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Physical Science
Quarter 2 – Module 7
Light: A Wave and a Particle
Science – SHS
Self-Learning Module
Quarter 2 – Module 7: Light: A Wave and a Particle
First Edition, 2020

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Development Team of the Module

Writers: Heide R. Bernas Carmelita E. Escaňo Joy B. Luna
Zyra S. Gutierrez Edgar Corder Faith L. Corpuz
Leonila F. Corder Roden E. Solatorio Sheila A. Osama
Ivy S. Matillano Christine Grace D. Toreta Jaypee S. Domider
Joane Mae M. Magdayao
Editors: Retchie Joy B. Pisaṅa, Emma T. Surita
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 SHS

Physical Science
Quarter 2 – Module 7
Light: A Wave and a Particle
Introductory Message
For the facilitator:

Welcome to the Physical Science for Senior High School Self Learning
Module (SLM) on Light: A Wave and a Particle.

This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in helping the
learners meet the standards set by the K to 12 Curriculum while overcoming their personal,
social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help learners
acquire the needed 21st century skills while taking into consideration their needs and
circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that will
help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage their
own learning. Furthermore, you are expected to encourage and assist the learners as they
do the tasks included in the module.

For the learner:

Welcome to the Physical Science SHS Self Learning Mode (SLM) Module on “Light:
A Wave and a Particle.”

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and accomplish.
Hence, the hand in this learning resource signifies that you as a learner is capable and
empowered to successfully achieve the relevant competencies and skills at your own pace
and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to process
the contents of the learning resource while being an active learner.
 This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to check

what you already know about the lesson to take.
If you get all the answers correct (100%), you
may decide to skip this module.

What’s In This is a brief drill or review to help you link the

current lesson with the previous one.

What’s New In this portion, the new lesson will be introduced

to you in various ways such as a story, a song, a
poem, a problem opener, an activity or a
situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent practice

to solidify your understanding and skills of the
topic. You may check the answers to the
exercises using the Answer Key at the end of the
module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will help

you transfer your new knowledge or skill into real
life situations or concerns.

Assessment This is a task which aims to evaluate your level of

mastery in achieving the learning competency.

Additional Activities In this portion, another activity will be given to

you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the module.
Use a separate sheet of paper in answering the exercises.

2. Don’t forget to answer What I Know before moving on to the other activities included
in the module.

3. Read the instruction carefully before doing each task.

4. Observe honesty and integrity in doing the tasks and checking your answers.

5. Finish the task at hand before proceeding to the next.

6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not hesitate to
consult your teacher or facilitator. Always bear in mind that you are not alone.

We hope that through this material, you will experience meaningful learning and gain
deep understanding of the relevant competencies. You can do it!

What I Need to Know

Light is a kind of electromagnetic wave. It propagates in the form of varying magnetic

and electric field. In fact, visible light is a small part of the electromagnetic spectrum.

As a wave, different color of light has different wavelength. The wavelength of visible
light ranges from 400nm to 700nm, for violet and red light respectively. (nm for nanometer,
which is 10-9m.

Lesson 1: Reflection and Refraction

Lesson 2: Photon Concept of Light

Learning Objectives:

1. State the different theories about reflection and refraction.

2. Demonstrate reflection and refraction properties as explained by the wave model and
the particle model of light.
3. Appreciate the contribution of Galileo and Roemer on the speed of light.
4. Explain how the photon theory of light accounts for atomic spectra.
5. Discuss why red light is used in photographic dark rooms.
6. Determine why you easily get sunburned in ultraviolet light but not in visible light.
 7. Explain how you see colors.

What I Know
Multiple Choice: Choose the letter of the correct answer. Write your answers in your
notebook. One (1) point each correct answer.

