Q4 - General Physics 2 - For Printing

General Physics 2
Quarter 4 – Module 2
Magnetic Induction, Faraday’s Law,
EM Waves and Light, Spherical
Surfaces, Diffraction, Interference,
Relativity, and Radioactivity
DO_Q4_GeneralPhysics2_SHS_Module2
General Physics 2 – Grade 12
Alternative Delivery Mode
Quarter 4: Magnetic Induction, Faraday’s Law, EM Waves and Light, Spherical
Surfaces, Diffraction, Interference, Relativity, and Radioactivity
First Edition, 2020
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What I Need to Know
Suppose while shopping you go cashless and your parents use cards. The
cashier swipes the card and does not take a photo of the card or tap it. Why
does she swipe it? And how does this swiping deduct money from the card? This
happens because of the Electromagnetic Induction.
After going through this lesson, you are expected to:
1. identify the factors that affect the magnitude of the induced emf and
the magnitude and direction of the induced current (Faraday’s Law);
[STEM_GP12EMIVa-1]
2. compare and contrast electrostatic electric field and non-
electrostatic/induced electric field; [STEM_GP12EMIVa-3]
3. calculate the induced emf in a closed loop due to a time-varying
magnetic flux using Faraday’s Law [STEM_GP12EMIVa-4]
4. describe the direction of the induced electric field, magnetic field, and
current on a conducting/nonconducting loop using Lenz’s Law;
[STEM_GP12EMIVa-5]
5. compare and contrast alternating current (AC) and direct current (DC)
[STEM_GP12EMIVb-6]; and
6. characterize the properties (stored energy and time-dependence of
charges, currents, and voltages) of an LC circuit]. [STEM_GP12EMIVb-
8]
What I Know
Directions: Write the letter of the best answer. Do it on a separate sheet of paper.
1. Which among the following is true about Faraday’s law of Induction?
A. An emf is induced in a conductor when it cuts the magnetic flux.
B. An emf is induced in a conductor when it is just entering a magnetic
field.
C. An emf is induced in a conductor when it moves parallel to the
magnetic field.
D. An emf is induced in a conductor when it moves perpendicular to the
magnetic field.
2. A coil is spinning in a magnetic field. Which of the following will cause an
increase in the induced emf in the coil?
A. Spinning the coil faster.
B. Keeping the flux at a constant rate.
C. Removing the coil from the magnetic field.
D. Decreasing the number of turns of wire in the coil.
3. What is the direction of the induced magnetic field on the
diagram to the right?
A. Up B. Down C. Left D. Right
4. What does a DC current produce?
A. Electric Field C. Gravitational field
B. Magnetic Field D. Electromagnetic Field
5. What is proportional to the magnitude of the induced emf in the circuit?
A. Rate of change of voltage
B. Rate of change of magnetic flux
C. Rate of change of resistance offered
D. Rate of change of current in the circuit
(DO_Q4_GeneralPhysics2_
1
SHS_Lesson1)
Lesson Magnetic Induction and Faraday’s
1 Law
What’s New
Directions: Given the direction and change (increasing/decreasing) of the magnetic
field, Boriginal, determine the direction of Einduced. Do it on a separate
sheet of paper.
What is It
Magnetism can produce electric current, and electric current can produce
magnetism.
What is Electromagnetic Induction?

In 1831, two physicists, Michael Faraday in England
and Joseph Henry in the United States, independently
discovered that magnetism could produce an electric
current in a wire. Their discovery was to change the world
by making electricity so commonplace that it would power
industries by day and light up cities by night.
Figure 1
Electric current can be produced in a wire by simply
moving a magnet into or out of a wire coil. No battery or
other voltage source was needed to produce a current—only the motion of a
magnet in a coil or wire loop. Voltage was induced by the relative motion of a wire
with respect to a magnetic field.
The production of voltage depends only on
the relative motion of the conductor with respect to
the magnetic field. Voltage is induced whether the
magnetic field moves past a conductor, or the
conductor moves through a magnetic field. The
Figure 2
results are the same for the same relative motion.
The amount of voltage induced depends on how quickly the magnetic field
lines are traversed by the wire.
• Very slow motion produces hardly any voltage at all.
• Quick motion induces a greater voltage.
2
SHS_Lesson1)
Increasing the number of loops of wire that
move in a magnetic field increases the induced
voltage and the current in the wire.
Pushing a magnet into twice as many loops will
induce twice as much voltage as in Figure 3 (a).
Twice as many loops as another means twice as c. a. b.
much voltage is induced as in Figure 3 (b). For a coil
Figure 3
with three times as many loops, three times as
much voltage is induced as in Figure 3 (c).
We don’t get something (energy) for nothing by simply increasing the number
of loops in a coil of wire.
Work is done because the induced current in the loop creates a magnetic field
that repels the approaching magnet.
If you try to push a magnet into a coil with more loops, it requires even more
work.
Work must be done to move the magnet. In Figure 4 (a),

current induced in the loop produces a magnetic field,
which repels the bar magnet. In Figure 4(b), when the bar
magnet is pulled away, the induced current is in the
opposite direction and a magnetic field attracts the bar
magnet.
Figure 4
The law of energy conservation applies here.
The force that you exert on the magnet multiplied by the
distance that you move the magnet is your input work.
This work is equal to the energy expended (or possibly stored) in the circuit to
which the coil is connected.
If the coil is connected to a resistor, more induced voltage in the coil means
more current through the resistor. That means more energy expenditure. Inducing
voltage by changing the magnetic field around a conductor is electromagnetic
induction.
What is Faraday’s Law?

Electromagnetic induction is the process by which a current can be induced
to flow due to a changing magnetic field. Faraday’s law of induction is a
quantitative relationship between a changing magnetic field and the electric field
created by the change, developed on the basis of experimental observations made
in 1831 by the English scientist Michael Faraday.
Faraday’s law states that the induced voltage in a coil is proportional to the
product of the number of loops, the cross-sectional area of each loop, and the rate
at which the magnetic field changes within those loops.
Faraday’s Law describes the relationship between induced voltage and rate of
change of a magnetic field:
The induced voltage in a coil is proportional to the product of the number of
loops, the cross-sectional area of each loop, and the rate at which the magnetic
field changes within those loops. The current produced by electromagnetic
induction depends upon:
3
SHS_Lesson1)
• the induced voltage;
• the resistance of the coil; and
• the circuit to which it is connected.For example, you can plunge a magnet in
and out of a closed rubber loop and in and out of a closed loop of copper. The
voltage induced in each is the same but the current is quite different—a lot in the
copper but almost none in the rubber.
Faraday's experiment : Induction from a

magnet moving through a coil
The key experiment which lead Michael
Faraday to determine Faraday's Law was quite
simple. It can be quite easily replicated with little
more than household materials. Faraday used a
cardboard tube with insulated wire wrapped Figure 5
around it to form a coil. A voltmeter was
connected across the coil and the induced EMF read as a magnet was passed
through the coil.
The observations were as follows:
1. Magnet at rest in or near the coil: No voltage observed.
2. Magnet moving toward the coil: Some voltage measured, rising to a peak
as the magnet nears the center of the coil.
3. Magnet passes through the middle of the coil: Measured voltage rapidly
changes sign.
4. Magnet passes out and away from the coil: Voltage measured in the
opposite direction to the earlier case of the magnet moving into the coil.
Faraday’s experiments showed that the emf induced by a change in magnetic

flux depends on some factors. First, emf is directly proportional to the change in
flux Δϕ. Second, emf is greatest when the change in time Δt is smallest—that is,
emf is inversely proportional to Δt. Finally, if a coil has N turns, an emf will be
produced that is N times greater than for a single coil, so that emf is directly
proportional to N. The equation for the emf induced by a change in magnetic flux
is:
∆∅
𝒆𝒎𝒇 = −𝑵
∆𝒕
This relationship is known as Faraday’s Law of Induction. The units for emf
are volts.
The negative sign in Faraday’s Law of Induction is very important. The
negative means that the emf creates a current I and magnetic field B that oppose
the change in flux Δϕ —this is known as Lenz’s Law. The direction (given by the
negative sign) of the emf is so important that it is called Lenz’s Law after the
Russian Heinrich Lenz (1804–1865), who, like Faraday and Henry, independently
investigated aspects of induction. Faraday was aware of the direction, but
Lenz stated it so clearly that he is credited for its discovery.
What's the difference between AC and DC power?

