12

PHYSICAL SCIENCE
Guided Learning Activity Kit
Inertia, Two Theories of Light
and Photon Concept
Quarter 2- Week 2
Physical Science – Grade 12
Guided Learning Activity Kit
Inertia, Two Theories of Light and Photon Concept
Quarter 2- Week 2

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Guided Learning Activity Kit Development Team

Writer: Euman F. Parong EdD

Editor: Augusto Farinas
Reviewer: Evelyn D. Tarrayo EdD
Graphic Artists: Marc Joel P. Reyes
Euman F. Parong EdD

Management Team: Leonardo D. Zapanta EdD, CESO V

Michelle Ablian-Mejica EdD
Manolito B. Basilio EdD
Evelyn D. Tarrayo EdD
Garry M. Achacoso
Rachelle C. Diviva

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 INERTIA, TWO THEORIES OF
LIGHT AND PHOTON CONCEPT

Introduction

In the quest to understand the world and things around us, scientists seek to
find relationships among the various physical quantities they observe and measure.
They often make use of a model to give us an approximate mental or visual picture-
something to hold onto-when we cannot see what is happening. They formulated
theories to explain a set of phenomena and performed experiments to prove whether
their tentative statements are said to be accepted or rejected.

In this lesson, you will deal with some of the important theories and
experiments, including laws and models of the prominent scientists to explain the
motion of a given body and the nature and behavior of light.

Learning Competencies

1. Explain the subtle distinction between Newton’s First Law of Motion (or Law of
Inertia) and Galileo’s assertion that force is not necessary to sustain horizontal
motion. (S11/12PS-IVd-51)

2. Describe how the propagation of light, reflection, and refraction are explained
by the wave model and the particle model of light. (S11/12PS-IVf-59)

3. Explain how the photon concept and the fact that the energy of a photon is directly
proportional to its frequency can be used to explain why red light is used in
photographic dark rooms, why we get easily sunburned in ultraviolet light but not
in visible light, and how we see colors. (S11/12PS-IVf-61)

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 Objectives

At the end of this Guided Learning Activity Kit, you are expected to:
1. describe the distinctions between Galileo’s concept of inertia and Newton’s
First Law of Motion;

2. use the corpuscular theory and wave theory of light to describe the
propagation of light, reflection, and refraction; and

3. apply photon concept and its equation in certain situations.

Review

Directions: Recall the concepts of motion of an object by answering each of the

questions below. Refer to the corresponding picture and analyze what it depicts.

a b c

Figure 1. Ball Rolling a Slope and on a Level Surface

1. Suppose you roll a ball down a slope [Figure 1 (a)], what do you think will likely
happen to its motion (try to ignore everything else that may act upon the ball)? What
makes it happen that way?

2. What if you roll the same ball, but this time, up a slope [Figure 1 (b)], what will
likely happen to its motion (try to ignore also everything else that may act upon the
ball)? What makes it happen that way?

3. Suppose the ball is moving on a level surface [Figure 1 (c)], what happens to its
motion? What do you think is the reason why it happens that way?

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 Discussion

LESSON 1: GALILEO’S CONCEPT OF INERTIA AND NEWTON’S FIRST

LAW OF MOTION

Galileo and the Concept of Inertia

The simple experiment illustrated in the review part is Galileo's way of challenging
Aristotle's idea that an object will naturally be at rest. Galileo had shown the
contrary, and in which he said that an object can naturally be moving forever.
Provided, however, that retarding forces do not act upon the moving object.

Galileo had also set up another experiment to show that moving objects have the
tendency to move forever without slowing down. This time, he used a pair of inclined
planes facing each other. Below are his observations upon doing the said experiment.

In Figure 2 (a), it shows that if the ball

rolls down a slope on one side, then it
reaches the height of a similar slope on
the other side.

a
In Figure 2 (b), the ball rolls up a slope
that is less steep, but it does not slow
down as quickly. It travels for a longer
time and distance and reaches to the
same height at which it was released.
b

Finally, in Figure 2 (c), since it has no

slope to go up (that is, if it is oriented
along the horizontal), the ball keeps
c moving along the level surface at a
constant velocity once it rolls.
Figure 2. Galileo’ Experiment

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For how long is it moving? Galileo said that this is the natural motion of the object.
It would maintain its constant velocity in the absence of any retarding forces. Galileo
asserted that friction causes the moving object to slow down and eventually to stop.
According to him, if this friction was absent, the ball would continue to move with
constant velocity. It would continue its state of motion unless a push or a pull (force)
compels it to change that state. Today, we call this property of an object to resist
changes in its motion as INERTIA.