1. Which of the following is Sir Isaac Newton’s theory that explains light as a particle?
a. Corpuscular Theory c. Quantum Theory
b. Electromagnetic Wave Theory d. Wave Theory
2. What happens when light hits a smooth surface?
a. Bent around corners c. Reflected
b. Polarized d. Refracted
3. A stick partly submerged obliquely in water appears to be bent at a point where it enters
the water surface. Which one of the following gives explanation for this observation?
a. Dispersion of light on entering water
b. Light does not travel in straight line in water.
c. Diffraction of light by the surface of the water
d. Refraction of light due to differences in speed of light in air
4. What did the experiment of Galileo and Roemer want to prove?
a. The speed of light is finite c. The speed of light is slow
b. The speed of light is infinite d. The speed of light is immeasurable
5. Which of the following did Roemer study closely that led him to measure the speed of
light?
a. The time of orbit of Io around Jupiter.
b. The revolution of Io around Jupiter.
c. The rotation of Io around Jupiter.
d. The time of rotation of Io on its axis.
6. Which of the following statement is TRUE in the idea of Roemer about the speed of
light?
a. When Earth is farther away from Jupiter, light needs shorter time to reach Earth.
b. When Earth is closer to Jupiter, light needs shorter time to reach the Earth.
c. When the Earth is closer to Jupiter, light needs longer time to reach the Earth.
d. When Earth is farther away from Jupiter, light needs the same time to reach Earth.
7. Which of the following explains reflection of light by its particle nature?
a. It acts the same way as a ball that hits a surface.
b. It acts like a sound wave that echoes when it hits a surface.
c. It is an electromagnetic wave.
d. It has the fastest speed.
8. Which of the following theories of light explain its reflection property?
a. The theory states that light acts like sound wave that echoes when it hits a surface.
b. The theory states that light reflects according to its angle and produces an upright
image.
c. The theory states that light is an electromagnetic wave.
d. The theory states that light has the fastest speed.
9. Which of the following statements is true about atomic spectra?
a. It is an energy given to the electron.
b. It is a series of colored lines with black spaces in between.
c. It is also called photons.
 d. It is discrete bundle of electromagnetic energy moving at the speed of light.
10. How is frequency related to the energy an electron carries?
a. Increasing the frequency would increase the energy of the ejected electrons.
b. Increasing the frequency would decrease the energy of the ejected electrons.
c. Increasing the frequency would not change the energy of the ejected electrons.
d. Increasing the frequency would split the energy of the ejected electrons.
11. Why other colors cannot be used in a photographic dark room other than red?
a. Violet has the lowest frequency compared to the rest of the colors which means it
also has least amount of energy just enough not to damage the film in a photographic
dark room.
b. Other colors have the greater frequency compared to red which means they also
have greater amount of energy that can damage the film in the photographic dark
room.
c. Red has the highest frequency compare compared to the rest of the colors which
means it also has the least amount of energy just enough not to damage the film in a
photographic dark room.
d. Red has the highest frequency compared to the rest of the colors which means it also
has the highest amount of energy just enough not to damage the film in a
photographic dark room.
12. Which of the following is not true why do we get easily sunburned by ultraviolet light but
not under the visible light?
a. Ultraviolet radiation has greater frequency than visible light.
b. Ultraviolet radiation has greater energy than visible light.
c. Ultraviolet has longer wavelengths and greater frequency than visible light.
d. Ultraviolet light has shorter wavelengths and greater frequency than visible light.
13. Which of the following is NOT true about colors?
a. It is not innate to objects.
b. It only exists in the human visual system.
c. It is innate to objects.
d. It is determined by frequencies.
14. Who famous scientist first developed the concept of photon?
a. Isaac Newton b. Albert Einstein c. Aristotle d. Max Planck
15. What particles make up light?
a. Protons b. Neutrons c. Electrons d. Photons

Lesson

1 Reflection and Refraction

Learning Objectives:

1. State the different theories about reflection and refraction.

2. Demonstrate reflection and refraction properties as explained by the wave model and the
particle model of light.
3. Appreciate the contribution of Galileo and Roemer on the speed of light.
 What’s In

In your previous Science classes, you have learned about the distinction between
Newton’s First Law of Motion (or Law of Inertia) and Galileo’s idea of motion. To check your
understanding please answer the following questions:

1. What do you call the tendency of any material to change its state of motion?

2. What will happen to the rolling ball based on the idea of Galileo about motion?

Figure 1. Ball rolling in a plane.

What’s New

Today you will learn that light could be a wave or a particle. It has properties and
speed. In this activity, you will find out what will happen to a ray of light as it strikes a smooth
surface.

Activity 1
How do I Look?

Material: Beauty kit mirror

Procedures:
1. Get a beauty kit mirror.
2. Hold the beauty kit mirror 1 foot away from you.
Guide questions:
1. What did you see on the mirror?
2. Explain your observation.
 What is It
In the activity that you had performed, you observed that light is a wave and when it
struck a surface it bounced back. In this lesson, you will learn about the nature of light and
its properties specifically reflection and refraction properties.

