance
Activity/ies Greetings
Class rules
1. Drill (optional)
2. Review The teacher will show the diagram on the TV screen and the students
will arrange and identify the scrambled letters and point out the
following Ray models of light by using flashcards and answer the
following questions, every question that answered would be rewarded
and after the learner answered the question he/she can give the
number to the teacher and that number based on the list of the
attendance that will be the next to answer the questions.
Obective 1
1. YAR TNEDICNI- Incident Ray Apply knowledge of content within and across
curriculum teaching areas (PPST Indicator
2. ECNEDICNI FO GLEAN- Angle of Incidence
3. LNIE MALNOR- Normal Line
4. YAR TIONFLECRE- Reflection Ray
5.GLEAN OF TIONSREFLEC- Angle of reflections
6.CULARSPEC REFTIONLEC- Specular Reflections
7. REFTIONLEC FUSEDIF - Diffuse Reflections 1.1.2)
Objective no.4
Use a range of teaching strategies that
enhance learner achievement in literacy and
numeracy skills (PPST Indicator 1.4.2)
1. What is the angle of incidence of mirror 1?
Ans: 56 degrees
2. What is the angle of reflection in mirror 1?
Why?
Ans:56 because the angle of incidence is
equal to the angle of reflection.
3. What is the angle of incidence of mirror 2?
Ans: 45 degrees
1,Dispersion /diˈspərZHən,diˈspərSHən/
3. Unlocking of 2.Scattering ska·tr·uhng
Difficulties (optional)
3.Interference in·tr·fee·ruhns
4. Diffraction duh·frak·shn
Obective 1
Apply knowledge of content within and across
Light is all around us. It allows us to see in the dark. Its properties are curriculum teaching areas (PPST Indicator
important in many aspects of our lives. Read the poem below and
determine the wave properties.
B. Developmental
Activities
Today let’s talk about Wave Behavior of Electrons.
What would you prefer to do on a rainy day: play under the rain or take
1. Presentation a cup of milk tea while reading your favorite book? After the rain, what
phenomenon do you often see in the sky? Just as the lyrics of a song
say, “there is always a rainbow after the rain.” Today’s discussion will
help you understand what is needed for the formation of a rainbow.
The teacher will give three colors of candy to the learners and that
candy served as group of learners, each group will have a leader,
secretary and presenter and each group you can use their phone to
search the definition of light phenomena. And group 1 will perform
Objective no. 6
through news casting, Group 2 will perform through poem, and group 3
will perform a rap song in 15 minutes. Maintain supportive learning environments that
nurture and inspire learners to participate,
cooperate and collaborate in continued
Let There Be Light! learning (PPST Indicator 2.4.2)
Objective no.8
2. Activity Design, adapt and implement teaching
strategies that are responsive to learners with
disabilities, giftedness and talents (PPST
Indicator 3.3.2)
Rubrics:
Clarity of content- 40%
Presentation- 30%
Collaboration and unity- 15%
Time management- 15%
TOTAL 100%
1. Based on your activity, how will you describe light?
Ans: Light is a wave and particle at the same time; as a wave, it can be
dispersed, scattered and diffracted.
2. Give one scenario that can explain dispersion and scattering.
3. Analysis 3. How can you identify Interference in your applications?
4. What is the use of interference in your applications?
5. Explain diffraction in your application?
6. Why rainbow appears after the rain?
4. Abstraction/ A. Teacher let the students state and explain the following: Objective no.9
Generalization Plan and deliver teaching strategies that are
1. Dispersion responsive to the special educational needs of
learners in difficult circumstances, including:
2. Scattering geographic isolation; chronic illness;
displacement due to armed conflict, urban
3. Interference resettlement or disasters; child abuse and child
4. Diffraction
B. The teacher will give an example of applications of light phenomena
and the leaners will identify though the following actions:
Dispersion- Stand up labor practices (PPST Indicator 3.4.2)
Scattering- hands up while holding hands. Objec Objective no. 5
Interference - clapping Use effective verbal and non-verbal classroom
communication strategies to support learner
understanding, participation, engagement and
Diffraction- bending. achievement (PPST Indicator 1.7.2)
1. Formation of rainbow
2. blue sky
3. soap bubbles
4.CD or DVD disk
Scenario: A Day at the Beach
Imagine that you are in the beach on a sunny day. You are wearing
sunglasses, looking at the water, and noticing the rainbow in the sky
after a light drizzle.
Based on that scenario explain the following:
1. Reflection
2. Refraction
3. Diffraction
4. Scattering
Ans:
1.Reflection – as you look at the water, you notice the bright reflection
of the sun on the surface. This happen because light bounces off the
Objective no.7
smooth water surface at the same angle it arrives. You might see your
reflection in the water if it’s calm. Apply a range of successful strategies that
2.Refraction- If you look at the water near the shore, you notice that maintain learning environments that motivate
5. Application object, like your feet or a shell, appear bent or displaces. This happens learners to work productively by assuming
responsibility for their own learning (PPST
because light changes speed and direction as it moves from air into Indicator 2.5.2)
water, causing the objects to look distorted.
3. Diffraction- As waves pass through small openings between rocks or
around obstacles, they spread out. Similarly, if you hear someone
speaking from behind a beach umbrella, the sound waves bend around
it, allowing you to hear them even though you can see them directly.
4.Scattering- The sky appears blue to scattering. After light drizzle,
sunlight interacts with tiny water droplets in the air, scattering light in
different directions. Shorter wavelengths (blue and violet) scatter more,
making the sky blue, while the water droplets break sunlight into
different colors, forming a rainbow.
This scenario beautifully illustrates how light interact with different
surfaces, medium, creating the stunning visuals of a day at the beach!
6. Evaluation Direction: Differentiate the dispersion, scattering, interference, and Objective no.7
diffraction by its application through matching type. Match the column A Apply a range of successful strategies that
to column B. maintain learning environments that motivate
learners to work productively by assuming
Column A Column B responsibility for their own learning (PPST
Indicator 2.5.2)
1.Formation of Rainbow A. Dispersion
2. Blue sky B. Scattering
3. Soap bubbles C. Interference
4. CD/DVD Disk D. Diffraction
5. Sunrise
TEST II:(6-10) explain
“Which of these phenomena do you think has the most impact on
everyday life? Why?”
Rubrics:
Clarity of thought- 50%
Grammar and spelling-50%
TOTAL 100%
Objective no.3
Ensure the positive use of ICT to facilitate the
teaching and learning process (PPST Indicator
1.3.2)
Objective no.9
7. Assignment/ Research and write a one-page report on how one of these wave
Enrichment/ phenomena is applied in modern technology. (e.g., fiber optics, 3D Plan and deliver teaching strategies that are
responsive to the special educational needs of
Remediation halograms, anti reflected coatings, astronomy). learners in difficult circumstances, including:
geographic isolation; chronic illness;
displacement due to armed conflict, urban
resettlement or disasters; child abuse and child
labor practices (PPST Indicator 3.4.2)
V. REMARKS
VI. REFLECTION
Prepared by: Checked/Validated by:
RONALYN T. JAVA AMELA ROSE T. DAMASCO,Ph.D
Subject Teacher Master Teacher II-SHS
Approved:
JUDY ANN B. NONATO
Principal III
