DATE

I. OBJECTIVE(S)

II. LESSON

October 30, 2016 Friday

Section(s): ALL
At the end of the lesson, at least 75% of the students with 75 proficiency should be
able to achieve the ff. goals:
1. Describe Oersteds discovery;
2. Use the left/right hand rule to determine the direction of the magnetic field
around (a) straight current-carrying conductor, (b) at the center of a coil/
solenoid.
A. UNIT 2 : Force, Motion and Energy
Module 1 : Electricity and Magnetism
Topic: Oersteds Discovery
B. Reference/s: Science Learners Material for Grade 10 pp. 114
C. Materials: LCD, laptop, experimental set up (power supply/battery, compass,
connecting wires)

III. LEARNING TASKS

A. ENGAGE

B. EXPLORE

Students will be divided by pairs. They will list down materials that they
think are sources of magnetism except from magnet itself.
(STUDENTS MUST LIST DOWN MATERIALS THAT ARE
PRODUCING ELECTRICITY/CURRENT)
1. The teacher will make a demonstration of how Oersted discovered the
relationship between electricity and magnetism.
2. Ask for students observations.
3. Inform the students that they will be viewing the video and powerpoint
about Oersteds discovery.
Use the ff. guide questions while viewing the PowerPoint presentation and the
video. (Dictate to the students or flash it nto the screen)
1. Who is Hans Christian Oersted? What is his experiment?
2. Describe the pattern traced by the magnetic needles around a straight currentcarrying conductor. What does this indicate of the magnetic field around the
current-carrying conductor?
3. How does the magnetic needle deflect when the current in the conductor is
reversed? What does this indicate?
3. Describe the orientation of the magnetic needle in relation to the axis of the coil
when the circuit was closed. What does this show?
4. How does the magnetic needle deflect when the current in the coil is reversed?
What does this show?
5. Compare the displacements of the magnet when you use the 40-turn and 80-turn
solenoids with 4 dry cells each. What quantity is varied to produce such difference?
What does this indicate? Make a sentence to describe your inference.
6. Compare the displacements of the magnet when you use 2 and 4 dry cells. What
quantity produces such difference? (Relate the number of dry cells to the current in
the solenoid.) What factor affects the strength of the electromagnet in this case?
7. Compare the displacements of the magnet when you use the 80-turn solenoid
with and without an iron core. What can you infer from your observations?

C. EXPLAIN

D. ELABORATE
E. EVALUATE

The ff. concepts must be emphasized.

1. Magnetic field lines around a current-carrying wire form concentric circular
loops with the conductor at their center. The direction of the magnetic field
can be determined using the left/right-hand rule.
2. Magnetic field exists around a current-carrying coil. The field pattern is
similar to that of a disk magnet and its direction is dependent on the
direction of the current in the coil.
3. Magnetic field is strongest at the center of the current-carrying coil of many
turns. Each turn contributes to the coils magnetic field.
4. The pattern of the magnetic field of a solenoid is similar to that of a bar
magnet. The field is strongest along the axis.
5. The face/end of the coil/solenoid where magnetic field lines emerge is the
N-pole of the coil/solenoid.
Students will think of situations wherein Oersteds discovery played a great
significance (ex: generators)
Formative Assessment (Short quiz)
Let the students answer the following:
1. Draw the set up used by Oersted and explain the significance of each in his
discovery.
2. Indicate the direction of the magnetic needle in Fig. 4.16.1

Fig. 4.16.1. Magnetic compass near a current-carrying conductor.

3. What kind of interaction between the electromagnet and the bar magnet
happens
in an arrangement shown in Fig. 4.16.2

IV. ASSIGNMENT

Make an improvised experimental set up showing Oersteds discovery. Use

materials that can be found at home or in your community.

V. REFLECTION
SECTION
Descartes
NO. OF LEARNERS WITH
MASTERY LEVEL
NO. OF LEARNERS NEEDING
REINFORCEMENT

Fibonacci

Faraday

Euler

Einstein

DATE

I. OBJECTIVE(S)

II. LESSON

October 21, 2013 Monday

Day 2
Section(s):
At the end of the lesson, at least 75% of the students with 75 proficiency should be
able to achieve the ff. goals:
1. Compare the angle of incidence and angle of reflection; and
2. State one of the laws of reflection.
A. UNIT 2 : Force, Motion and Energy
Module 3 : Light, Mirrors and Lenses
Topic: Law of Reflection
B. Reference/s: Science Learners Material for Grade 10 pp. 176-177
C. Materials: plane mirror, clay, protractor, ruler, laser

III. LEARNING TASKS

A. ENGAGE

Ask two volunteers to bounce a basketball between them. Ask students to pay
attention to the angle that the student bounces the ball, and the angle it bounces off
the ground. Have volunteers try to bounce the ball from several different angles. Tell
students to observe the manner by which the ball bounces and relate it to how light
is reflected.