1.1 Theories about the Nature of Light

There were two prominent theories about the nature of light back in the seventeenth
century. These are the wave theory and the particle theory.

The Wave Theory of Light

In 1690, Christiaan Huygens, a Dutch astronomer and physicist, proposed

the wave theory of light. This theory states that light is a longitudinal wave transmitted
through an aether ‒ a mystical substance that exists and fills all the spaces in the universe.
He believed that the aether moved in the same direction as light, and formed a wave which
carried the light waves

The Corpuscular Theory of Light

In 1675, Isaac Newton proposed the corpuscular theory, also known as

the particle theory of light. This theory states that light was composed of tiny particles
called corpuscles. According to Newton, light traveled through a vacuum in a straight line,
and cannot be considered as a wave.

1.2 Properties of Light

Reflection

Reflection occurs when light bounces back as it hits a reflecting surface, such as a

mirror. This phenomenon can be described using light rays. The ray of light that hits the
reflecting surface is called an incident ray. After hitting the surface, it bounces off as
a reflected ray. The incident ray and the reflected ray form angles with the normal line,
which is a line perpendicular to the reflecting surface. These angles are called angle of
incidence and angle of reflection, respectively. The relationship between the angle of
incidence and the angle of reflection is illustrated in the law of reflection. This law states
that the angle of incidence, the angle of reflection, and the normal line are found on the
same plane; and the angle of incidence is equal to the angle of reflection.

Figure 2. Reflection of Light

Types of Reflection

There are two types of reflection: regular reflection and irregular reflection.

 Regular reflection, also known as specular reflection occurs when light strikes a

smooth surface like a mirror, and light rays are reflected in one direction.
 Irregular reflection or diffuse reflection occurs when light strikes a rough surface,
and light rays are reflected in random directions.

Figure 3. Types of Reflection

According to the wave theory, when light waves struck a mirror, they are reflected
according to their angles, but the wave turned back to front and produced a reversed image.
The shape of the waves depends on the distance of light from the mirror. Just like sound
waves, which echoes upon striking a surface, light waves behave the same way.

Figure 4. Particles and Waves reflected by a Mirror.

In the particle theory, an emitted light, whether near or far, is reflected as it arrives

at the mirror surface. A huge number of particles travel side by side with each other and they
bounce at different directions upon reaching the interphase, producing a reversed image as
depicted in the figure above. Light reflects the same way as a ball hits a surface.

Refraction

Refraction is the bending of light due to the change in its speed when it obliquely
passes two different media. When light travels from a medium with a low refractive index to a
medium with a higher refractive index, it slows down and refracts closer to the normal line.
On the other hand, when light travels from a medium with a high refractive index to a
medium with a lower refractive index, it speeds up and refracts away from the normal line.
The light ray that is entering a different medium is called the incident ray while the bent ray
is called the refracted ray.
 Figure 5. Refraction of Light

Refractive index or Index of Refraction describes how light propagates through a

medium. A higher refractive index means the light propagates slower, and its direction
changes more upon entering a medium. A lower refractive index means the light travels
faster, and its direction changes less upon entering a medium.

According to the wave theory, when a beam of light travels into two different
refractive indices, the beam undergoes refraction by changing its direction as it passes from
the first medium into the next medium. Some of the light waves would pass through, while
the rest of the waves travel at a slower rate in the first medium due to the high refractive
index of the second medium. Since the wave front is traveling at two different speeds, it will
bend in the second medium thus, changing the angle of propagation. Just like how
the sound waves and water waves refract, light follows the same way.

Figure 6. Refraction of Particles and Waves.

On the other hand, the particle theory of light suggested that when the light
particles pass through a medium like water, they experience an attractive force towards the
water. When light passes from air (less dense medium) to water (denser medium), it slows
down and bends towards the normal which means away from the surface.
 Activity 2
Bent Pencil

Materials: 1 transparent glass, water, pencil

Procedures:

1. Get a glass half-filled with water.

2. Place a pencil in this glass of water
3. Look at the pencil at the top of the glass.
4. Look from the side of the glass.
5. Remove the pencil out of the water.
Figure 7. Glass with water and pencil.
Guide Questions:

1. Is there a difference between the way the pencil looks in water and the way it
looks in air?
2. How does the pencil appear in water and in air?
3. Explain your observation.
The pencil appears bent when it is partly submerged in water. This shows that a light
ray bends as it passes from air to water. The change in direction or the bending of light
when it passes from one medium to another of different optical density is called refraction.