Electricity comes in two forms—alternating current (AC) and direct current
(DC). Both are essential to enable the functioning of our electronics, but do you
know the difference between the two and what they apply to?
Alternating current (AC) power is the standard electricity that comes out of
power outlets and is defined as a flow of charge that exhibits a periodic change in
direction.
AC's current flow changes between positive and negative because of
electrons—electrical currents come from the flow of these electrons, which can
4
SHS_Lesson1)
move in either a positive (upward) or negative (downward) direction. This is known
as the sinusoidal AC wave, and this wave is caused when alternators at power
plants create AC power.
Alternators create AC power by spinning a wire loop inside a magnetic field.
Waves of alternating current are made when the wire moves into areas of different
magnetic polarity—for example, the current changes direction when the wire spins
from one of the magnetic field's poles to the other. This wave-like motion means
that AC power can travel farther than DC power, a huge advantage when it comes
to delivering power to consumers via power outlets.
Direct current (DC) power has a linear electrical current—it moves in a
straight line. Direct current can come from multiple sources, including batteries,
solar cells, fuel cells, and some modified alternators. DC power can also be "made"
from AC power by using a rectifier that converts AC to DC.
DC power is far more consistent in terms of voltage delivery, meaning that
most electronics rely on it and use DC power sources such as batteries. Electronic
devices can also convert AC power from outlets to DC power by using a rectifier,
often built into a device's power supply. A transformer will also be used to raise or
lower the voltage to a level appropriate for the device in question.
Not all electrical devices use DC power, though. Many devices, household
appliances, especially, such as lamps, washing machines, and refrigerators, all
use AC power, which is delivered directly from the power grid via power outlets.
What’s More
Directions: Solve the problem below using the equation in Faraday’s Law of
Induction.
A small 10 mm diameter permanent magnet produces a field of 100 mT.
The field drops away rapidly with distance and is negligible more than 1 mm from
the surface. If this magnet moves at a speed of 1 m/s through a 100-turn coil of
length 1 mm and diameter just larger than the magnet, what is the EMF induced?
What I Can Do
Directions: Answer each problem on a separate sheet of paper.
1. A stationary coil is in a magnetic field 2. In Faraday’s experiments, what

that is changing with time. Does the would be the advantage of using
emf induced in the coil depend on the coils with many turns?
actual values of the magnetic field?
3. A copper ring and a wooden ring of 4. Discuss the factors determining
the same dimensions are placed in the induced emf in a closed loop
magnetic fields so that there is the of wire.
same change in magnetic flux
through them. Compare the induced
electric fields and currents in the
rings.
5
SHS_Lesson1)
Assessment
Directions: Write the letter of the best answer on a separate sheet of paper.
1. What Law describes that the Induced current is proportional to the
change of magnetic flux?
A. Lenz’s Law C. Faraday’s Law
B. Ampere’s Law D. Biot-Savart Law
2. What would happen if I move a bar magnet in and out of a coil of
copper wire?
A. The magnet would explode.
B. Electric current would disappear.
C. It would produce a gravitational field.
D. Electric current will flow through the wire.
3. Faraday’s laws are result of the conservation of which quantity?
A. charge C. momentum
B. energy D. magnetic field
4. A magnet is moved in and out of a coil of wire connected to a high-resistance
voltmeter. If the number of coils doubles, what will happen to the induced
voltage?
A. halves C. quadruples
B. doubles D. remains the same
5. What is one way to increase the current in a wire?
A. Move the magnet slower
B. Increase the number of coils
C. Decrease the number of coils
D. Take the wire off of the magnet
What I Need to Know
Maxwell’s contribution is so significant such that the equations of Gauss’s Law,

Gauss’s Law for magnetism, Ampere’s Law, and Faraday’s Law are known as the
Maxwell’s Equations.
1. relate the properties of EM wave (wavelength, frequency, speed) and
the properties of vacuum and optical medium (permittivity,
permeability, and index of refraction); [STEM_GP12OPTIVb-12]
2. explain the conditions for total internal reflection; and
[STEM_GP12OPTIVb-14]
3. explain the phenomenon of dispersion by relating to Snell’s Law.
[STEM_GP12OPTIVb-16]
What I Know
1. What will happen when light from air hits a smooth piece of glass with
the ray perpendicular to the glass surface?
A. it will not change its speed
B. it will not change its direction
C. it will not change its intensity
D. it will not change its wavelength
6
SHS_Lesson2)
2. What will happen to most of the light that falls on a smooth polished
surface?
A. it will be scattered
B. it will be reflected in the same direction
C. it will be reflected in different directions
D. it will be refracted into the second medium
3. How do objects become visible to our naked eye?
A. because they emit light
B. because they reflect light
C. because they refract light
D. because they absorb light
4. What will happen when a light ray strikes a mirror?
A. it bounces off the mirror at the same angle it hits
B. it moves into the mirror at a slightly different angle
C. it bounces off the mirror toward the direction it came from
D. it continues moving through the mirror in the same direction
5. What will happen to the speed of light when light passes at an angle to the
normal from one material into another material of higher density?
A. it is unaffected
B. it is bent toward the normal
C. it always lies along the normal
D. it is bent away from the normal
Lesson Maxwell’s Synthesis of Electricity,

2 Magnetism, and Optics
What’s New
Directions: Fill in the blanks with the appropriate term/s from the box to
complete the sentence.
Incident ray Refracted ray

Angle of Refraction Reflected ray
Angle of Reflection Angle of incidence
Normal line
a. __________ ray is the ray of light striking a surface.

b. __________ ray is the bent ray as a result of passing from one optical
medium to another.
c. __________ is an imaginary line perpendicular to the surface where the
refraction occurs.
d. Angle of incidence is the angle between the __________ and the ____________.
e. Angle of refraction is the angle between the __________ and the
____________
7
SHS_Lesson2)
What is It
Electromagnetic Waves
In the 1860's and 1870's, a Scottish

scientist named James Clerk Maxwell developed
a scientific theory to explain electromagnetic
waves. He noticed that electrical fields and
magnetic fields can couple together to form
electromagnetic waves. He summarized this
relationship between electricity and magnetism
into what are now referred to as "Maxwell's
Equations." Figure 1
Heinrich Hertz, a German physicist, applied

Maxwell's theories to the production and reception of radio waves. The unit of
frequency of a radio wave -- one cycle per second -- is named the hertz, in honor
of Heinrich Hertz.
His experiment with radio waves solved two problems. First, he had
demonstrated in the concrete, what Maxwell had only theorized — that the velocity
of radio waves was equal to the velocity of light. This proved that radio waves were
a form of light. Second, Hertz found out how to make the electric and magnetic
fields detach themselves from wires and go free as Maxwell's waves —
electromagnetic waves.
Basic Properties of Waves