B. EXPLORE
Students will perform Activity 2 Angle of Incidence vs. Angle of Reflection
A.
1.
2.
3.
4.
B.

C.
1.
2.

C. EXPLAIN

Preliminary Activities
Divide the class into 10 groups.
Explain the instructions.
Remind the students to handle the mirror with care because some mirrors
have sharp edges.
Warn the students to avoid pointing the laser to someones eye.
Activity Proper
Make sure that every member of the group has his/her own part in the
activity.
Student 1 assembles the set up for the activity.
Student 2 and 3 do the measurement angles of incidence and angles
of reflection
Student 4 and 5 record the data in the tables.
Post Activity Discussion
Representative from each group should present their data tables.
From there, ask the students to answer the ff. questions:
How does the angle of incidence compare with angle of
reflection? (SAME/EQUAL)
Based on the law of incidence and reflection, what is the Law
of reflection? (THE LAW OF REFLECTION STATES THAT
THE ANGLE OF INCIDENCE IS EQUAL TO THE ANGLE
OF REFLECTION).

The ff. concepts must be explained:

Angle of incidence is always equal to the angle of reflection. This is the law
of reflection.
In symbols:i = r
Example:
If i = 400, r = 400
How does the Law of Reflection connect to a real-life situation?

D. ELABORATE

(Reflection of light is employed significantly in making optical instruments like

periscopes. Periscopes allow sea navigators in a submarine to see the surface of
the water.)
Formative Assessment
Short quiz

E. EVALUATE

1. The diagram shows a single ray of light being directed at a plane mirror.
What is the angle of incidence and angle of reflection?

A) Angle of incidence = 40o, angle of reflection

B) Angle
of
incidence
= 40 o,
angle
of
reflection
o
C) Angle
of
incidence
= 50 ,
angle
of
reflection
D) Angle of incidence = 50o, angle of reflection = 40o
2. The law of reflection states that the angle of reflection __________.
A larger than the angle of incidence
B equals the angle of incidence
C cannot be equal to the angle of incidence
D smaller than the angle of incidence

=
=
=

40o
50 o
50 o

3. Which one of the following is WRONG about the laws of reflection?

A) The incident ray and the reflected ray lie on the same plane.
B) The angle of incidence is equal to the angle of reflection.
C) The incident ray and the normal lie on the same plane.
D) The laws of reflection can be applied to the plane mirror only.
IV. ASSIGNMENT

Research activity on why laser light/laser pointer should not be pointed directly on
ones eye.

V. REFLECTION
SECTION
PASTEUR
No. of Learners with Mastery Level
No. of Learners Needing Reinforcement
TOTAL

GAUSS

CURIE

DARWIN

DATE

I. OBJECTIVE(S)

II. LESSON

October 21, 2013 Monday

Day 3
Section(s):
At the end of the lesson, at least 75% of the students with 75 proficiency should be
able to achieve the ff. goals:
1. Describe the images formed by a plane mirror; and
2. Show an understanding of reversal effect in mirrors by writing laterally
inverted letters and words.
A. UNIT 2 : Force, Motion and Energy
Module 3 : Light, Mirrors and Lenses
Topic: Image Formation by Plane Mirror
B. Reference/s: Science Learners Material for Grade 10 pp. 177-178
C. Materials: plane mirror, clay

III. LEARNING TASKS

A. ENGAGE

Ask the students to write the word AMBULANCE in a sheet of paper in the same
manner as it is written in the ambulance car. Ask them also to bring the sheet in
front of the mirror and read the word AMBULANCE. Ask them why its written
that way and inform them that they will be performing an activity that will elicit the
reason behind the reversal of the word AMBULANCE.

B. EXPLORE
Students will perform Activity 3 Mirror Left-Right Reversal
A.
1.
2.
3.

Preliminary Activities
Inform the students that the activity is individual.
Explain the instructions.
Remind the students to handle the mirror with care because some mirrors
have sharp edges.
B. Activity Proper
Students will perform the activity.
C. Post Activity Discussion
1. From the activity, ask the students to answer the ff. questions:
What are the letters in the alphabet (in capital) that can be read
properly in front of a plane mirror? (A, I, H, M, O, T, U, V, W,
X, Y, Z)
What are the words that can be read properly both with a mirror
and without a mirror? (MOM, WOW, IT, TAT, TOOT, TIT)
How is the quotation HONESTY IS THE BEST POLICY
being reflected in a plane mirror?