1.3 The Speed of Light

In 1638, Galileo Galilei conducted an experiment to measure the speed of light by

positioning two observers, each with lanterns equipped with shutters. The time between the
openings of the shutters of the two observers indicated the time for the light to travel back
and forth between lamps. Light traveled so fast that made it impossible to measure the time
interval with just using the shutters. This led to his basic principle or relativity, which states
that the same laws of motion are applied to any system that is moving at a constant speed,
regardless of their specific speed and direction.

Ole Roemer in 1678 was the first person to measure the speed of light. He was
observing the orbit of Io, the closest of the four large moons of Jupiter. His goal was to get
an accurate value for the moon’s orbital period by the eclipses of Io by Jupiter. The orbital
value of Io is 1.769 Earth days. The moon is eclipsed by Jupiter once every orbit. As the
years past, Roemer noticed that the time interval between eclipses became shorter as Earth
moved toward Jupiter and longer when it moved away from it.

He concluded based on the collected data that the time difference was due to the
finite speed of light. The light coming from Jupiter had to travel farther to reach Earth when
they are on the opposite sides of the sun than when they are close to each other. He
estimated that the time required for light to travel across Earth’s diameter is twenty
minutes. Thus, the speed of light can be computed by dividing the diameter of Earth’s orbit
by the time difference.

Now you have learned the nature and properties of light. You know that when light
strikes the smooth surface it bounces back. In this activity, you will apply the concept that
you have learned.
 What’s More
Activity 3. Image in Plane Mirror

Materials: Graphing paper, Plane mirror and ball pen (red and black)

Images in plane mirror

1. Draw a horizontal red line at the middle part of a sheet of graphing paper.
2. At the lower portion of the graphing paper, put three dots at different distances from
the red line. Label them A, B, and C.
3. Position a mirror at the red line (figure 8).

A
C

Figure 8. Graphing Paper and Plane Mirror.

Observe how far from the red line the point images of A, B, and C appear on the
mirror.
4. While holding the mirror on the red line, determine the distance of each point image.
Count the number of vertical lines from the base of the mirror to the point image.
Record your data in column 3.
Table 1

Object Object distance Image distance

(no. of vertical lines) (no. of vertical lines)

5. Remove the mirror. Count the number of vertical lines from the red line to each dot.
Record your data in column 2 of table 1.
6. Based on your results, what can you conclude about object and image distance in
plane mirrors?
 Note: Your answers will be written in a 1 whole sheet of pad paper.

What I Have Learned

Distinguish the difference between reflection and refraction based from the points of
comparison. Redraw table 1 in your notebook.

Activity 4. Comparison Chart: Reflection and Refraction

Table 1. Comparison Chart. Reflection and Refraction

BASIS FOR COMPARISON REFLECTION REFRACTION

Meaning

Medium

Waves

Angle of incidence
 What I Can Do

To check your understanding about the topic reflection and refraction answer the
question below.

A. HOW DOES LIGHT REFLECT?

A reflecting ray is shown in the diagram below. Identify the parts shown by number. Choose
your answers inside the box.

Incident ray Normal

Reflected ray Angle of incidence
Angle of reflection

1. ___________________
2. ___________________
3. ___________________
4. ___________________
5. ___________________

Figure 9. How does light reflect?

B. Refraction: Choose the correct word/s from the diagram and write it on your notebook.

1. a. In the diagram, light is passing from

(glass to air, air to glass)
b. Glass is (more, less) dense than
air.
2. The light is hitting the glass (at an
angle, straight on).
3. The light (is, is not) bending. It (is, is
not) being refracted.
4. The light being refracted (toward,
away) from the normal.
5. Write the part of the Law of refraction Figure 10. Application of Refraction of Light
that explains why this is happening.

Great work! You did a good job in applying what you have learned!
Lesson
Photon Concept of Light
2
Learning Objectives:

1. Explain how the photon theory of light accounts for atomic spectra.
2. Discuss why red light is used in photographic dark rooms.
3. Determine why you easily get sunburned in ultraviolet light but not in visible light.
4. Explain how you see colors.

What’s In

In your previous topic, you’ve learned about how the propagation of light, properties
of light like reflection, and refraction as explained by the wave model and the particle model
of light. Answer the following questions based on your understanding on the previous
lesson.