1. Amplitude – Wave is an energy transport
phenomenon. Amplitude is the height of the
wave, usually measured in meters. It is directly
related to the amount of energy carried by a
wave.
2. Wavelength – The distance between identical
points in the adjacent cycles of crests of a wave
is called a wavelength. It is also measured in
meters.
3. Period – The period of a wave is the time for a
particle on a medium to make one complete
vibrational cycle. As the period is time, hence is Figure 2
measured in units of time such as seconds or
minutes.
4. Frequency – Frequency of a wave is the number of waves passing a point in
a certain time. The unit of frequency is hertz (Hz) which is equal to one wave
per second.
5. The period is the reciprocal of the frequency and vice versa.
Period=1/Frequency or Frequency=1/Period
6. Speed – The speed of an object means how fast an object moves and is
usually expressed as the distance travelled per time of travel. The speed of a
wave refers to the distance travelled by a given point on the wave (crest) in a
given interval of time. That is –
Speed=Distance x Time
Speed of a wave is thus measured in meter/second i.e. m/s.
8
What is light?
It is a kind of energy called "electromagnetic (EM) radiation" (but this kind of
radiation is not harmful, except for occasional sunburn). There are other kinds of
EM radiation too (radio waves, microwaves, ultraviolet rays, x-rays, and gamma
rays), but light is the part we can see, the part that makes the rainbow.
What is Reflection?
Reflection occurs when light traveling
through one material bounces off a
different material. The reflected light still
travels in a straight line, only in a different
direction. The light is reflected at the same
angle that it hits the surface. The angle of
incidence is equal to the angle of
reflection. The angle of incidence is the
angle between the incoming light and a
line perpendicular to the surface called Figure 3
the normal. The angle of reflection is the
angle between the reflected light and the normal. The symbol Ɵ means “angle'' and
arrows represent rays of light.
Light reflecting off a smooth surface,
where all of the light is reflected in the same
direction, is called specular reflection. Along
a smooth surface, the normal always points
the same way, so all of the light is reflected in
the same direction (A on the picture below)
and the image that is reflected looks the same
as the original image. The normal at different
spots along the rough surface points in
Figure 4
different directions, which causes the
reflected light to go in different directions.
This is called diffuse reflection. The arrows show in which direction the reflected
image will appear when light reflects off a rough surface (B).
The laws of reflection are divided into two main points and they are:
• The angle of incidence is equal to the angle of reflection.
• The incident ray, reflected ray, and the normal at the point of incidence, all
lie in the same plane.
What is Refraction?
When light traveling through one material reaches
a second material, some of the light will be reflected,
and some of the light will enter the second material. At
the point at which the light enters the second material,
the light will bend and travel in a different direction
than the incident light. This is called refraction.
Refraction happens because the speed of light is
different in different materials (though always less than
the speed of light in a vacuum). Figure 5
When light passes from one transparent medium to another, the rays are bent
toward the surface normal if the speed of light is smaller in the second medium
9 (DO_Q4_GeneralPhysics2_
SHS_Lesson2)
than in the first. The rays are bent away from this normal if the speed of light in
the second medium is greater than in the first.
One part of the wave is reflected, and another part is refracted as it passes
into the glass. The rays are bent towards the normal. At the second interface from
glass into air the light passing into the air is refracted again. The rays are now
bent away from the normal.
The amount of bending depends on two things:

1. Change in speed – if a substance causes the light to speed up or slow
down more, it will refract (bend) more.
2. Angle of the incident ray – if the light is entering the substance at a
greater angle, the amount of refraction will also be more noticeable. On
the other hand, if the light is entering the new substance from straight on
(at 90° to the surface), the light will still slow down, but it won’t change
direction at all.
Index of Refraction
Materials have a property called the index of refraction, which is symbolized

using the letter n. The index of refraction of a material is equal to the speed of light
in a vacuum, divided by the speed of light in the material. The higher the index of
refraction, the slower light travels in that medium. If light is traveling in one
material and then refracts in a second material, it will bend towards the normal if
the index of refraction of the second material, n 2, is greater than the index of
refraction of the first material, n1 (the light travels slower in the second material)
(n1 < n2) (A). If the second material has a lower index of refraction, the light will
bend away from the normal as it travels faster in the second material (n 1 > n2) (B).
Unlike reflection, the angle of incidence is not equal to the angle of refraction.
A B
Figure 6
Source:https://letstalkscience.ca/educational-resources/backgrounders/reflection-and-refraction
The angle of incidence and angle of refraction are mathematically related to

the index of refraction of each material through the Law of Refraction, also called
Snell’s Law. It is expressed mathematically as
n1sinθ1 = n2sinθ2.
A: Light bends towards normal when n1 < n2
B: Light bends away from the normal when n1 > n2
10
SHS_Lesson2)
Total Internal Reflection
The critical angle can be found from Snell's Law, putting in an angle of
90° for the angle of the refracted ray. This gives:
𝒏𝟐
𝒔𝒊𝒏𝜽𝒄 =
𝒏𝟏
For any angle of incidence larger than
the critical angle, Snell's Law will not be able
to be solved for the angle of refraction, because
it will show that the refracted angle has a sine
larger than 1, which is not possible. In that
case, all the light is totally reflected off the
interface, obeying the Law of Reflection. Figure 7
Optical fibers are based entirely on this principle of total internal reflection.
An optical fiber is a flexible strand of glass. A fiber optic cable is usually made up
of many of these strands, each carrying a signal made up of pulses of laser light.
The light travels along the optical fiber, reflecting off the walls of the fiber. With a
straight or smoothly bending fiber, the light will hit the wall at an angle higher
than the critical angle and will all be reflected back into the fiber. Even though the
light undergoes a large number of reflections when traveling along a fiber, no light
is lost.
What’s More
Directions: Answer the question on a separate sheet of paper.

On the diagram below, sketch the path the light ray would take as it travels
on the mirror obeying the Law of Reflection.
Incident ray
Mirror 1
What I Can Do
Directions: Use the given data to answer the following questions.
Consider a ray of light traveling through water into olive oil

and then into air, as pictured on the right.
n=1
a. Redraw and complete the path of the ray through the
3 media.
b. Explain why the ray changed direction as it goes n = 1.47
from the water into the olive oil.
_____________________________________________________
_____________________________________________________
_____________________________________________________ n = 1.33
_____________________________________________________
SHS_Lesson2)
Assessment
1. If a ray of light travels from less dense medium to denser medium (air to
glass), which direction will it move?
A. within the normal C. away from the normal
B. toward the normal D. together with the normal
2. Which imaginary line is perpendicular to the boundary of two materials or to
a reflective surface?
A. normal C. reflection path
B. phase line D. refractive path
3. Which of these is NOT a characteristic of a wave?
A. mass C. frequency
B. velocity D. wavelength
4. If you are in a boat at a resting position, how much will your height change
when you are hit by the peak of a wave with a height of 2 m?
A. 0 m C. 2 m
B. 1 m D. 4 m
5. What is the period of a wave with a frequency of 0.5 Hz?
A. 0.5 s C. 2 s
B. 1 s D. 3 s
What I Need to Know
How do you know if a mirror is one-way or not? Use the fingernail test. If the
reflection of your fingernail from the mirror has a gap, then the mirror is made up
of a one-way glass. Otherwise, it is made of a two-way glass.
1. explain image formation as an application of reflection, refraction, and
paraxial approximation; [STEM_GP12OPTIVd-22]
2. relate properties of mirrors and lenses (radii of curvature, focal length,
index of refraction [for lenses]) to image and object distance and sizes;
[STEM_GP12OPTIVd-23]
3. determine graphically and mathematically the type (virtual/real),
magnification, location, and orientation of image of a point and extended
object produced by a plane or spherical mirror; and [STEM_GP12OPTIVd-
24]
4. determine graphically and mathematically the type (virtual/real),
magnification, location/apparent depth, and orientation of image of a
point and extended object produced by a lens or series of lenses.
[STEM_GP12OPTIVd-27]
What I Know
1. If an object is placed 20 cm in front of a plane mirror, where will its image
be formed?
A. 10 cm behind the mirror C. 40 cm behind the mirror
B. 20 cm in front of the mirror D. 20 cm behind the mirror
SHS_Lesson3)
2. What type of mirror is used as security mirror in stores to obtain a wide field
of view?
A. plane mirror C. convex mirror
B. concave mirror D. one-way mirror
3. Which of the following statements is TRUE about light in convex lenses?
A. they converge on the same side of the lens
B. they scatter on the opposite side of the lens
C. they diverge on the opposite side of the lens
D. they converge on the opposite side of the lens
4. Which of the following mirrors is used by a dentist to examine a small cavity?
A. flat mirror C. convex mirror
B. plane mirror D. concave mirror
5. Which type of mirror makes objects appear smaller, but the area of view
larger?
A. flat C. convex
B. plane D. concave
Lesson Reflection and Refraction at Plane

3 and Spherical Surfaces
What’s New
Directions: Perform the activity about Ray Diagram Method.