C. EXPLAIN

The ff. concepts must be explained:

One of the characteristics of the image formed in a plane mirror is LEFTRIGHT REVERSAL. Example, if you raise your left hand, you will notice
that the image raises what would seem to be it's right hand. If you raise your
right hand, the image raises what would seem to be its left hand.
What are the other possible signage that exhibit left-right reversal and cite its
relevance to the society?
Formative Assessment
Short quiz

D. ELABORATE
E. EVALUATE

1. What causes the word ILLINOIS to be read as SIONILLI in front of

a plane mirror?

A. plane mirror has an effect of reversal to object in front of it.

B. plane mirror causes object to be inverted when viewed.

C. plane mirror has an apparent left-right reversal.

2. Supposedly you are wearing a t-shirt with the word PHYSICS printed
on it, write how the image of the word will appear if you are in front of a plane

mirror.

IV. ASSIGNMENT

Write a letter to your loved one (parent) written in reverse and reading it requires a
plane mirror in it.

V. REFLECTION
SECTION
PASTEUR
No. of Learners with Mastery Level
No. of Learners Needing Reinforcement
TOTAL

GAUSS

CURIE

DARWIN

DATE

I. OBJECTIVE(S)

II. LESSON

October 21, 2013 Monday

Day 1
Section(s): DARWIN
At the end of the lesson, at least 75% of the students with 75 proficiency should be
able to achieve the ff. goals:
1. Determine the relationship between the angle between two plane mirrors
and the number of images formed;
2. derived a formula for determining the number of images formed when two
mirrors are kept at a certain angle; and
3. differentiate regular from diffuse reflection.
A. UNIT 2 : Force, Motion and Energy
Module 3 : Light, Mirrors and Lenses
Topic: Multiple Reflection
B. Reference/s: Science Learners Material for Grade 10 pp. 178-180

C. Materials: 2 plane mirror, paper protractor, one-peso coin

III. LEARNING TASKS
A. ENGAGE

Post an enlarged picture of the one below.

Then ask: What do you observe?

Introduce Multiple Reflection.
B. EXPLORE
Students will perform Activity 4 Who wants to be a Millionaire?
A.
1.
2.
3.

Preliminary Activities
Divide the class into 10 groups.
Explain the instructions.
Remind the students to handle the mirror with care because some mirrors
have sharp edges.
B. Activity Proper
Students will perform the activity.
C. Post Activity Discussion
1. From the activity, ask the students to answer the ff. questions:
What happens to the number of images formed as you vary the
angle between the mirrors? (THE NUMBER OF IMAGES
CHANGES)
What relationship exists between the number of images formed
and the angle between mirrors? (THE NUMBER OF IMAGES
IS INVERSELY PROPORTIONAL TO THE ANGLE
BETWEEN TWO MIRRORS.)
Derive an equation/formula for determining the number of
images formed by two mirrors.
N = (360/)-1
Wherein: N = number of images
= angle between mirrors
How should the mirrors be arranged such that an infinite
number of images will be formed or seen? (THE MIRRORS
SHOULD BE PLACED PARALLEL FACING EACH OTHER
TO SEE AN INFINITE NUMBER OF IMAGES.)

C. EXPLAIN

D. ELABORATE
E. EVALUATE

Aside from the concepts elicited during the post-activity discussion, the ff. concepts
must be explained:
1. Reflection not only happens on a smooth surface like plane mirrors, but also
happens on rough surfaces. This is why reflection is classified into two
types.
a. Regular/Specular Reflection reflection of light in smooth surfaces (ex:
image of Mayon Volcano on a calm water.)
b. Irregular/Diffuse Reflection reflection of light on rough surfaces
(image of a mountain on a wavy water)
What are the applications of multiple reflections?
(MIRRORS IN HALLWAYS, PARLORS)
Formative Assessment
Short quiz
Complete the ff. statements.
1. The number of images is ______________ proportional to the angle
between mirrors.
2. If two plane mirrors are held 600 to one another, there will be ____ images
that will be formed.
3. When light is incident on a polished surface ___________ reflection takes
place.
4. An object becomes invisible when it undergoes ______ reflection.
5. It is much easier to read from rough pages because of ______ reflection.