1. What happen to the ray of light when it strikes the smooth surface?

2. What is the measure of the angle of reflection, if the measure of the angle of
incidence is 40o?

3. Why the speed of light changes as it passes from air to glass?

What’s New
To let you understand the concept of light, below is a simple activity on light. Before
you start, please prepare first the materials needed and read the procedures carefully. As
part of your documentation, you may take pictures in every activity.

Activity 1. What’s My Color?

Materials:

1 red flower 1 red cellophane

1 green leaf 1 blue cellophane
1 cotton ball 1 green cellophane

Procedures:

1. Get three (3) different colored pieces of cellophane (red, blue, and green) one red
flower, one green leaf, and a cotton ball.
2. Place each object behind each cellophane one at a time.
3. Write the color of the object when it is placed behind each colored cellophane.
 4. Copy the table in your notebook and write your observation.

Table 2. What's My Color?

OBJECT RED CELLOPHANE BLUE CELLOPHANE GREEN CELLOPHANE

Red flower
Green leaf
Cotton ball

Good job! You may now answer the question provided below.

Guide question:

1. What happened to the color of the objects when they passed through the colored screen
like cellophane?

Now you are ready to learn more!

What is It

In the activity that you had performed, you have seen that light can be absorbed,
reflected and transmitted. The colors of the objects depend upon the light is reflected. Int his
lesson, you will learn about the Photon Theory of Light and the visible spectrum.

Atoms are composed of electrons, protons, and neutrons. Inside an atom, electrons

are located at specific energy levels, and they can move to higher energy level when given a
certain amount of energy, for example through collisions with light.

What is light made of? This is not an easy question. Light has no mass and it is not
really considered matter. We couldn’t live without light. Light is unique that it behaves like
both a particle and a wave.

In this module, you will learn about light as a wave and a particle, photon theory of
light accounts for atomic spectra, red light uses in photographic dark rooms, reasons why we
get sunburned in ultraviolet light but not in in visible light and how we see colors. Light is
important in our everyday life. Natural light or daylight is the source of life. Plants using light
to make their own food in the process of photosynthesis. Human beings are using light as
the source of energy, for seeing, identifying colors and many more. We need light in order to
do work and provide our necessities. Life is not possible without light. Human and animals
will not exist without the presence of light.

There are a lot of practical applications can be applied in the concept of light as a
wave and a particle. Such as sunbathing, photosynthesis, and color of objects. In
sunbathing, UV light has higher frequency than visible light and has a sufficient energy that
can cause skin damage. In photosynthesis, chlorophyll reflects green light and absorbs red
and blue most strongly. And the color of an object we see depends on the color reflects or
absorbs on the spectrum. Later on, you will find out how light affects our daily lives
2.1 The Photon Theory of Light

Light is composed of photons. Based on the photon theory of light, a photon is a

discrete bundle of electromagnetic energy moving at the speed of light, has no rest mass but
has momentum and carries energy. This energy is given to an electron upon their collision,
which causes it to move up to the next energy level. After about 10−810-8 s, it will go back to
its original level and emit light in the form of photons.
The Photoelectric Effect

The photoelectric effect refers to the ejection of electrons from a surface of a metal

in response to light directed to the metal. Albert Einstein proposed that light consisted of
individual photons, which interacted with the electrons in the surface of the metal. For each
frequency or color of the incident light, each photon carried energy. Increasing intensity of
light corresponded to increasing incident of photons while the energy of the photons
remained the same. More electrons are ejected upon the increase in incident light.
Increasing the frequency of light would increase the energy of the ejected electrons. The
energy carried by a photon is directly proportional to its frequency. The arrangement of the
visible spectrum of light shows that red color has the least frequency, which means it also
has the least energy. Since photographers use light-sensitive photographic papers, red light
would not overexpose and ruin the pictures during the developing process.

2.2 Color Spectra

Colors are not innate to objects. They give off light that appears as colors. Colors
only exist in the human visual system and is determined by frequencies. When light reaches
the eye, it falls into a receptor cell at the back of the eye or retina and gives signals to the
brain, which interprets the image with colors. 

Figure 11. Color Spectra.

Colors are based on frequencies. Given an ample bright light at around 400 THz, a person
would be able to perceive a dull red. As the frequency increases, the color gradually
changes from red to violet.

Figure 12. Color Frequency and Wavelength.

2.3 The Colors of Objects

Why objects appeared to have colors? Example red rose? Green leaf? Why do you
see things around you?