Procedures:
1. Locate the image formed by the use of ray diagram method.
2. Use graphing papers in landscape. 1 graphing paper each number. The
scale is 1 cm = 1 segment of a box.
3. At the end, write your conclusion about the image formed including the type
of image (real or virtual), the orientation (upright or inverted) and the size
(bigger, smaller or same size as the object).
4. Show your graph for the following:
a. A 5-cm high object placed 17 cm in front of a converging lens of focal
length of 6 cm.
b. A 5-cm high object placed 12 cm in front of a converging lens of focal
length of 6 cm.
c. A 5-cm high object placed 9 cm in front of a converging lens of focal
length of 6 cm.
What is It
Mirrors and Reflection of Light
MIRRORS are smooth reflecting surfaces usually made up of polished metal

or glass that has been coated with some metallic substance. They produce
regular reflection of light incident upon it.
SHS_Lesson3)
Two types of mirrors:
1. PLANE MIRRORS are mirrors with a flat
surface. The characteristics of image
produced by plane mirror: (1) always the same
size and dimensions as the object it reflects;
(2) the image appears to be as far behind the
mirror as the object is in front; (3) same
orientation; and (4) shows right-left reversal/
Figure 1
flipped.
2. SPHERICAL MIRRORS are mirrors that

have surfaces which are sections of a
sphere. They are either concave or convex.
Figure 2
CONCAVE MIRROR CONVEX MIRROR

a. the sides of the spherical surface a. the sides of the spherical surface
are bent inward are bent outward
b. also called converging mirror b. also called diverging mirror
Spherical Mirror Terminologies:

1. Center of Curvature (C) – the center of the sphere from where the mirror was
taken.
2. Focus (F) – the point where parallel light rays converge; the focus is always
found on the inner part of the “sphere” where the mirror was taken; the focus
of the mirror is one-half of the radius.
3. Vertex (V) – the point where the mirror crosses the principal axis.
4. Principal axis – a line drawn through the vertex, focus and center of
curvature of the mirror.
5. Focal Length (f) – the distance from the focus to the vertex of the mirror.
14
SHS_Lesson3)
6. Radius of Curvature (R) – the radius of the sphere; the distance between C
and V.
Figure 3
DESCRIPTIONS OF THE IMAGE

Types of Image:
1. Real Image – the image that appears on the screen; light rays converge at
the location of the object
2. Virtual Image – the image that cannot be displayed on the screen; light rays
converge at the location of the image
Orientations of the Image:

1. Upright or Erect
2. Inverted or Upside down
Positions of the Image:

1. In front of the mirror
2. Behind the mirror
Sizes of the image:

1. Bigger or larger
2. Smaller
3. Same size as the object
Two techniques to describe the image produced by spherical mirrors:

1. Ray Technique/Ray Diagram
2. Mirror Equation and Linear Magnification
RULES ON RAY DIAGRAM (CONCAVE MIRROR)
Ray 1 (Principal Ray):

Ray 1 (Principal Ray) is drawn from the top of the object parallel to the principal
axis and passing through F after reflecting from the mirror (Figure 4a).
15 SHS_Lesson3)
Ray 2 (Chief Ray):
Ray 2 (Chief Ray) is drawn from the top of the object passing through C and
returns along the same path after striking the mirror (Figure 4b).
Ray 3 (Focal Ray):

Ray 3 (Focal Ray) is drawn from the top of the object passing through F and is
reflected parallel to the principal axis (Figure 4c).
a b c
Figure 4
RULES ON RAY DIAGRAM (CONVEX MIRROR)

Ray 1 (Principal Ray):
Ray 1 (Principal Ray) is initially parallel to the principal axis and is reflected so
that it appears to come from the focus (Figure 5a).
Ray 2 (Chief Ray):

Ray 2 (Chief Ray) is directed toward the center of curvature and is reflected back
along its path (Figure 5b).
Ray 3 (Focal Ray):

Ray 3 (Focal Ray) is directed toward the focus and is reflected parallel to the
principal axis (Figure 5c).
a b c
Figure 5
MIRROR EQUATION:
𝟏 𝟏 𝟏
= +
𝒇 𝑫𝟎 𝑫𝒊
MAGNIFICATION EQUATION:
𝑫𝒊 𝑺𝒊
= −
𝑫𝒐 𝑺𝒐
16
SHS_Lesson3)
where:
f = focal length
Do = distance of the object So = size of the object
Di = distance of the image Si = size of the image
Images Formed by Refraction of Light
SPHERICAL LENSES
Lenses are commonly used to form images by refraction of light in optical
instruments such as camera, telescope and microscope.
Converging lenses or convex lenses are thicker at the center than at the
edges. They cause incident parallel rays to converge at the focal point F.
Diverging lenses or concave lenses are thicker at the edges than at the
center.
Figure 6
Lens Terminologies:
1. Principal axis is the line joining the optical center and the focal points.
2. Optical center is the geometric center of the lens. It is where all the light
rays pass through without being bent.
3. Centers of curvature C1 and C2 are the centers of the arcs forming the
sides of the lens. Their distances from the sides of the lens are the radii of
curvature R1 and R2.
4. Focal points are the midpoints between centers of curvature and the
optical center.
5. Focal lengths are the distances from the optical center of the lens to the
focal points.
Figure 7
Rules on Ray Diagram for convex or converging lens:

a. RAY 1 is drawn from the top of the object parallel to the principal axis and
is refracted by the lens, this ray passes through the focal point F on the
backside of the lens (Figure 8a).
17
SHS_Lesson3)
b. RAY 2 is drawn from the top of the object through the optical center and
continuous in straight line (Figure 8b).
c. RAY 3 is drawn from the top of the object through the focal point on the
front side of the lens and emerges from the lens parallel to the principal
axis (Figure 8c).
a b c
Figure 8
Rules on Ray Diagram for concave or diverging lens:

a. RAY 1 is drawn from the top of the object parallel to the principal axis. After
being refracted by the lens, this ray emerges directed away from the focal
point on the front side of the lens (Figure 9a).
b. RAY 2 is drawn from the top of the object through the optical center and
continuous in a straight line (Figure 9b).
c. RAY 3 is drawn from the top of the object directed toward the focal point on
the backside of the lens and emerges from the lens parallel to the principal
axis (Figure 9c).
a b c
Figure 9
LENS EQUATION:
𝟏 𝟏 𝟏
= +
𝒇 𝑫𝟎 𝑫𝒊
MAGNIFICATION EQUATION:
𝑫𝒊 𝑺𝒊
= −
𝑫𝒐 𝑺𝒐
where:
f = focal length
Do = distance of the object So = size of the object
Di = distance of the image Si = size of the image
Sign conventions for lenses

Quantity Positive when Negative when
Object is at the
Object is in front of
Object location (Do) back of the lens
the lens (real object)
(virtual object)
Image is at the back Image is in front of
Image location (Di) of the lens (real the lens (virtual
image) image)
Image height (Si) Image is upright Image is inverted
Focal length (f) Converging lens Diverging lens
18
SHS_Lesson3)
What’s More
Directions: Solve the problem. Number 1 is done as an example. Do it on a
separate sheet of paper.
1. An object is held 10 cm from a concave mirror (f = 7 cm). The object’s size is
2 cm. Find the (a) distance of the image from the mirror (b) size of the image
(c) describe the image.
Given: Solution:
Do = 10 cm So = 2 1 1 −1 𝐷𝑖 𝑆𝑜
𝐷𝑖 = ( − ) 𝑆𝑖 = −
cm 𝑓 𝐷𝑜 𝐷𝑜
f = 7 cm 𝐷𝑖
Find: 1 1 −1 23.33 𝑐𝑚 𝑥 2 𝑐𝑚
Di = ? Si = ? =( − ) 𝑆𝑖 = −
7 𝑐𝑚 10 𝑐𝑚 10 𝑐𝑚
Equation:
1 1 −1 𝐷𝑖 = 23.33 𝑐𝑚
𝑆𝑖 = − 4.67 𝑐𝑚
𝐷𝑖 = ( − )
𝑓 𝐷𝑜
𝐷𝑖 𝑆𝑜 The image is real, inverted,