Galileo’s assertion became the inspiration of Newton for his first law of motion.

Isaac Newton and the First Law of Motion

Isaac Newton's First Law of Motion describes how a massive body at rest or in
uniform linear motion behaves. In his First Law, it states, "A body at rest will remain
at rest, and a body in motion will remain in motion unless it is acted upon by an
external force." This just means that a body cannot start moving, stop or change
direction by itself. There must be this force that acts on it from the outside to cause
such a change.

Distinction between the Galileo’s Assertion and Newton’s First Law of Motion
Both Galileo and Isaac Newton implied that no force must be required to keep
the motion of an object, and its inertia would keep it from changing its state of
motion. The only difference on Galileo’s assertion and Newton’s First Law of Motion
lies in the concept of force. Galileo knew about friction, but he did not know more
about the concept of force. He just used 'push and pull' to denote forces. It was then
Isaac Newton who elaborated the concept of force and how it is related to motion.

LESSON 2: THE CORPUSCULAR THEORY AND THE WAVE THEORY OF LIGHT

Early studies of the nature of light were conducted through models and
theories. The two most successful theories of light known were the corpuscular (or
particle) theory of Sir Isaac Newton and the wave theory of Christian Huygens.
Newton’s corpuscular theory stated that light is made of particles travelling in
straight lines. However, Huygens contradicted Newton’s theory that if light was
consisted of particles, these particles would collide and cancel each other when the
light beams crossed. Huygens then proposed that light is a wave.

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 Rectilinear Propagation of Light

Newton used the analogy of a ball to

explain the rectilinear motion of light.
When a ball is thrown, it describes a
parabolic path because of the influence
of the gravity. To follow a straight-line
path, the ball must be thrown very
quickly. Newton reasoned that particles
of light must move at very high speed.

On the other hand, Huygens’ theory

had difficulty with rectilinear propagation (the reason why Newton rejected waves).

Reflection of Light

The Law of reflection cannot distinguish between the two theories: particles
versus wave. In a wave theory, the angle that the incoming or incident wave makes
with the reflecting surface is equal to the angle made by the reflected wave (Refer to
Figure 3). This is the law of reflection: the angle of reflection equals the angle of
incidence. The “angle of incidence” is defined as the angle the incident ray makes
with the perpendicular to the reflecting surface (or the wave front makes with a
tangent to the surface), and the “angle of reflection” is the corresponding angle for
the reflected wave.

Figure 3. Law of Reflection
reflection.
In corpuscular (particle)
theory, Newton described that in
perfectly elastic collision, the laws of
reflection could be derived from the
laws of motion. A particle incident
on a surface has components of its
velocity in both the X and Y
directions. If the force on the
particles acts perpendicular to the
surface, then the X component
remains unchanged. Because
kinetic energy is conserved, the Y
component of velocity is just
reversed. The result, the angle of
incidence is equal to the angle of

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Huygens’ Principle and the Law of Refraction

Consider that light enters a medium where it is bent toward the normal, as
when it travels from air into water. Figure 4 shows that this effect can be raised
applying Huygens’ principle if we assume the speed of light is less in the second
medium (𝑣𝑣2 < 𝑣𝑣1 ). This is, in time t, point B on wave from AB goes a distance 𝑣𝑣1 𝑡𝑡 to
reach point D. However, Point A travels a distance 𝑣𝑣2 𝑡𝑡 to reach point C. Huygens’
principle can be used to points A and B to obtain the curved wavelets shown at C
and D. The wave front is tangent to these wavelets, so the new wave front is the line
CD. Hence the rays, which are perpendicular to the wave fronts, bend toward the
normal if 𝑣𝑣2 < 𝑣𝑣1 , as drawn. In corpuscular theory, Newton favored a particle theory
of light which predicted the opposite result that the speed of light would be greater
in the second medium (𝑣𝑣2 > 𝑣𝑣1 ). Thus, the wave theory predicts that the speed of
light in water, for example, is less than in air; and Newton’s particle theory predicts
the reverse. According to Newton, the particles of light speed up as they pass from
air to water. Newton claimed that water attracts the particles of light, predicting that
the speed of light is faster in water than in air.

Figure 4. Refraction Explained using Huygens’ Theory

In 1850, French physicist Jean Foucault conducted an experiment to measure

the actual speed of light in water, which later confirmed the wave-theory prediction.
By then, the wave theory was already fully accepted.