The Colors in Light

Sunlight separates into different colors, called visible spectrum, as it passes through
a prism. The spectrum consists of colors of the rainbow: red, orange, yellow, green, blue,
indigo and violet colors. The most prominent colors are red, green and blue. These are the
colors which our eyes are most sensitive to. Red, green and blue (RGB) are the three
primary colors in light. Different combinations of these colors result in other colors. See
examples in figure 14.

Addition of Primary Color of

Light
Yello Magent
w a

Red + Blue = Magenta

Figure 13. Addition of Primary Color of Light

Color of Opaque Objects

When white light falls on an object which does not transmit light, one of the three
things happens:

1. All of the colors in white light may be reflected, in which case the object will appear
white.
2. Some of the colors may be reflected, in which case the object appears colored.
3. All the colors are absorbed by the object, in which case the object appears black.
For example, a red shirt looks red because it absorbed the wavelengths of light from
violet/blue end of the spectrum. A leaf of a plant is green because it reflects green light. See
the illustration below.

Reflects Red
Orange
Appears Red Orange
ROYGBIV

Figure 14. Absorption and Reflection of Light.

2.4 Ultraviolet Radiation Paper absorbs YGBIV

Different colors of light have photons of different energies. Based on the frequency
and wavelength in a visible light, red has low frequency and long wavelength, which means
that it contains less energy. Blue, on the other hand, has high frequency and short
wavelength, which means it contains more energy. Beyond the visible light, the ultraviolet
light has greater frequency and shorter wavelength, which means it carries greater energy
than the visible light. This explains why we easily get sunburned under the ultraviolet rays
of light than under the visible light.

What’s More
Activity 2. Color of Objects

A. Determine the color of light that will result in the combination below:

Blue 1 Green Cyan 2 Red

B. Determine what color(s) of light will be reflected and the color appearance of the paper.

What I Have Learned

Complete the statements by writing the appropriate word/s. Write your answer in
your notebook.

1. The term _____ waves commonly used for electromagnetic regions in or near the visible
region. It belongs to a family of waves that include radio waves, microwaves, and X-rays.
2. Based on the ______ theory of light, a photon is a discrete bundle of electromagnetic
energy moving at the speed of light, has no rest mass but has momentum, and carries
energy. This energy is given to an electron upon their collision, which causes it to move
up to the next energy level. After about 10−810-8 s, it will go back to its original level and
emit light in the form of photons.
3. The emitted light has a certain wavelength that corresponds to different colors and can
be observed as a series of colored lines with black spaces in between is called
__________.
4. A ___________ rooms used to process photographic film, to make prints and to carry
out other associated tasks. A room that can be made completely dark to allow the
processing of the light-sensitive photographic materials, including film and photographic
paper.
5. _________light has greater frequency and shorter wavelength, which means it
carries greater energy. It can also cause sunburns. If too much of it hits your skin, it can
damage your skin cells.
6. _________light, has lesser frequency and longer wavelength, which means it
carries lesser energy than the ultraviolet light.
7. A ________ is a bundle of electromagnetic energy. It is the basic unit that makes up all
light. Sometimes referred to us a “quantum” of electromagnetic energy.
 Assessment What I Can Do
You will
now proceed to another activity which is the Handprint.

Activity 3. Handprint

Materials:

1 Construction paper (red or green work best)

1 Sunscreen (a brand that is at least SPF 30 and doesn’t contain metal oxides works best)
4 Small rocks

Procedures:

1. Open the sunscreen and squirt a pea-sized amount onto your hand.
2. Rub the sunscreen all over the palms of your hands and the surfaces of your fingers.
Don’t rub it in so much that the sunscreen all absorbs into your skin. You should still barely
see the thin layer of sunscreen on your hands.
3. Place your hands firmly on the construction paper. Be sure to press down all of your
fingers and the palms of your hands.
4. Place the piece of construction paper outside in a sunny spot. Make sure that the spot you
choose will have constant sunlight for 3 to 4 hours.
5. Place a small rock on each corner of the sheet of paper. This will prevent the paper from
blowing away in the wind.
6. Leave the paper out in the sun for 3 to 4 hours.
7. After the long wait is over, go outside and look at your paper.
8. Write your observations in the table provided.

AREAS OF THE CONTRUCTION PAPER OBSERVATION AFTER 3 TO 4 HOURS

With Sunscreen

Without Sunscreen

Great work! You did a good job in applying what you have learned!

