Grade: 7 Subject: Science

Quarter: 3 Week No: 5 Day 1

I. OBECTIVES
Content Standard The characteristics of light
Performance Standard Suggest proper lighting in various activities
Explain color and intensity of light in terms of its waves
Learning Competencies
characteristic
Knowledge Determine brightness/intensity of light on luminous object
Skills Calculate brightness/intensity of light
Recognize the significance of quantitative descriptions of the
Attitude
brightness of light
II. CONTENT Brightness/Intensity of Light
an electric glow lamp (Small lamp is needed)
 candle - weighing 75 grams
 wedge with sloping surfaces (sharp angle about 60° to 70 ° that
serve as the photometer (made of white wood or paper)
III. LEARNING  langis kandila or lampara
RESOURCES  variety of vegetable oil (about 5)
 aluminum pie containers or small clay pots
 cotton string for wick
 set of books or tripod that will serve as platform for Diwali lights

References Science 7 Learner’s Material pp. 220-224

Other Learning Resources
IV. PROCEDURES
A. Preparatory -Prayer
Activities -Checking of attendance
-Energizer
-Review past lesson
B. Motivation The teacher will start
by showing the two
luminous objects
below and ask:
1. What do you call this object
A B in set up A? (Incandescent
bulb)
2. Can it produce light? (Yes)
3. What do you call this object in set up B? (candle)
4. Can it produce light? (Yes)
5. What do you call on objects that can produce light?
(luminous) let the students think of the word
6. Which do you think of the two objects can produce the
brightest light?

Prepared by:
 (Incandescent bulb)
7. Can we measure brightness?

(Teacher: “Let us perform the activity to answer this

question”)

C. Activity The teacher will group the students into 5 groups. Each group is
given a task card to work on. (photometer is needed)

(See Attachment)

Langis Kandila or Lampara

1. Make 5 langis kandila or lampara using aluminum pie
containers or small clay pots as shown. Label your
langis kandila as DL-KL1, DL-KL2 and so on.
2. Pour different variety of vegetables oil in each of the
pot.
3. Use the improvised photometer to determine the
brightness of each of the candle.
4. Replace the candle you used in the 1 st part with the
langis kandila.
5. Compute the candle power of the lamp with respect to
the langis kandila. You may refer to step 4 for the step
by step process of determining the candle power using
the improvised photometer.
Selected student will record the data collected on the
table similar below posted on the board.

Table 1. Brightness of Vegetable Oil Variety

Diwali Lights/ Vegetable Oil Brightness/Luminous
Langis Kandila Variety Intensity (Candela)
DL-LK 1 Canola oil
DL-LK 2 Butter
DL-LK 3 Margarine
DL-LK-4 Corn oil
DL-LK 5 Olive Oil
D. Analysis Do all sources of light produce the same brightness?
(No)
E. Abstraction 1. What is brightness?
(It is one of the properties of light. It is a qualitative expression of
light intensity. It is the visual perception in which a light source
appears to be emitting light or a surface appears to be reflecting
light.)
2. What are the factors affecting the brightness produced by
any sources of light?

Prepared by:
 (Kind of material that produces light, and its distance to the
viewer)
3. What is candela? (It is the fundamental unit of
luminous intensity).
F. Application Is it true that the sun is the biggest and the brightest star in the
universe?
(No, it only appears big and so bright since it is the closest star on
earth)
G. Practical Ask the students the following questions:
Applications of 1. Are lamps and candle important to our day-day living?
Concepts and Skills (yes)
in Daily Living 2. In what way they are important?
(They are important because they can serve as light in
our house during brownout or those who haven’t
electricity at home)
3. How important is the sun?
(The sun is vital to all living creatures because, without the
sun’s heat and light, life on Earth would not exist.
The farther the light source, the dimmer is the light and the lower
H. Generalization
the intensity.
I. Evaluation I. Multiple Choice:
1. Which of the following instruments used to measure the
intensity of light?
a. Ammeter b. Hydrometer c. Odometer d. Photometer
2. Which of the sources of light has a dimmer light and lower
intensity?
a. 10 watts incandescent lamp b.10 watts LED lamps
3. What is the fundamental unit of luminous intensity?
a. Candela b. Lumen c. Meter d. Watts
4. Which of the following statements is NOT TRUE?
a. The farther the light source, the dimmer is the light.
b. The farther the light source, the lower the intensity of
light
c. The nearer the light source, the lower the intensity of
light
d. The nearer the light source, the brighter is the light.
5. What are the factors affecting the brightness produced by
any sources of light?
a. Kind of material that produces light
b. its distance to the viewer
c. All of the above