IV. ASSIGNMENT

Make a table of other angles and let them determine how many images are formed.

V. REFLECTION
SECTION
PASTEUR
No. of Learners with Mastery Level
No. of Learners Needing Reinforcement
TOTAL
SECTION
No. of Learners with Mastery Level
No. of Learners Needing Reinforcement
TOTAL

GAUSS

PASTEUR

CURIE

GAUSS

DARWIN

CURIE

DARWIN

DATE

I. OBJECTIVE(S)

II. LESSON

October 21, 2013 Monday

Day 1
Section(s):
At the end of the lesson, at least 75% of the students with 75 proficiency should be
able to achieve the ff. goals:
1. Determine the location and size of the images formed by curved mirrors;
and
2. Compare the characteristics of the images formed by concave to that of a
convex mirror.
A. UNIT 2 : Force, Motion and Energy
Module 3 : Light, Mirrors and Lenses
Topic: Reflection in a Spherical Mirror
B. Reference/s: Science Learners Material for Grade 10 pp. 181-182
C. Materials: metal spoon

III. LEARNING TASKS

A. ENGAGE

Students are instructed to hold the metal spoon and it will serve as the mirror.
Ask the ff. questions:
1. Have you seen your image on the two sides of clear spoon?
2. What do you notice about your image on each of the two sides of the
spoon?
3. How will you compare your image from the two sides of the spoon?

B. EXPLORE
1. Show spherical mirrors to the class. The mirrors have labels as either

C. EXPLAIN

D. ELABORATE

concave/convex. Pass around the mirrors so the students will be able to see
the difference between the two in terms of shape and images formed.
2. Students will perform Activity 6 Images formed by curved mirrors
A. Preliminary Activities
1. Divide the class into 10 groups.
2. Explain the instructions.
B. Activity Proper
Students will perform the activity.
C. Post Activity Discussion
From the activity, ask the students to answer the ff. questions:
What happens to the size and location when you bring the
flashlight nearer to the concave mirror? (IMAGE FORMED IS
UPRIGHT AND ENLARGED)
What happens to the size and location when you bring the
flashlight farther from the concave mirror? (IMAGE FORMED
IS INVERTED AND SMALLER/REDUCED)
What happens to the size and location when you bring the
flashlight nearer to the convex mirror? (IMAGE FORMED IS
UPRIGHT AND SMALLER/REDUCED
What happens to the size and location when you bring the
flashlight farther from the convex mirror? (IMAGE FORMED
IS UPRIGHT AND SMALLER/REDUCED
Aside from the concepts elicited during the post-activity discussion, the ff. concepts
must be explained:
1. The characteristics of the image formed in curved mirror (concave) depend
on the location of object.
The farther the object, the smaller the image.
There is a certain location wherein there is no image formed.
The closer the object to the concave mirror, the bigger the image formed.
2. Images formed in curved mirror (convex) are always ERECT/UPRIGHT,
and SMALLER AS COMPARED TO THE OBJECT IN FRONT OF THE
MIRROR.
Some of the applications of curved mirrors:
CONCAVE dentists mirror, shaving mirror
CONVEX side mirror, parabolic mirrors in supermarkets and groceries

E. EVALUATE

IV. ASSIGNMENT
V. REFLECTION

Formative Assessment
Short quiz
1. The mirror on the passenger side of most newer cars is a
A) convex mirror.
B) concave mirror.
C) plane mirror.
D) None of the other answers is correct.
2. An object is placed in front of a convex mirror at a distance closer than the focal
length of the mirror. The image will appear
A) behind the mirror.
B) reversed right and left.
C) upright and reduced.
D) all of the above
3. The image formed by a concave mirror when the object is placed between the
mirror and the focal point has the following characteristics:
A) virtual, upright, enlarged, image distance is larger than object distance
B) virtual, upright, reduced, image distance is smaller than object distance
C) real, inverted, enlarged, image distance is larger than object distance
D) virtual, inverted, reduced, image distance is smaller than object distance
4. If an object is outside the focal point on a concave mirror, the image will be
A. virtual and inverted.
B. real and inverted.
C. virtual and upright.
D. none of the above.
5. Which type of mirror produces an image that is always erect, always smaller than
the object, and always virtual?
a. Concave
b. Convex
c. Plane
d. None of the above
Cut out at least 3 pictures of optical instruments which use curved mirror. Write a
short description for each.