Answer the following questions based on your observation on a separate of paper.

Guide questions:

1. What happened to the color of the paper?

_________________________________________________________________________

2. What made the color of paper differ from its original color?
_________________________________________________________________________

Multiple Choice: Choose the letter of the correct answer. Write your answers in your
notebook. One (1) point each correct answer.
1. Which of the following is Sir Isaac Newton’s theory that explains light as a particle?
a. Corpuscular Theory c. Quantum Theory
b. Electromagnetic Wave Theory d. Wave Theory

2. What happens when light hits a smooth surface?

a. Bent around corners c. Reflected
b. Polarized d. Refracted

3. A stick partly submerged obliquely in water appears to be bent at a point where it enters
the water surface. Which one of the following gives explanation for this observation?
a. Dispersion of light on entering water
e. Light does not travel in straight line in water.
f. Diffraction of light by the surface of the water
g. Refraction of light due to differences in speed of light in air

4. What did the experiment of Galileo and Roemer want to prove?

a. The speed of light is finite c. The speed of light is slow
b. The speed of light is infinite d. The speed of light is immeasurable

5. Which of the following did Roemer study closely that led him to measure the speed of
light?
a. The time of orbit of Io around Jupiter. c. The rotation of Io around Jupiter.
b. The revolution of Io around Jupiter. d. The time of rotation of Io on its axis.

6. Which of the following statement is TRUE in the idea of Roemer about the speed of
light?
a. When Earth is farther away from Jupiter, light needs shorter time to reach Earth.
b. When Earth is closer to Jupiter, light needs shorter time to reach the Earth.
c. When the Earth is closer to Jupiter, light needs longer time to reach the Earth.
d. When Earth is farther away from Jupiter, light needs the same time to reach Earth.

7. Which of the following explains reflection of light by its particle nature?

a. It acts the same way as a ball that hits a surface.
b. It acts like a sound wave that echoes when it hits a surface.
c. It is an electromagnetic wave.
d. It has the fastest speed.

8. How can the wave nature of light explain its reflection property?
a. The theory states that light acts like sound wave that echoes when it hits a surface.
b. The theory states that light reflects according to its angle and produces an upright
image.
c. The theory states that light is an electromagnetic wave.
d. The theory states that light has the fastest speed.

9. Which of the following statements is true about atomic spectra?

a. It is an energy given to the electron.
b. It is a series of colored lines with black spaces in between.
c. It is also called photons.
d. It is discrete bundle of electromagnetic energy moving at the speed of light.
10. How is frequency related to the energy an electron carries?
a. Increasing the frequency would increase the energy of the ejected electrons.
b. Increasing the frequency would decrease the energy of the ejected electrons.
c. Increasing the frequency would not change the energy of the ejected electrons.
d. Increasing the frequency would split the energy of the ejected electrons.
11. Why other colors cannot be used in a photographic dark room other than red?
a. Violet has the lowest frequency compared to the rest of the colors which means it
also has least amount of energy just enough not to damage the film in a photographic
dark room.
b. Other colors have the greater frequency compared to red which means they also
have greater amount of energy that can damage the film in the photographic dark
room.
c. Red has the highest frequency compare compared to the rest of the colors which
means it also has the least amount of energy just enough not to damage the film in a
photographic dark room.
d. Red has the highest frequency compared to the rest of the colors which means it also
has the highest amount of energy just enough not to damage the film in a
photographic dark room.

12. Which of the following is not true why do we get easily sunburned by ultraviolet light but
not under the visible light?
a. Ultraviolet radiation has greater frequency than visible light.
b. Ultraviolet radiation has greater energy than visible light.
c. Ultraviolet has longer wavelengths and greater frequency than visible light.
d. Ultraviolet light has shorter wavelengths and greater frequency than visible light.

13. Which of the following is NOT true about colors?

a. It is not innate to objects.
b. It only exists in the human visual system.
c. It is innate to objects.
d. It is determined by frequencies.

14. Who is the famous scientist who first developed the concept of photon?
a. Isaac Newton b. Albert Einstein c. Aristotle d. Max Planck

15. What particles make up light?

a. Protons b. Neutrons c. Electrons d. Photons

Additional Activities
 Light is a wave and a particle. It changes its speed when it passes from one
transparent material to another. It bounces when it strikes a smooth surface. It has different
frequencies and wavelengths. It can be absorbed, and transmitted by opaque objects. Make
a concept map about light. Write a word or group of words that are associated to light. Write
it in a 1 whole sheet of paper.