II. ESSAY (5pts.)

1. Why stars can only be seen at night?
(There is no sunlight during the night. As a result the light
from stars is not hidden by the Sun’s glare and we are able
Prepared by:
 to see them at night)
J. Additional activities for Bring scissors, paste, and pin tomorrow for the making of spectrum
application or wheel and spin a spectrum wheel.
remediation
(assignment)
V. REMARKS
VI. REFLECTION
No. of learners who
earned 80% in the
evaluation
No. of learners who
continue to require
remediation
Did the remedial lesson
work? No. of learners
who caught up the
lesson
No. of learners who
require remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which
principal and
supervisor can help or
solve?
What innovation or
localized did I
use/discover which I
wish to share?

ATTACHMENT
(Attachment for Activity)

Teacher demonstration with students participation

Procedure
Part 1: Improvised Photometer
1. Arrange the electric glow lamp, the candle and the wedge as shown on the right. Make sure that you
do this activity in a dark room for good results

Prepared by:
 2. Move the wedge nearer to the candle to a spot at which
you as an observer, looking down on the two surfaces of
the wedge (from “C”) cannot see any difference between
them in respect of brightness. (They are then equally
illuminated; that is to say the candle light falling on “B”
is equal in intensity to the electric light falling on “A.”)

3. Calculate the power of the lamp relative to the candle. (E.g. If both side of the wedge showed equal
illumination when it is about 200 cm from 1, and 50 cm from 2, the distances are as 4 to 1. But as light falls
off according to the square of the distance: (200)2 = 40 000 and (50)2 = 2 500 or 16 to 1.). Thus the candle-
power of the lamp is 16

Teacher demonstration with students participation

Procedure
Part 1: Improvised Photometer
2. Arrange the electric glow lamp, the candle and the wedge as shown on the right. Make sure that you
do this activity in a dark room for good results

2. Move the wedge nearer to the candle to a spot at which

you as an observer, looking down on the two surfaces of
the wedge (from “C”) cannot see any difference between
them in respect of brightness. (They are then equally
illuminated; that is to say the candle light falling on “B”
is equal in intensity to the electric light falling on “A.”)

3. Calculate the power of the lamp relative to the candle. (E.g. If both side of the wedge showed equal
illumination when it is about 200 cm from 1, and 50 cm from 2, the distances are as 4 to 1. But as light falls
off according to the square of the distance: (200)2 = 40 000 and (50)2 = 2 500 or 16 to 1.). Thus the candle-
power of the lamp is 16

Part 2: Langis Kandila or Lampara

1. Make 5 langis kandila or lampara using aluminum pie containers or small clay pots as shown. Label
your langis kandila as DL-KL1, DL-KL2 and so on.

DL-KL1 DL-KL2 DL-KL3 DL-KL4 DL-KL5

Prepared by:
2. Pour different variety of vegetable oil in each of the pot.
3. Use the improvised photometer to determine the brightness of each of the candle.
4. Replace the candle you used in the 1st part with the langis kandila.
5. Compute the candle power of the lamp with respect to the langis kandila. You may refer to step 4 for the
step by step process of determining the candle power using the improvised photometer. Selected student
will record the data collected on the table similar below posted on the board:

Part 3: Intensity vs Distance from light source

1. Position your brightest Diwali light or langis kandila 20 inches or about 50 cm from the wedge.
Compute the brightness of the Diwali light.

2. Move the langis kandila or Diwali light 10 cm closer then compute the brightness.

3. Repeat step 2 and each time move the langis kandila or Diwali light 10 cm closer to the wedge.

Selected student will record the data collected on the table similar below posted on the board:

QUESTIONS:
1. In set up #1, what is the candle power of the lamp? (16)
2. What does 16 candle-power of the lamp mean? (it means that the brightness of the lamp is
equivalent to 16 candles)
Prepared by:
3. How will you describe the set # 1? (It is a photometer- an improvise device in measuring
brightness)
4. What are the vegetable oils uses in set up #2? (canola oil, butter, margarine, olive oil, and
corn oil)
5. Do all light sources produce the same brightness? (No)
6. Which among the langis kandila or lampara produces the brightest light? (Canola oil)
7. In set up number 3, how would you relate the brightness or intensity of light with the
distance from the source? (The farther the light source, the dimmer is the light and the lower the
intensity)

Prepared by: