Republic of the Philippines

Department of Education
REGION V – BICOL
SCHOOL DIVISION OFFICE OF ALBAY
SAN JOSE NATIONAL HIGH SCHOOL
SAN JOSE MALILIPOT, ALBAY

DETAILED LESSON PLAN IN GENERAL PHYSICS 2

DIVISION ALBAY DIVISION GRADE LEVEL GRADE 12
SCHOOL SAN JOSE NATIONAL HIGH SCHOOL SUBJECT GENERAL PHYSICS
STUDENT RUBIE JOY C. BARIAS QUARTER FOURTH QUARTER
DATE APRIL 30, 2024 COMPETENCY NO. STEM_GP12OPT- IVf-32
COURSE BSED - SCIENCE COOPERATING TEACHER MR. KAROL B. BRIAGAS

I. OBJECTIVES:
A. Content Standard The learners demonstrate understanding of Huygen’s
Principle and Two-source interference of light.
B. Performance Standard
C. Learning Competency 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_GP12OPT- IVf-32)
D. Learning Objectives At the end of the lesson, students should be able to:
1.identify the conditions for interference to occur by
mentioning them at least once during the discussion;
2.demonstrate two-source interference by
performing the group activity on water ripples at least
once during the activity;
3.recognize the importance of understanding two-
source interference by citing real-world application or
phenomenon at least once by the end of the
discussion.
II. LEARNING CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Specialize Subject MELCs page 82
2. Learner’s Module Bañares, B.J. et. al. (2020) General Physics 2 Quarter
4 - Module 4: Interference and Diffraction
3. Additional Materials from resources (LR) • Polarization of Light - Definition, Types,
Methods, & Applications. BYJUS.
https://byjus.com/physics/polarization-of-
light/
• https://www.youtube.com/watch?v=Sug0iBj
Tmtc
B. Other Learning Resources • Whiteboard
• Pictures
• Manila Paper
• Double slit experiment set up
IV. LEARNING TASK
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
Preliminary Activities (5 minutes)
a. Greetings
“Good morning class!” “Good morning, ma’am!”
“How is everyone today?” “Good, ma’am.”
“That’s good.”

b. Checking of Attendance
“May I know who are absent?” Answer may vary.

c. Classroom Management
“During our discussion I want you to remember to
SMILE:
S – Show kindness and respect to others.
M – Maintain classroom cleanliness.
I – Interact during the discussion.
L – Listen attentively.
E – Engage in group activities.”
1. Elicit (5 minutes)
The teacher will start with a rebus puzzle activity that
will introduce words that will be mentioned or discuss
in the discussion.

“Let’s start with a simple activity. This activity is called

rebus puzzle. Are you familiar with this kind of Answer may vary.
activity?”

"Here's how the activity works: I'll be sharing a series

of pictures that, when combined, represent a word.
Each picture contributes to forming the complete
word by visually depicting its individual components."

“Let’s start with this one, try to guess the word being
describe by these pictures.” Expected Answers:

Interference
+ + =
“Very good, how about this one?”

Superposition
+ =
“That’s correct, now the last one?”

+ + = Polarization
“Okay, so these are some important terms we'll be
exploring in today's discussion.”
2. Engage (5 minutes)
The teacher will start by asking a provoking question
to capture student’s interest.
“After answering our rebus puzzles, let’s shift to our
main topic.”

“Have you ever thrown two rocks into a pond or river

at the same time and noticed how the waves they
create interact?” Answer may vary.
“Why do you think some parts of the water seem
brighter or darker where the waves meet?”

“Any ideas?” Answer may vary.

“Let's apply that concept to our discussion today. Our

goal is to understand how similar interactions occur
with light waves. So, let's dive into our learning
objectives for today's lesson."

The teacher will now state the learning objectives.

3. Explore (15 minutes)
The teacher will initiate a group activity to allow
students to observe the wave patterns of two-source
interference.