Light

Answer Key
LESSON 1
 What I Know Assessment Activity #1. How do I Look?

1. a 1. a Possible answer:
2. c 2. c 1. Image, reflection
3. d 3. d 2. Answers may vary.
4. d 4. d
5. a 5. a
6. a 6. a
7. a 7. a
8. a 8. a Activity # 2. Refraction
9. b 9. b
10. a 10. a 1. Yes.
11. b 11. b 2. It is bent or broken.
12. c 12. c 3. The Pencil appears bent or broken because the speed of light
13. c 13. c changes as it passes from 1 medium to another of different optical
14. b 14. b density.
15. d 15. d

Activity # 3. Image in the Plane Mirror

4.
Figure A Object distance Image distance
Object
(no. of vertical lines) (no. of vertical lines)
A 8 8
1. Angle of Reflection B 3 3
2. Reflected Ray C 4 4
3. Angle of Incidence
4. Incident Ray 6. the distance of the object I always equal to the distance of the
images.

1. B. More
2. At an Angle
3. Is, is
4. Toward
5. When light passes from optically less dense material to optically denser material, the refracted ray is bent toward the
normal, or the angle of incidence is always greater than the angle of refraction when light passes from less dense
material to denser material.

Activity # 4. Comparison Chart: Reflection and Refraction

BASIS FOR COMPARISON REFLECTION REFRACTION

Reflection is described as the

Refraction means the shift in direction of
reverting back of light or sound
Meaning the radio waves, when it enters medium
waves in the same medium, when it
with different density.
falls on plane.

Light travels from one medium to

Medium Light returns to the same medium.
another.

Bounce off the plane and changes Pass through the surface, that changes
Waves
direction. their speed and direction.

Angle of incidence Equal to the angle of reflection. Not equal to the angle of refraction.

LESSON 2

What’s More

A.

1. Cyan
2. White
B.

1. Red
2. Red
3. ROYGBIV
4. White

What I Can Do
References:

Books:

Science and Technology Textbook for Fourth Year High School, First Edition, 1992
 Science and Technology Textbook for Fourth Year (Physics), Reprinted Edition,
2007, 2009
Exploring Science & Technology_ Anvil Publishing INC. Physics
James T. Shipman, Jerry D. Wilson, Charles A. Higgins, Omar Torres (2016). An
Introduction to Physical Science (14th ed.) Rex Book Store, Inc.
Melecio C. Deauna, Rosemarie D. Eusebio, Edvino G. Eusebio, Letecia V. Catris (
2001). The World of Physics. SIBS Publishing House Inc.

Online References:
http://orbitsimulator.com/mercy/Empirical%20and%20Molecular%20Formula
%20Worksheet%20solutions.htm (October 15, 2018)
https://www.merriam-webster.com/dictionary/structural%20formula (October 15,
2018)
https://www.google.com/search?
q=structural+formula+definition&tbm=isch&tbo=u&source=univ&sa=X&ved=2ahUKE
wjxo5XtwYjeAhUXWX0KHV_DBd8QsAR6BAgDEAE&biw=13 (October 15, 2018)
https://www.thoughtco.com/organic-chemistry-in-everyday-life-608694 (October 15,
2018)
https://answers.yahoo.com/question/index?qid=20120816141739AA2TvTe (October
15, 2018)
http://www.docbrown.info/uses.htm (October 15,
www.olympus-lifescience .com
http//byjus.com.
http://keydifferences.com/wp-content/uploads/2017/01/refraction.jpg
https: //en.m.wikepedia.org/wiki/Light
https;// www.duckster.com
https://spaceplace.nasa.gov/sunscreen-activity/en/
https://www.quipper.com
 EDITOR’S NOTE
This Self-Learning Module (SLM) was developed by DepEd SOCCSKSARGEN
with the primary objective of preparing for and addressing the new normal.
Contents of this module were based on DepEd’s Most Essential Competencies
(MELC). This is a supplementary material to be used by all learners of
SOCCSKSARGEN Region in all public schools beginning SY 2020-2021. The
process of LR development was observed in the production of this module. This is
Version 1.0. We highly encourage feedback, comments, and recommendations.

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN
Learning Resource Management System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 228 8825 / (083) 228 1893
Email Address: region12@deped.gov.ph