𝑆𝑖 = − and larger than the object.
𝐷𝑜
2. A 3.0-cm high object is placed 12.0 cm from a concave mirror in which the
radius of curvature is 10.0 cm. Find (a) distance of the image from the
mirror, (b) its size and (c) describe the image.
3. An object that is 2.0-cm high is placed 3.0 cm in front of a concave mirror in

which the radius of curvature is 14.0 cm. Find (a) distance of the image from
the mirror, (b) its size and (c) describe the image.
What I Can Do
Directions: Using ray diagram, describe the image formed in a concave

mirror if the object is:
Description of the Image
Location of the
Object Location Type of Image Orientation Size
of the (real or (upright or (bigger, smaller or
Image virtual?) inverted?) same size?)
Beyond C
At C
Between C and F
At F
Between F and V
SHS_Lesson3)
Assessment
1. If the object is placed between the focal point and the lens, what type of image
will be formed by a convex lens?
A. Larger and upside-down C. Larger and right side up
B. Smaller and upside-down D. Smaller and right side up
2. What kind of image is formed with a lens that can be projected onto a screen?
A. real C. objective
B. virtual D. subjective
3. What type of image will be formed by a convex mirror?
A. Virtual, upright, larger C. Real, upside down, smaller
B. Virtual, upright, smaller D. Virtual, upright, same size
4. A 20 cm tall object has a 40 cm tall virtual image. What is the magnification
of the image?
A. 0.5 C. 3
B. 2 D. 4
5. A concave mirror has a radius of curvature of 1.6 m. What is its focal length?
A. 0.80 m C. 32 cm
B. 3.2 m D. 40 cm
What I Need to Know
Using a ripple tank and a plane wave generator, demonstrate how water waves
pass through the Young-double slit. How does one perform an analogous experiment
for light? This phenomenon is called double-slit diffraction.
Historically, the double-slit experiment was one of the first experiments that led
to the acceptance of the wave theory of light.
1. determine the conditions (superposition, path and phase difference,
polarization, amplitude) for interference to occur emphasizing the properties
of a laser as a monochromatic and coherent light source;
[STEM_GP12OPTIVf-32]
2. relate the geometry of the two-slit experiment set up (slit separation, and
screen-to-slit distance) and properties of light (wavelength) to the properties of
the interference pattern (width, location, and intensity) symmetric continuous-
charge distributions; and [STEM_GP12OPTIVf-33]
3. relate the geometry of the diffraction experiment setup (slit size, and screen-
to-slit distance) and properties of light (wavelength) to the properties of the
diffraction pattern (width, location, and intensity of the fringes).
[STEM_GP12OPTIVf-35]
What I Know
Directions: Write TRUE on a separate sheet of paper if the statement is correct,
otherwise FALSE.
______1. Between single-slit diffraction, double-slit diffraction, and a diffraction
grating, a single slit produces the sharpest and most distinct bands.
20
SHS_Lesson4)
______2. Light passing through double slits creates a diffraction pattern. The spacing
of the bands would spread apart farther if the slits were closer together.
______3. A diffraction grating is a large collection of evenly spaced parallel lines
that produces an interference pattern that is similar to, but sharper and
better dispersed than that of a double slit.
______4. The width of a single slit through which 610-nm orange light passes to
form a first diffraction minimum at an angle of 30.0° is 0.610 µm.
______5. The wavelength of light falling on double slits separated by 2.00-μm is 577
nm if the third-order maximum is at an angle of 60.0O is 577 nm.
Lesson
Diffraction and Interference
4
What’s New
Activity: DIFFRACTION IN THIN FILMS
Using a soap solution, make bubbles and see the pattern of light reflected on
a soap film. Then, take note of the color. Why does a soap bubble show a rainbow?
Create a photo essay depicting interference of light
Materials: 1 sachet of dishwashing liquid, 500 ml of water, bowl, loop, and camera
Procedures:
1. Mix the dishwashing liquid and water in a bowl. You may add more
dishwashing liquid to make the solution soapy.
2. Dip a loop, the loop may be made out of plastic or any circular loop found at
home. Note: Sharp objects are prohibited!
3. Snap a photo using the camera.
4. You may be creative and add objects/liquids to the background. Avoid
toxic, flammable, or dangerous liquids and objects. If unsure about the safety
of the object, consult your teacher or parents.
Guide Questions:
1. In observing the thin film that you have created using dishwashing liquid
in a bowl, how can you prove that this pattern is caused by waves without
mentioning the term “light”?
2. What type of interference does the black region in the thin film represent?
Why?
What is It
Light has a dual nature. Light possesses both particle properties and wave
properties. The previous lessons discussed geometric optics, where light is
represented as rays that are bent at a reflecting or refracting surface. In this
lesson, we will look at physical optics that explains optical effects which depend
on the wave nature of light, namely interference and diffraction.
21 SHS_Lesson4)
The Dutch scientist Christiaan
Huygens (1629–1695) developed a useful
technique for determining in detail how
and where waves propagate. He
used wavefronts, which are the points on
a wave’s surface that share the same,
constant phase (such as all the points that
make up the crest of a water
wave). Huygens’s principle states that
every point on a wavefront is a source of
Figure 1. Double slits produce two sources of waves that interfere. (a) Light spreads out
wavelets that spread out in the forward (diffracts) from each slit, because the slits are narrow. The waves overlap and interfere
constructively (bright lines) and destructively (dark regions). You can only see the effect
direction at the same speed as the wave if the light falls onto a screen and is scattered into your eyes. (b) The double-slit
interference pattern for water waves is nearly identical to that for light. Wave action is
itself. The new wavefront is a line tangent greatest in regions of constructive interference and least in regions of destructive
interference. (c) When light that has passed through double slits falls on a screen, we see
to all of the wavelets. a pattern called fringes (bright and dark bands).
Diffraction effects occur whenever a wave passes through an aperture or

around an edge. If light passes through smaller openings, often called slits, you
can use Huygens’s principle to show that light bends as sound does. The fact that
Huygens’s principle worked was not considered enough evidence to prove that
light is a wave. The acceptance of the wave character of light came after 1801,
when the English physicist and physician Thomas Young (1773–1829) did his
double-slit experiment, as illustrated in Figure 1.
Interference phenomena occur when two or

more waves overlap in space. When waves come
together, they can interfere constructively or
destructively, as governed by the principle of
superposition. The principle of superposition
states that the total wave disturbance at any point
is the sum of the disturbances from the separate
waves.
To set up a stable and clear interference

pattern, the following conditions must be met:
Figure 2. The paths from each slit to a common point on a. the sources of the waves must be coherent,
the screen differ by an amount dsinθ, assuming the distance
to the screen is much greater than the distance between the which means they emit identical waves with a
slits (not to scale here).
constant phase difference; and
b. the waves should be monochromatic, which
means they should be of a single wavelength.
Calculations Involving Diffraction and Interference
To calculate the positions of constructive interference for a double slit, the path-
length difference must be an integral multiple m, of the wavelength λ:
dsinθ = mλ , for m = 0,1,−1,2,−2,…

To calculate the positions of destructive interference for a double slit, the path-
length difference must be a half-integral multiple of the wavelength λ:
dsinθ = (m+½) λ , for m = 0,1,−1,2,−2,…
SHS_Lesson4)
where: d is the distance between the slits and θ is the angle between a line from
the slits to the maximum and a line perpendicular to the barrier in which the slits
are located.
For a single-slit diffraction pattern, the width of

the slit D, the distance of the first (m = 1) destructive
interference minimum y, the distance from the slit to
the screen L, and the wavelength λ, are given by
Dy/L=λ as shown in Figure 3.
Also, for single-slit diffraction, Dsinθ=mλ,