DATE

I. OBJECTIVE(S)

II. LESSON

October 21, 2013 Monday

Day 1
Section(s):
At the end of the lesson, at least 75% of the students with 75 proficiency should be
able to achieve the ff. goals:
1. Construct ray diagrams for concave mirror; and
2. Determine the location, orientation, size and type of image formed by a
concave mirror based on the constructed ray diagrams.
A. UNIT 2 : Force, Motion and Energy
Module 3 : Light, Mirrors and Lenses
Topic: Images formed by Concave Mirrors
B. Reference/s: Science Learners Material for Grade 10 pp. 184-189
C. Materials: ruler, protractor, bond paper

III. LEARNING TASKS

A. ENGAGE

UNLOCKING OF TERMINOLOGIES
Students will label the diagram below with ff. terminologies based on the clues
given.
Principal axis
Focal Point

Center of Curvature
Radius of Curvature

Vertex
Focal Length

B. EXPLORE

C. EXPLAIN

1. Conduct a lecture demonstration about the use of ray-diagramming in

determining the location, orientation, size and type of image formed in
concave mirrors.
2. Students will perform Activity 6 Are You L-O-S-T after reflection?
A. Preliminary Activities
1. The activity will be done individually.
2. Explain the instructions.
B. Activity Proper
Students will perform the activity while the step-by-step method of
ray-diagramming is being explained.
C. Post Activity Discussion
From the activity, ask the students to answer the ff. questions:
How does the location of the object affect the characteristics
and location of the image formed in a concave mirror? (THE
LOCATION OF THE OBJECT AFFECTS THE
CHARACTERISTICS AND LOCATION OF IMAGE IN A
SUCH A WAY THAT AS THE OBJECT COMES NEARER
THE MIRROR, ITS IMAGE APPEARS FARTHER AWAY
FROM THE MIRRORS AND BECOMES LARGER AND
INVERTED. AS IT COMES CLOSER TO THE SURFACE OF
THE MIRROR, THE IMAGE APPEARS VIRTUAL AND
UPRIGHT.
What type of mirror do dentists use to clearly see the images of
our teeth? Why (A DENTISTS MIRROR IS A CONCAVE
MIRROR BECAUSE THE IMAGE APPEARS LARGER OR
MAGNIFIED, MAKING IT EASIER FOR THE DENTIST TO
SEE THE DETAILS OF THE OBJECT (TEETH). THIS
HAPPENS BECAUSE THE OBJECT (TEETH) IS LOCATED
BETWEEN THE MIRRORS FOCAL POINT AND THE
VERTEX OR OPTICAL CENTER OF THE MIRROR.
Aside from the concepts elicited during the post-activity discussion, the ff. concepts
must be explained:
The characteristics of the image formed in curved mirror (concave) vary
depending on the location of the object but can be identified using the
acronym L-O-S-T.
L for Location depends on the location of the object
O for orientation erect/inverted

D. ELABORATE

E. EVALUATE

IV. ASSIGNMENT

V. REFLECTION

S for size smaller/bigger

T for type real/virtual
Emphasized the ff. TOP TEN USES OF CONCAVE MIRROR
1. headlights of cars 2. dentist's mirror 3. solar devices 4. reflecting
telescopes 5. satellite dishes 6. personal uses(men shaving, women
applying make-ups etc) 7. reflectors in flash-lights 8. electron
microscopes
Performance Assessment
Rubric
CRITERIA
3 PTS.
2 PTS
1 PT.
Labeling of the
Principal axis,
Principal axis,
Principal axis,
Concave Mirror
focal point, center focal point, center focal point, center
or curvature are
or curvature are
or curvature are
properly labeled.
properly labeled
incorrectly labeled
but the
and the
measurements of
measurements of
C and F are
C and F are
incorrect
incorrect
Construction of
Incident rays and
Incident rays and
Incident rays and
Ray 1 & Ray 2
reflected rays both reflected rays both reflected rays both
for ray 1 and 2 are for ray 1 and 2 are for ray 1 and 2 are
correctly shown
correctly shown
incorrect and the
and the location
and the location
location of image
of image was
of image was not
was not identified.
identified.
identified.
Description of the Location,
Location,
Location,
image formed
Orientation, Size
Orientation, Size
Orientation, Size
and Type of image and Type of image and Type of image
are correctly
are identified but
are incorrect
identified
with few errors
The famous Chinese magician, Foo Ling Yu, conducts a classic magic trick utilizing
a concave mirror with a focal length of 1.6 m. Foo Ling Yu is able to use the mirror
in such a manner as to produce an image of a light bulb at the same location and of
the same size as the actual light bulb itself. Use complete sentences to explain how
Foo is able to accomplish this magic trick. Be specific about the light bulb location.