“Alright, it's time for a group activity. Please gather

your materials, including a basin or pale and water.
I've already assigned groups for this activity, so go
ahead and join your designated group.”

“Each group will receive a worksheet to guide you

through this activity. Take a moment to review the
instructions together.”

“Once you've completed the activity, one

representative from each group will share your
findings with the class.”

Activity: Two-Source Interference Observation

Materials Needed:
• Basin or pale filled with water
• Worksheets for each group
Instructions:
1. Fill the basin with water until it's nearly full.
2. Decide among your group members who will
be the disturber while the others shall be the
observers.
3. The disturber will gently create disturbances
in the water by tapping their fingers at two
different locations in the basin simultaneously.
4. The observers will carefully observe the
interaction of the waves and note any patterns
or changes in the water's surface.
5. Discuss as a group and record your
observations on the worksheet provided.
6. Prepare to share your findings with the class
after completing the activity.
Guide Questions:
1. What patterns do you notice in the water's
surface where the waves from both
disturbances meet? Draw the wave pattern.
 2. How do the waves interact with each other as
they overlap? Do you observe any areas where
the waves reinforce or cancel each other out?
3. How does the distance between the two
disturbances impact the interference pattern
observed in the water?
Safety Precaution: "Please handle water with care to
prevent spills and splashes. Ensure that your basin is
placed on a flat, stable surface to prevent tipping.
Promptly clean up any spills to prevent slipping or
accidents."
“This activity is good for 10 minutes only, after that
we will proceed to group discussion.”
“Am I clear? Are there any questions?” Answer may vary.

After 10 minutes.

“Are you done?” “Yes, ma’am.”

4. Explain (15 minutes)
The teacher will facilitate group presentations to
allow students to share their observations and
insights with the class.

“Now, let’s start with our group discussion. Group 1, Group 1 will now present their answer.
please share your observations with the class."

“Thank you, Group 1, for your insights. Now, let's hear Group 2 will now present their answer.
from Group 2.”

“Thank you, Group 2. Lastly, Group 3, please share Group 3 will now present their answer.
your findings.”

“Great job, everyone! Thank you for sharing your

observations. Now, let's take a moment to discuss any
common themes or patterns we noticed across the
groups.”

The teacher will then facilitate a brief discussion to

summarize key points, address any misconceptions,
and provide additional explanations or insights.

“During our observations, we noticed several key

concepts at play. One of these is Huygens's principle,
which states that each point on a wavefront serves as
a source of secondary wavelets that spread out in all
directions. This principle helps explain how waves
propagate through a medium.”
“We also observed the principle of superposition,
where waves combine to form a resultant wave by
adding their amplitudes. This principle is fundamental
to understanding how waves interact and interfere
with each other.”

“Additionally, we encountered two types of wave

interference: constructive interference, where waves
reinforce each other and produce a larger amplitude,
and destructive interference, where waves cancel
each other out and produce a smaller or zero
amplitude.”

“Lastly, we explored two-source interference, where

waves from two coherent sources interfere with each
other to produce an interference pattern. To set up a
stable and clear interference pattern, two conditions
must be met:
1. The sources of the waves must be coherent, which
suggest that they emit identical waves with a
continuing phase difference.
2. The waves should be monochromatic - they ought
to be of one wavelength.”

“Now, let's delve into another crucial aspect of wave

behavior: polarization. Polarization is the process of
transforming unpolarized light into polarized light.”
“A light wave that is vibrating in more than one plane
is known as unpolarized light. The light emitted by the
sun, by a lamp or a tube light are all unpolarized light
sources. The devices like the polarizers you see are
used for the polarization of light.”
5. Elaborate (5 minutes)
The teacher will be demonstrating the double slit
experiment using a double slit experiment set up.

“Today, we're going to explore one of the most

fascinating experiments in physics: the double-slit
experiment. This experiment has profound
implications for our understanding of the wave nature
of light and the principles of interference.”