Figure 3. Equations for a single-slit diffraction
pattern
where θ is the angle between a line from the slit to the minimum and a line
perpendicular to the screen, and m is a nonzero integer indicating the order of the
minimum.
Sample Problem 1:
Suppose you pass light from a He-Ne laser through two slits separated by
0.0100 mm, and you find that the third bright line on a screen is formed at an
angle of 10.950 relative to the incident beam. What is the wavelength of the light?
Given: m=3, d=0.0100 mm, Ɵ=10.950
Unknown: λ
Equation: dsinθ = mλ
Set-up: λ = dsinθ/m
Solve: λ = (0.0100 mm) (sin 10.95°)/3 = 6.33×10−4 mm or 633 nm.
Sample Problem 2:
Visible light of wavelength 550 nm falls on a single slit and produces its second
diffraction minimum at an angle of 45.00 relative to the incident direction of the
light. What is the width of the slit?
Given: m=2, Ɵ=45.00, λ=550 nm
Unknown: D
Equation: Dsinθ = mλ
Set-up: D = mλ /sinθ
Solve: D = 2(550 nm)/sin 45.00 = 1.56×10−6 m.
What’s More
Activity: Application of Diffraction and Interference
Materials:
A utility knife or a knife with a razor blade-like cutting edge (careful
handling this tool), Aluminum foil, a straight edge, a strong small, light
source or a laser pointer, tape measure, and white wall
Procedures:
1. Cut a piece of aluminum foil about 15 cm × 15 cm.
2. Use the utility knife and the straight edge to cut a 5.0 cm long slit in the
center of the foil square.
3. With the room darkened, one partner shines the light through the slit
and toward the wall. The other partner observes the pattern on the wall.
The partner with the light changes the distance from the foil to the wall
and the distance from the light to the foil.
23
SHS_Lesson4)
4. When the sharpest, brightest pattern possible is obtained, the partner
who is not holding the foil and light makes measurements.
5. Measure the perpendicular (shortest) distance from the slit to the wall,
the distance from the center of the pattern to several of the dark bands,
and the distance from the slit to the same dark bands.
6. Carefully make a second slit parallel to the first slit and 1 mm or less
away.
7. Repeat steps 2 through 5, only this time measure the distances to bright
bands.
NOTE: In your calculations, use 580 nm for λ if you used white light. If you
used a colored laser pointer, look up the wavelength of the color. You may
find it easier to calculate θ from its tangent rather than from its sine.
Guide Questions:
1. Which experiment gave the most distinct pattern — one or two slits?
__________________________________________________________________________
2. What was the width of the single slit? Compare the calculated distance with
the measured distance?
__________________________________________________________________________
3. What was the distance between the two slits? Compare the calculated
distance with the measured distance?
__________________________________________________________________________
What I Can Do
Directions: Calculate the unknown in each problem and show your solutions
on a separate sheet of paper.
1. Monochromatic light from a laser passes through two slits separated
by 0.005-mm. The third bright line on a screen is formed at an angle
of 18.00 relative to the incident beam. What is the wavelength of the light?
2. Light of wavelength 580 nm is incident on a slit of width 0.300 mm. An
observing screen is placed 2.00m from the slit. What is the position of the
first order dark fringe from the center of the screen?
Assessment
1. During thin film interference, if only 1 wave undergo half cycle phase change,
which of the following statements will always hold true?
A. their path difference will equal to 4t
B. the waves will have a constructive interference
C. one wave’s phase change is 180° upon reflection
D. the λ of the wave when inside the film will shorten
2. What is the relationship between the d and ym?
A. direct proportional C. direct square proportional
B. inverse proportional D. inverse square proportional
24
SHS_Lesson4)
3. During thin film interference, if only one wave undergoes half cycle phase
change, what do we call this type of interference? (Assume that path difference
is λ)
A. random C. destructive
B. half-cycle D. constructive
4. If you were Isaac Newton, what would be your hypothesis for the double
slit experiment?
A. The pattern on the screen would be all white.
B. The pattern on the screen would be all black.
C. The pattern on the screen would be two bright lines.
D. The pattern on the screen would be multiple bright lines.
5. If Young’s double slit experiment was performed using two different light
sources, which of the following statements is true?
A. The interference pattern would not appear.
B. The interference pattern will not have dark fringes.
C. The pattern will appear the same as the single slit experiment.
D. The same pattern as the double slit experiment will be observed.
What I Need to Know
Consider measuring the length of a spacecraft while it is at rest. To get the

measurement, one can simply put a measuring tape from the nose of the
spacecraft to its tail. The reading of the measurement is the length of the
spacecraft. If the spacecraft is now flying in the air and you are on the ground,
how would you measure the length of the spacecraft? Will your measurement agree
with the measurement while the spacecraft is at rest?
1. state the postulates of Special Relativity and their consequences;
[STEM_GP12MPIVg-39]
2. apply the time dilation, length contraction and relativistic velocity
addition to worded problems; [STEM_GP12MPIVg-40] and
3. calculate kinetic energy, rest energy, momentum, and speed of objects
moving with speeds comparable to the speed of light.
[STEM_GP12MPIVg-42]
What I Know
1. Which of the following is considered an inertial frame of reference?
A. An orbiting satellite.
B. A rotating spinning wheel in the playground.
C. A rocket that is accelerating when being launched.
D. A hot air balloon ascending vertically at a constant velocity.
25
SHS_Lesson5)
2. What is the time observed by an observer on the ground when a light
clock is installed in a moving spacecraft cruising at a speed of 70% the
speed of light if the spacecraft time is to?
A. 0.54to C. 1.40to
B. 0.71to D. 1.80to
3. What is the speed of a particle if its kinetic energy is five times its rest energy?
A. 0.5c C. 0.94c
B. 0.65c D. 0.98c
4. What is the measured length of a field whose ground measure is 1500 m for an
observer inside a spacecraft cruising at a speed of 0.5c?
A. 1060 m C. 1732 m
B. 1300 m D. 2121 m
5. What is the relativistic momentum of a particle that is fired with a speed of 1.80
x 108 m/s if the mass of the particle is 1.0 x 10-27 kg?
A. 1.14 x 10-19 kg m/s C. 2.25 x 10-19 kg m/s
B. 1.44 x 10-19 kg m/s D. 2.85 x 10-19 kg m/s
Lesson
Special Theory of Relativity
5
What’s New
Activity: Picture Analysis: The light clock
Directions: Answer the guide questions based from the picture.
(Clue) The light beam cycle is equivalent to one tick of a clock.
Figure 1. Light Clock as seen by (a) observer in the moving spacecraft, (b) observer outside.
Guide Questions:
1. Compare the distance traveled by light inside the spacecraft in (a) and in (b).
Which travels longer?
26 SHS_Lesson5)
2. If one complete cycle of light from one mirror back is one tick, can an observer
inside a moving spacecraft say that one tick with his light clock is the same
as one tick for an identical light clock in the ground observer?
3. Will an outside observer say that the light clock in the moving spacecraft is
the same as his time?
4. What accounts for the ground observer with her observation?
5. Which light-clock tick slower with respect to the ground observer? Why?
What is It
In order to explain observed features of the propagation of light and

elementary particles, our classical view of space and time has to be replaced by
the Special Theory of Relativity or Special Relativity which was introduced by
Albert Einstein. Special relativity has made wide-ranging changes in our
understanding of nature. However, Einstein based it on just two assumptions,
namely the principle of relativity and the principle of constancy of the speed
of light. These propositions have far-reaching implications, such as events that
are simultaneous from one observer may not be simultaneous for another. Another
is when two observers moving relative to each other measure a time interval or a
length, they may not get the same result. Also, for conservation principles for
momentum and energy to be valid in all inertial systems, Newton’s second law and
the equations for momentum and kinetic energy have to be revised.
Frame of Reference
What is this frame of reference? A frame of reference or reference frame
is a set of coordinates that can be used to determine positions and velocities of
objects in that frame; different frames of reference move relative to one another.
There are two types of observational reference frame: inertial and non-inertial.
Einstein’s theory of special relativity has two postulates:

1. The principle of relativity. It states that the laws of physics are the same in
all inertial frames of reference. This assumption means that, the same laws of
force and motion hold true in different frames of reference. For instance, if you
are seated in a bus moving at a constant speed, and you throw a ball up, it will
simply fall down on your lap. However, an observer outside the bus will observe
the ball as a projectile which was thrown at an angle from the horizontal.
2. The principle of constancy of the speed of light. It states that the speed of
light c, in free space has the same value in all reference frame and is
independent of the motion of the source. For example, when light is coming
from a train moving even half of speed of light, the light itself is still moving at
about 3x108 meter per second.
Consequences of Special Relativity:

1. Time dilation: Time for moving objects appears to slow down.
Time dilation is the phenomenon of time passing slower for an observer
who is moving relative to another observer. Time dilation effects are extremely
27 SHS_Lesson5)
small for low speeds but become important when an object approaches speed
of light. For example, a moving clock ticks more slowly than a clock at rest.
Time dilation is given as:
where Δt is the relativistic time (time interval in the moving

frame);
Δt0 is the proper time (time interval in the frame at rest);
v is the relative velocity between two frames; and
c is the speed of light equals to 3x108 m/s.
2. Length contraction: Moving objects appear shorter.