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LESSON 3: PHOTON

Photon, Defined
In 1900, Max Planck proposed that the vibrating atoms or molecules of hot
objects radiated energy in definite amounts called quanta. He added that these
“bundles” of energy are dependent on the frequency of the radiation. From here, he
defined the amount of each bundle of energy in terms of the following equation:

E= hf
Where:

E= energy in joules of a single quantum of radiant energy

f= frequency in cycles/ second of the radiation
h= constant, now known as Planck’s constant and is equal to 6.63 x 10-34 J s
In 1905, Albert Einstein proposed an explanation for the photoelectric effect.
Using the quantum concept of Max Planck, he postulated that light waves are not
continuous. Instead, these light waves are emitted and absorbed in discrete
quantities called photons. Each photon carries a definite amount of energy equal to

E= hf

Where:

E= energy in joules
f= frequency of photon
h= Planck’s constant
The equation above tells that the frequency of a photon (or light wave) is
directly proportional to the energy of the photon (or wave). Hence, the higher the
frequency of the photon (or wave), the greater the energy state it has.

Why is red light used in photographic dark rooms?

Dark rooms use red lighting to allow photographers to control light cautiously.
By doing so, the light-sensitive photographic paper will not become overexposed and
ruin the pictures during the developing process.

A beam of light when passed through a prism splits in to seven colors and
deflects at varying angles due to refraction. Red color deflects the least and possesses
the longest wavelength and lowest frequency. In photographic dark rooms, red light
is used because it does not affect the photo developing process as its frequency is

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just low and by the relation, E=hf, where E corresponds to energy, its energy is also
low.

Why do we get easily sunburned in ultraviolet light but not in visible light?
Ultraviolet (UV) light has shorter wavelengths, but higher frequency than
visible light. So, it carries more energy than regular light. Each ultraviolet photon
has the right amount of energy to cause chemical changes, wherein the DNA in our
skin cells can undergo chemical change once it hits our skin. However, our body can
repair cell damage, but sometimes, the repair is not done correctly which results to
a mutation. An accumulation of mutations can make the skin cell malignant
(causing cancer). When there is an excessive damage, the cells just die. That is what
is usually happening when we suffer severe sunburns. The outer layer of our skin
dies, and a new layer grows back.

How do we see colors?

Theories on color vision have been advanced, but research are still going on.
The generally accepted theory holds that the retina of our eyes has nerve receptors
which are sensitive to light of different frequencies. Depending on the frequency of
the energy that enters the retina, and on the relative degrees of sensitivity of the
nerve receptor affected, the eye detects colors. The sensation is transmitted to the
brain where it is interpreted. We will not go further on the theory. However, we must
take note that the various frequencies in the light spectrum have been assigned
different colors depending on how they affect our sight in terms of color vision.
Remember, light waves are not colors. Colors are the results of the varied degrees of
stimulation of the optic nerves by light waves of different frequencies.

Activities

Guided Practice 1
Directions: Answer the following questions:

1. What must you do to keep the box moving at a constant velocity of 2.0 m/s
in each of given situations?

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 A B

2. Which of the following situations illustrate the First Law of Motion? (Answer it
with YES or NO)

a. When the driver turns off the power but does not apply the brakes in a
running automobile, it continues to coast at nearly the same speed for some time.

b. When a train starts suddenly, the passengers are thrown backward; when
a train suddenly stops, the passengers are thrown forward.

c. Faster pedaling accelerates a bicycle more than slower pedaling does.

d. A swimmer is propelled forward as he pushes off the side of the pool.

e. A tablecloth can be pulled out beneath the plates and silverware without
changing their position.

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Guided Practice 2

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Independent Practice
Directions: Compare and contrast Corpuscular Theory and the Wave Theory of Light
using a venn diagram.

Corpuscular
Wave Theory
Theory

Assessment

Directions: Choose the letter of the correct answer.

1. Disregarding any retarding forces, what will most likely happen to an object once
it starts to roll along the horizontal path according to Galileo?
a. The object will stop when its energy is consumed.
b. The object will continue in motion.
c. The object will cross to the other path.
d. Nothing will happen to the object.
2. What does the picture on the right depict in terms of Galileo’s experiment using
inclined planes?
a. A ball rolling down a slope, then up to the slope on the
other side comes to the same height.
b. As the angle of the opposing incline is reduced, the
ball rolls even a farther distance to reach the original
height.
c. If the opposing incline is not inclined at all, the ball
rolls forever.
d. None of the above.