The teacher will let the students see the interference

pattern using the double slit experiment set up.
Expected Answer:
“Take a moment to observe the interference pattern “Yes, ma’am.”
on the screen. Notice the alternating bright and dark
bands, known as interference fringes or patterns.”

“Why do you think we observe alternating patterns of “We see those patterns because of interference. The
bright and dark lines?” bright lines are a result of constructive interference
while the dark lines are a result of destructive
interference.”
“Very Good! The bright fringes are a result of
constructive interference while dark fringes are a
result of destructive interference.”

“Do you have any questions?” Answer may vary.

6. Evaluate (7 minutes)
The teacher will give a 5-item true or false activity to
check student’s comprehension.
“Let’s check comprehension. Analize each statement
if it is true or false. Write your answer on your
notebook.”

Activity: True or False

Direction: The teacher will dictate each statement,
and students should determine whether the
statement is true or false. Write your answer in your
notebook. Expected Answers:
1. In constructive interference, waves cancel 1. False
each other out, resulting in a smaller or zero 2. True
amplitude. 3. False
2. Huygens's principle states that each point on a 4. True
wavefront serves as a source of secondary 5. False
wavelets that spread out in all directions.
3. Polarization refers to the orientation of
longitudinal waves in a specific direction.
4. Two-source interference occurs when waves
from two coherent sources interfere with each
other to produce an interference pattern.
5. The double-slit experiment demonstrates the
particle-like behavior of light waves.
“Let us check if your answers are correct. Number 1 is
false because in constructive interference, waves
actually reinforce each other, resulting in a larger
combined amplitude. This phenomenon occurs when
waves are in phase, meaning their crests and troughs
align, causing them to add up. So, rather than
canceling each other out, they amplify one another,
leading to a stronger wave.”

“Number 2 is true. Huygens's principle indeed states

that each point on a wavefront serves as a source of
secondary wavelets that spread out in all directions.
This principle helps explain how waves propagate
through a medium by considering each point as a new
source of wavelets, contributing to the overall wave
behavior.”

“Number 3 is false. Polarization actually refers to the

orientation of transverse waves in a specific direction,
not longitudinal waves. In polarization, the waves
vibrate predominantly in one plane as they propagate
through a medium.”

“Number 4 is true. Two-source interference occurs

when waves from two coherent sources interfere with
each other to produce an interference pattern. This
phenomenon is a fundamental concept in wave optics
and is commonly observed in experiments involving
light or sound waves.”

“Number 5 is false. The double-slit experiment

actually demonstrates the wave-like behavior of light,
not particle-like behavior. In this experiment, light
waves diffract as they pass through two closely
spaced slits, creating an interference pattern on a
screen behind the slits. This pattern is characteristic
of wave interference and cannot be explained by
particle behavior.”

“How many of you got all the answers correct?” Answer may vary.
7. Extend (3 minutes)
The teacher will present a hologram and describe it as
an application of interference, she will then let the
students research more about holography as their
assignment.

“Before we end our discussion, I'd like to introduce

you to a fascinating application of interference: the
hologram.”

The teacher will then present the hologram to the

class.

“For your assignment:”

Assignment:
Delve deeper into the concept of holography. Explore
its mechanisms and significance, and investigate why
it's considered as a prime example of interference in
action.

“I hope you have learned something today. Thank you

all for listening and for participating in today’s
discussion.”
Expected Answer:
“Goodbye, class!” “Goodbye, ma’am.”
V. REMARKS
V. REFLECTION
A. No. of students who earned 80% in the
evaluation.
B. No. of learners who required 80% additional
activities for remediation who scored below
80%.
C. Did the remedial lesson work? No. of learners
who have caught up with the lesson.
D. No. of learners who continue to require
remediation.
E. Which of my teaching strategies worked well?
Why did this work?
F. What difficulties did I encounter which my
principal or supervisor can help resolve?
G. What innovation or localized material did I
use/discover which I wish to share with other
teachers?