DATE

I. OBJECTIVE(S)

II. LESSON

October 21, 2013 Monday

Day 1
Section(s):
At the end of the lesson, at least 75% of the students with 75 proficiency should be
able to achieve the ff. goals:
1. Construct ray diagrams for convex mirror; and
2. Determine the location, orientation, size and type of image formed by a
convex mirror based on the constructed ray diagrams.
A. UNIT 2 : Force, Motion and Energy
Module 3 : Light, Mirrors and Lenses
Topic: Images formed by Convex Mirrors
B. Reference/s: Science Learners Material for Grade 10 pp. 184-189
C. Materials: ruler, protractor, bond paper

III. LEARNING TASKS

F. ENGAGE

UNLOCKING OF TERMINOLOGIES
Students will label the diagram below with ff. terminologies based on the clues
given.
Principal axis
Focal Point

Center of Curvature
Radius of Curvature

Vertex
Focal Length

G. EXPLORE

3. EXPLAIN

D. ELABORATE
E. EVALUATE

1. Conduct a lecture demonstration about the use of ray-diagramming in

determining the location, orientation, size and type of image formed in
convex mirrors.
2. Students will perform Activity 6 Are You L-O-S-T after reflection?
A. Preliminary Activities
1. The activity will be done individually.
2. Explain the instructions.
B. Activity Proper
Students will perform the activity while the step-by-step method of
ray-diagramming is being explained.
C. Post Activity Discussion
From the activity, ask the students to answer the ff. questions:
How does the location of the object affect the characteristics
and location of the image formed in a convex mirror? (FOR
ALL LOCATIONS OF OBJECT IN FRONT OF A CONVEX
MIRROR, THE IMAGE FORMED IS ALWAYS UPRIGHT,
REDUCED, VIRTUAL, AND LOCATED BETWEEN F AND
V.
What kind of mirror do you see in most of the department
stores? Why do they use such kind of mirror? (MOST OF THE
DEPARTMENT STORES USE CONVEX MIRRORS
BECAUSE IT GIVES A WIDER RANGE OF VIEW.)
Aside from the concepts elicited during the post-activity discussion, the ff. concepts
must be explained:
The characteristics of the image formed in curved mirror (convex) can be
identified using the acronym L-O-S-T.
L for Location between F and V
O for orientation erect/upright
S for size smaller/reduced
T for type virtual
Why are side mirrors made up of convex mirror?
Performance Assessment
Rubric
CRITERIA
3 PTS.
Labeling of the
Principal axis,
Convex Mirror
focal point, center
or curvature are
properly labeled.

Construction of
Ray 1 & Ray 2

Incident rays and

reflected rays both
for ray 1 and 2 are
correctly shown
and the location

2 PTS
Principal axis,
focal point, center
or curvature are
properly labeled
but the
measurements of
C and F are
incorrect
Incident rays and
reflected rays both
for ray 1 and 2 are
correctly shown
and the location

1 PT.
Principal axis,
focal point, center
or curvature are
incorrectly labeled
and the
measurements of
C and F are
incorrect
Incident rays and
reflected rays both
for ray 1 and 2 are
incorrect and the
location of image

Description of the
image formed

IV. ASSIGNMENT

of image was
identified.
Location,
Orientation, Size
and Type of image
are correctly
identified

of image was not

identified.
Location,
Orientation, Size
and Type of image
are identified but
with few errors

was not identified.

Location,
Orientation, Size
and Type of image
are incorrect

The diagram below shows a spherical surface that is silvered on both sides. Thus,
the surface serves as double-sided mirror, with one of the sides being the concave
and one being the convex side. The principal axis, focal point, and center of
curvature are shown. The region on both sides of the mirror is divided into eight
sections (labeled M, N, P, Q, R, S, T, and W). Five objects (labeled 1, 2, 3, 4, and 5)
are shown at various locations about the double-sided mirror. Use the diagram to
answer the questions #1-6.

. The image of object 1 would be located in section ______.

M

2. The image of object 2 would be located in section ______.

M

3. The image of object 3 would be located in section ______.

M

V. REFLECTION
SECTION
PASTEUR
No. of Learners with Mastery Level
No. of Learners Needing Reinforcement
TOTAL

GAUSS

CURIE

DARWIN