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3. What does Newton’s first law state?
a. A body at rest tends to remain at rest and a body in motion tends to remain
in motion at a constant acceleration unless acted on by a net external force.
b. A body at rest tends to remain at rest and a body in motion tends to remain
in motion at a constant velocity unless acted on by a net external force.
c. The rate of change of momentum of a body is directly proportional to the
external force applied to the body.
d. The rate of change of momentum of a body is inversely proportional to the
external force applied to the body.

4. According to Newton’s first law, a body in motion tends to remain in motion at a

constant velocity. However, when you slide an object across a surface, the object
eventually slows down and stops. Why?
a. The object experiences a frictional force exerted by the surface, which
opposes its motion.
b. The object experiences the gravitational force exerted by Earth, which
opposes its motion.
c. The object experiences an internal force exerted by the body itself, which
opposes its motion.
d. The object experiences a pseudo-force from the body in motion, which
opposes its motion.

5. What is inertia?
a. Inertia is an object’s tendency to maintain its mass.
b. Inertia is an object’s tendency to remain at rest.
c. Inertia is an object’s tendency to remain in motion.
d. Inertia is an object’s tendency to remain at rest or, if moving, to remain in
motion.

6. Which theory explains light as a particle by Sir Isaac Newton?

a. Wave theory c. Quantum theory
b. Corpuscular theory d. EM wave theory

7. The Law of Reflection states

a. Incident ray is perpendicular to the reflecting surface.
b. Angle of reflection is equal to the angle of incidence.
c. Reflection is the bouncing back of the light waves.
d. None of the above.

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8. In a wave theory of light, it describes
a. the speed of light in water is less than in air.
b. the speed of light in water is greater than in air.
c. the speed of light in water and in air is constant.
d. the speed of light in water is almost the same as in air.

9. ________________ is defined as the angle the wave front makes with a tangent to
the surface.
a. angle of refraction c. angle of incidence
b. angle of reflection d. None of the above

10. The Newton’s corpuscular theory describes that the particles of light
a. speed up as they pass from air to water.
b. slow down as they pass from water to air.
c. speed up as they pass from water to air.
d. Both a and b.

11. Light waves are emitted and absorbed in discrete quantities known as __________.
a. quantum b. EM waves c. photons d. colors

12. In the equation, E=hf, what does h stand for?

a. speed of light c. frequency of the photon
b. energy of the photon d. Planck’s constant

13. Which of the statements given below is/are correct?

I. Colors are the results of the varied degrees of stimulation of the optic nerves
by light waves of different frequencies.
II. Frequencies in the light spectrum have been assigned different colors
depending on how they affect one’s sight.
a. I only b. II only c. Both I and II d. Neither I nor II
14. Compare ultraviolet light with that of the visible light in terms of frequency and
energy.
a. Ultraviolet light has higher frequency and lower energy than visible light.
b. Ultraviolet light has lower frequency and lower energy than visible light.
c. Ultraviolet light has higher frequency and higher energy than visible light.
d. Both ultraviolet light and visible light have the same frequency and amount
of energy.

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15. Why is red light used in photographic dark rooms?
I. Red light has the lowest energy that prevents developed pictures from any
damage.
II. Red light has the lowest frequency allowing photographers to control light
carefully.

a. I only b. II only c. Both I and II d. Neither I nor II

Reflection

Concept Learned:

1. Galileo asserted that if friction is neglected, a body moving along horizontal will
continue to move with constant velocity.

2. Inertia is the tendency of an object to remain at rest or remain in motion.

3. Newton’s First Law of Motion states, "A body at rest will remain at rest, and a body
in motion will remain in motion unless it is acted upon by an external force."

4. Newton’s corpuscular theory of light states that light consists of particles travelling
in straight lines, while wave theory of light describes light as a wave.

5. The Law of reflection cannot distinguish between the two theories: particles versus
wave. This law states, “the angle of reflection equals the angle of incidence.”

6. Wave theory of light describes that the speed of light in water is less than in air,
while Newton’s particle theory is the reverse.

7. Light waves are emitted and absorbed in discrete quantities called photons. Each
photon carries a definite amount of energy equal to E= hf.

8. Red lighting is used in a dark room to allow photographers to control light.

9. Ultraviolet photon has greater amount of energy which causes chemical changes
to the human skin cells.

10. Colors are the results of the varied degrees of stimulation of the optic nerves by
light waves of different frequencies.