Length contraction is the phenomenon that a moving object’s length is
measured to be shorter than its proper length, which is the length as
measured in the object’s own rest frame. That is to say, an object at rest might
be measured to be 100 feet long; yet the same object when moving at
relativistic speed relative to the observer would have a measured length which
is less than 100 feet. Length contraction is given as:
where L is the relativistic length (length measurement of the
moving object);
Lo is the proper length (measured length of an object when it is
at rest);
v is the relative velocity between two frames; and
c is the speed of light equals to 3x108 m/s.
We will not derive the rest of the relativistic equations, but we will
compare them to their expressions in Newtonian or Classical Mechanics
equations (see Table 1). Notice that the common denominator in the equations
in relativistic mechanics is the factor , called the Lorentz factor (γ).
The following relativistic equations will help you in dealing with

relativistic dynamics.
Table 1: Comparison of Newtonian/Classical and Einsteinian/Relativistic
Equations
Newtonian/Classical Einsteinian/Relativistic
Quantity
Mechanics Mechanics
Time trest = tmotion Δt = γΔto
Length Lrest = Lmotion L = Lo / γ
Mass mrest = mmotion m =γmo
Acceleration a = F/m a = F/ γm
Rest energy Eo = 0 Eo = moc2
Kinetic energy KE = ½ mv 2 KE = (γ-1)moc2
Total energy E = KE + PE E = KE + Eo = γEo = γmoc2
Momentum p = mv p = γmov
28
SHS_Lesson5)
What’s More
Activity: Let’s Practice

Directions: Solve the following problems. Do it on a separate sheet of paper.
1. A child’s heartbeat is about 80.0 beats a minute. To a doctor travelling at
speed 0.85c, what is the child’s heart beat?
Given: to = ______ , v = ______ Find: _____
Solution:
2. A relativistic javelin length 2.50-m moves with a speed of 0.60c. How

would Earth judges measure the length of the javelin?
Given: Lo = ______ , v = ______ Find: _____
Solution:
3. An electron moves with a speed of 0.60c. What is its total energy?

Given: mo = ______ , v = ______ Find: _____
Solution: E = γEo = γmoc2
What I Can Do
Directions: Solve the following problems. Do it on a separate sheet of paper.
1. A particle’s proper lifetime is 8.20 µs. If a stationary observer sees it to be

24.0 µs, with what fraction of the speed of light is the particle moving?
2. How fast must a meterstick travel for its length to be contracted by a)1%?
b) by 10%?
Assessment
1. What does the expression represent?
A. Time dilation C. Relativistic energy
B. Relativistic factor D. Length contraction
2. A clock designed to tick each second is moving past you at a uniform
speed. You find the moving clock to be _____________.
A. accurate C. ticking quickly
B. ticking slowly D. none of these
3. The proper time between events E1 and E2 is ______.
A. the time measured on clocks at rest with respect to E1 and E2.
B. the time measured on clocks moving uniformly in relation to E1 and
E2.
29
SHS_Lesson5)
C. the time measured on clocks at rest in an inertial system moving
properly in relation to E1 and E2.
D. None of the above.
4. According to the effects of length contraction, from the viewpoint of an

observer stationary with respect to a body moving at a uniform speed
relative to the observer, ____.
A. the body contracts along the direction of motion.
B. the body is not contracted but would contract if it were to accelerate.
C. the body contracts in some direction transverse to the direction of its
motion.
D. the time it takes for a clock incorporated in the body to stick
contracts.
5. A spaceship is approaching Earth at approximately 0.8c measured relative

to Earth. The spaceship directs a laser beam forward directly through your
physics classroom window. You measure the speed of this light to be ____.
A. 1.8c B. 1.0c C. 0.8c D. 0.2c
What I Need to Know
Light behaves like a particle and like a wave, but only shows one or the other
depending on the kind of experimental procedure that is performed. When
procedures are done to test for its particle nature, then only the particle nature of
light can be observed. A “particle” or a packet of light is called photon.
1. explain the photoelectric effect using the idea of light quanta or photons;
[STEM_GP12MPIVh-45]
2. explain qualitatively the properties of atomic emission and absorption
spectra using the concept of energy levels; [STEM_GP12MPIVh-46] and
3. calculating radioisotope activity using the concept of half-life.
[STEM_GP12MPIVh-i-47]
30
SHS_Lesson6)
What I Know
Directions: Match the statements in column A with the terms in column B. Write
your answer on a separate sheet of paper.
Column A Column B
___1. The spectra of frequencies of

A. Absorption spectra
electromagnetic radiation emitted due
to an atom making a transition from a B. Emission spectra
high energy state to a lower energy
C. Energy levels
state.
___2. It resulted to missing portions of a D. Radioactivity
continuous spectrum because of
E. Photoelectric effect
absorbed energy or photons.
___3. The fixed distances from the nucleus F. Half-life
of the atom where electrons may be
found.
___4. The phenomenon in which electrically
charged particles are released from or
within a material when it absorbs
photons.
___5. The disintegration of unstable atomic
nuclei to form more stable nuclei.
Lesson Photon, Electrons, Atoms and

6 Radioactivity
What’s New
Directions: Answer the question below. Write your answer on a separate sheet of paper.
The figure on the right shows spectral lines observed from an element in the
laboratory and the same element identified from a distant star. Is the star
moving away or moving towards the observer?
SHS_Lesson6)
What is It
In addition to the theory of relativity, Einstein is also known for his

contributions to the development of the quantum theory. He postulated light
quanta (photons), upon which he based his explanation of the photoelectric effect.
A photon is a particle of light defined as a discrete bundle (or quantum) of
electromagnetic energy of light. The photon has zero rest mass and always moves
at the speed of light within a vacuum. The energy of one photon, for a wave with
frequency f and wavelength λ, is E = hf = hc /λ.
Photoelectric Effect
Photoelectric effect is the emission of electron that results when matter
absorbs energy from electromagnetic radiation or incident photon. Einstein
applied the conservation of energy principle and proposed the following relation to
describe the photoelectric effect:
E = hf = KEmax + Wo,
where:
h is Plank’s constant equivalent to 6.626 x10-34 Joule-seconds (J/s),
f is the frequency,
KEmax = ½ mv2 is the maximum kinetic energy of ejected electron,
m is the rest mass of the ejected electron,
v is the speed of the ejected electron,
Wo = hfo is the work function, and
fo is the threshold frequency for photoelectric effect to occur.
Atomic Emission Spectra and Atomic Absorption Spectra

Atoms are made up of protons at the center and electrons orbiting around
them. Electrons occupy only certain allowed orbitals with specific energy, called
energy levels or energy state. Electrons can jump from one energy level to
another, but they can never have orbitals with energies other than the allowed
energy levels. When atoms are excited, they emit light of certain wavelengths
which corresponds to different colors. The emitted light can be observed as a series
of colored lines, called atomic emission spectra, with dark spaces in between.
Electron must gain energy in order to jump from a lower energy level to a higher
energy level. This process uses up a photon and creates an absorption line, known
as atomic absorption spectra.
32
Radioactivity and Half-life
When the nucleus of the atom become unstable due to unbalance number
of protons and neutrons, it undergoes radioactive decay emitting particles (in the
form of alpha, beta, and gamma rays) to change into a more stable form.
Radioactivity occurs naturally and cannot be influenced by chemical or
physical processes. It is not possible to predict when an individual nucleus in a
radioactive material will decay. But it is possible to measure the time taken for
half of the nuclei in a radioactive material to decay, called the half-life.
SHS_Lesson6)
Radioactive Decay Law

Some nuclides decay faster than others. For example, radium and
polonium, decay faster than uranium. That means they have shorter lifetimes,
producing a greater rate of decay or activity. The total number of remaining
radioactive nuclei at a later time t is
𝑵 = 𝑵𝒐 𝒆−𝝀𝒕
where:
N is the total amount of remaining radioactive nuclei
No is the original amount of radioactive nuclei
e is the base of the natural logarithm = 2.71828…, and
λ is the decay constant for the nuclide
The half-life (T1/2) is the time at which half of the original nuclei remain. The
amount of radioactive nuclei remaining after an integer n number of half-lives is
given by:
𝑵𝒐
𝑵= 𝒏
𝟐
If the decay constant λ is large, the half-life is small, and vice versa. To
determine the relationship between these quantities, note that when t = T1/2 , then
N = No/2. Thus, the decay constant can be found with the equation:
𝒍𝒏(𝟐) 𝟎. 𝟔𝟗𝟑
𝝀= =
𝒕𝟏/𝟐 𝒕𝟏/𝟐
Decay Rate or Activity
When a source is highly radioactive, it means the number of decays per