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 References

“7.7 Newton’s Law of Inertia vs. Galileo’s Assertion on Horizontal Motion |

Facebook.” m.facebook.com. Accessed November 2, 2020.
https://m.facebook.com/notes/physical-science/77-newtons-law-of-
inertia-vs-galileos-assertion-on-horizontal-motion/3389074717775396/.

“Crossword Puzzle Maker.” Theteacherscorner.net, 2019.

https://worksheets.theteacherscorner.net/make-your-own/crossword/.

“Lesson 14: Force Theories.” www.studyphysics.ca. Accessed November 2, 2020.

http://www.studyphysics.ca/newnotes/20/unit01_kinematicsdynamics/c
hp05_forces/lesson14.htm.

“Reading on Color & Light, Part I.” www.asu.edu. Accessed November 2, 2020.
https://www.asu.edu/courses/phs208/patternsbb/PiN/rdg/color/color.s
html#:~:text=The%20photosensitive%20cells%2C%20cones%20and.

Giancoli, Douglas. Physics: Principles with Applications. 5th ed. Reprint, Singapore:
Pearson Education, Asia Pte Ltd, 1999.

Moncada, Maria Noemi, Roly Bayo-Ang, Maria Lourdes Coronacion, Annamae Jorda,
and Anna Jamille Restubog. Physical Science for Senior High School. Reprint,
Quezon City: Educational Resources Corporation, 2016.

Portugal, Hideliza, Alicia Padua, Emma Fondevilla, Ricardo Crisostomo, and Henry
Ramos. Science and Technology for Fourth Year. Reprint, Metro Manila: Vibal
Publishing House, Inc., 1997.

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Independent Practice
Review
1. An object rolling down a slope will speed up. Corpuscular Theory
Its velocity will increase (acceleration because - Light is made of particles travelling
it is going down a slope while gravity is pulling in straight lines.
down on it. - Proves rectilinear propagation of
2. An object rolling up a slope will slow down. light.
Its velocity will decrease (acceleration) - Particles of light speed up as they
because it is going up a slope while gravity is pass from air to water.
pulling down on it.
3. If the ball is moving on a level surface it has Wave Theory
no reason to speed up or slow down. With no - Light is a wave.
external force, it will move at a constant - Does not support rectilinear
velocity forever. propagation of light.
- Speed of light in water is less than in
Guide Practice 1 air.
1.
a. Push the box readily harder They are similar in the following aspects:
b. Push the box not as hard - Both are theories related to light.
c. Push the box and once it gets moved, it - Law of Reflection
will then move continuously
2. Assessment
a. Yes 1. b
b. Yes 2. a
c. No 3. b
d. No 4. a
e. Yes 5. d
6. b
Guide Practice 2 7. b
1. Quanta 8. a
2. Foucault 9. c
3. Gravity 10. d
4. Ultraviolet 11. c
5. Huygens 12. d
6. Particle 13. c
7. Water 14. c
8. Incidence 15. c
9. Colors
10. Photon
Key to Corrections
 Acknowledgment

The Schools Division of Zambales would like to express its heartfelt gratitude
to the following, who in one way or the other, have contributed to the successful
preparation, development, quality assurance, printing, and distribution of the
Quarter 2 Guided Learning Activity Kits (GLAKs) in all learning areas across grade
levels as a response to providing the learners with developmentally-appropriate
contextualized and simplified learning resources with most essential learning
competencies (MELCs)-based activities anchored on the principles of guided learning
and explicit instruction:

First, the Learning Resources (LR) Development Team composed of writers

and graphic artists for devoting much of their time and exhausting their best efforts
to produce these indispensable learning kits used for the implementation of learning
delivery modalities.

Second, the content editors, language reviewers, and layout evaluators

making up the Division Quality Assurance Team (DQAT) for having carefully
evaluated all GLAKs to ensure quality and compliance to DepEd standards;

Third, the Provincial Government of Zambales, for unceasingly extending its

financial assistance to augment the funds for the printing of these learning resources
for use by learners and parents at home;

Fourth, the teacher-advisers and subject teachers, in close coordination with

the school heads, for their weekly distribution and retrieval of the GLAKs and their
frequent monitoring of the learners’ progress through various means; and

Finally, the parents and other home learning facilitators for giving the learners
the needed guidance and support for them to possibly accomplish the tasks and for
gradually helping them become independent learners.

To deliver learning continuity in this challenging circumstance would not be

possible without your collective effort and a strong commitment to serving our
Zambaleño learners.

Again, our sincerest thanks!

The Management Team

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