unit time is very high. Activity A is the rate of decay expressed in decays per unit
time. In equation form,
𝜟𝑵
𝑨=
𝜟𝒕
where ΔN is the number of decays that occur in time Δt.
SHS_Lesson6)
Activity can also be determined through the equation: R = λN, which shows
that as the amount of radioactive material (N) decreases, the rate of decay
decreases as well.
The SI unit for activity is one decay per second and it is given the
name becquerel (Bq) in honor of the discoverer of radioactivity. That is,
1 Bq = 1 decay/second. Activity R is often expressed in other units, such as
decays per minute or decays per year. One of the most common units for activity
is the curie (Ci), defined to be the activity of 1 g of 226Ra. The definition of the curie
is 1 Ci = 3.70×1010 Bq,1 Ci = 3.70×1010 Bq, or 3.70×1010 decays per second.
Sample Problem:
In an ancient burial cave, your team of archaeologists discovers ancient wood
furniture. Only 80% of the original Carbon-14 remains in the wood. How old is the
furniture? (Carbon-14 has a half-life of 5730 years)
Given: N/No=80%=0.80 , T1/2=5730 years
Unknown: t
Equation: N = NOe−λt
𝑁
Set-up: = 𝑒 −𝜆𝑡
𝑁𝑜
Solve: 0.80 = 𝑒 −𝜆𝑡 ln 0.80 = −λt −0.223 = −λt
0.223
𝑡= 0.693 = 𝟏𝟖𝟒𝟒 𝒚𝒆𝒂𝒓𝒔
5730 𝑦𝑒𝑎𝑟𝑠
What’s More
Activity: Let’s Practice

Directions: Solve the problem.
One of the most famous cases of carbon-14 dating involves the Shroud of
Turin, a long piece of fabric purported to be the burial shroud of Jesus. This relic
was first displayed in Turin in 1354 and was denounced as a fraud at that time
by a French bishop. Its remarkable negative imprint of an apparently crucified
body resembles the then-accepted image of Jesus, and so the shroud was never
disregarded completely and remained controversial over the centuries. Carbon-14
dating was not performed on the shroud until 1988, when the process had been
refined to the point where only a small amount of material needed to be destroyed.
SHS_Lesson6)
Samples were tested at three independent laboratories, each being given four
pieces of cloth, with only one unidentified piece from the shroud, to avoid
prejudice. All three laboratories found samples of the shroud contain 92% of
the 14C found in living tissues, allowing the shroud to be dated. Calculate the age
of the Shroud of Turin.
What I Can Do
Cite one application of radioactivity in the field of medicine, agriculture, and

research.
Assessment
1. Which region of the electromagnetic spectrum will provide photons of the

least energy?
A. X-rays C. Ultraviolet
B. Infrared D. Radio waves
2. Which is not a characteristic of a photon?

A. Photons are massless.
B. The energy of photons is directly proportional to its frequency.
C. Photons travel in vacuum with the same speed as all EM Waves.
D. Photons can be stopped by applying a strong magnetic field to them.
3. Light is projected onto a semi-conductive surface. If the intensity is held

constant but the frequency of light is increased, what will happen?
A. As frequency is increased, more electrons will be released from the
surface.
B. As frequency is increased, electrons will stop being ejected from the
surface.
C. As frequency is increased, electrons will begin to be ejected from the
surface.
D. As frequency is increased, it will have no effect on the electrons being
ejected as the intensity is the same.
35
SHS_Lesson6)
4. Consider four stars in the night sky: red, yellow, orange, and blue. Which
star carries the most amount of energy based on its color?
A. Red C. Yellow
B. Blue D. Orange
5. What is another term given for a quantum of light?

A. Proton C. Positron
B. Photon D. Electron
36
SHS_Lesson6)
References
Books:
▪ Sears and Zemanskys, University Physic with Modern Physics Technology
Update, vol. 2 Tipler. University Physics 4th Edition
▪ Young, H. D., Freedman, R. A., Ford, A. L., & Sears, F. W. (2004). Sears and
Zemansky's university physics: With modern physics. San Francisco: Pearson
Addison Wesley.
▪ Walker, J., Halliday, D., & Resnick, R., Fundamentals of Physics, 7th Ed, (Texas
USA, 2011)
▪ Raymond A. Serway and Jerry S. Faughn, College Physics, 5th ed. (Saunders,
New York, 1999)
▪ Paul A. Tipler, Physics for Scientist and Engineers, 4th ed. (W. H. Freeman, New
York, 1999)
▪ Hewitt, P. & Committee, P. T. (1999). Conceptual physics. The Physics Teacher,
37, 286.
▪ Stephen Pople, Co-Ordinated Science Physics, Oxford University Press (1993).
Websites:
▪ https://www.teachoo.com/10837/3118/Rules-for-drawing-Ray-Diagram-in-
Lenses/category/Concepts/
▪ http://www.passmyexams.co.uk/GCSE/physics/concave-lenses-convex-
lenses.html
▪ http://www.passmyexams.co.uk/GCSE/physics/concave-lenses-convex-
lenses.html
▪ https://www.teachoo.com/10824/3118/Rules-for-drawing-Ray-Diagram-in-
Mirrors/category/Concepts/
▪ https://www.pinterest.ph/pin/241716704986760939/
▪ https://www.ck12.org/book/cbse_physics_book_class_xii/section/9.1/
▪ https://openstax.org/books/physics/pages/preface
▪ M. Andre and P. Andre, Classroom fundamentals: measuring the Planck’s
constant. http://www.scienceinschool.org/2014/issue28/planck
37
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Department of Education – SDO Valenzuela

Office Address: Pio Valenzuela Street, Marulas, Valenzuela City
Telefax: (02) 8292-4340
Email Address: sdovalenzuela@deped.gov.ph
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General Physics 2

First Edition, 2020

Published by the Department of Education

Development Team of the Module

Writers: Lerrie P. Munsod

Editor: Maria Lea Q. Prondo, Ed.D. – EPS in Science

Language Editor: Ana Rose R. Alvaro, Ed. D.

Content Validators: Felines M. Vijandre

Layout Artist: Felines M. Vijandre, Raphael A. Lopez

Management Team: Dr. Meliton P. Zurbano – Schools Division Superintendent

Printed in the Philippines by ________________________

Department of Education – SDO Valenzuela

Office Address: Pio Valenzuela St. Marulas, Valenzuela City

What is Electromagnetic Induction?

Work must be done to move the magnet. In Figure 4 (a),

What is Faraday’s Law?

Faraday's experiment : Induction from a

Faraday’s experiments showed that the emf induced by a change in magnetic

What's the difference between AC and DC power?

Directions: Answer each problem on a separate sheet of paper.

1. A stationary coil is in a magnetic field 2. In Faraday’s experiments, what

What I Need to Know

Maxwell’s contribution is so significant such that the equations of Gauss’s Law,

Lesson Maxwell’s Synthesis of Electricity,

Incident ray Refracted ray

a. __________ ray is the ray of light striking a surface.

In the 1860's and 1870's, a Scottish

Heinrich Hertz, a German physicist, applied

Basic Properties of Waves

The amount of bending depends on two things:

Materials have a property called the index of refraction, which is symbolized

The angle of incidence and angle of refraction are mathematically related to

Directions: Answer the question on a separate sheet of paper.

Directions: Use the given data to answer the following questions.

Consider a ray of light traveling through water into olive oil

What I Need to Know

Lesson Reflection and Refraction at Plane

Directions: Perform the activity about Ray Diagram Method.

MIRRORS are smooth reflecting surfaces usually made up of polished metal

2. SPHERICAL MIRRORS are mirrors that

CONCAVE MIRROR CONVEX MIRROR

Spherical Mirror Terminologies:

DESCRIPTIONS OF THE IMAGE

Orientations of the Image:

Positions of the Image:

Sizes of the image:

Two techniques to describe the image produced by spherical mirrors:

RULES ON RAY DIAGRAM (CONCAVE MIRROR)

Ray 1 (Principal Ray):

Ray 3 (Focal Ray):

RULES ON RAY DIAGRAM (CONVEX MIRROR)

Ray 2 (Chief Ray):

Ray 3 (Focal Ray):

Images Formed by Refraction of Light

Rules on Ray Diagram for convex or converging lens:

Rules on Ray Diagram for concave or diverging lens:

Sign conventions for lenses

𝐷𝑖 𝑆𝑜 The image is real, inverted,

3. An object that is 2.0-cm high is placed 3.0 cm in front of a concave mirror in