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Chapter 1
THE PROBLEM AND ITS BACKGROUND
This chapter presents the background and purpose of the study, statement
of the problem, significance of the study, scope and limitations and definition of
terms.
Background and Purpose of the Study
Nowadays students were still introduced to the usual color wheel, a color
wheel is based on a circle that joins the ends of the spectrum and is helpful as a
guide to mixing colors. There are many possible color wheel configurations or
natie color mixing. These color wheels indicates the result of two different colors
mixed together. !or example, when red and blue were mixed, it will result into
purple. "e usually use color pigments what those mixed colors would turned into.
But most of the people or a student doesn#t get confused on what the mixed
colors will look like if we try to combine lights from bulbs of different colors, will the
combination of red and blue will still result into purple or will it form a different
color after the combination of lights from the light bulb. $
To aoid too much confusion, the researchers would like to study the
difference between color pigments and spectrum of lights. This study will help
students understand the difference between color and spectra. This research can
also be helpful to teachers on explaining why the result of mixed colors didn#t turn
out with same result as the combined lights.
Based from the Science %ct of $&'(, also known as )% No. *+-, as
amended by )% No. '(&/ %n %ct to 0ntegrate, 1oordinate, and 0ntensify Scientific
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and Technological )esearch and 2eelopment and to !oster 0nention/ To
Proide !unds therefore/ and for other Purposes.
This is an act enacted by the Senate and 3ouse of )epresentaties of the
Philippines in 1ongress assembled/
4$5 Strengthen the educational system of the country so that the same will
proide a steady source of competent scientific and technological
manpower6
4*5 Promote and encourage the dissemination of the results of scientific and
techno logical research and the general application thereof6 and
(3) To disseminate the results of scientific and technological research and to
encourage their practical application6 2
% spectrum is a condition that is not limited to a specific set of alues but
can ary infinitely within a continuum. The word had its first scientific use within
the field of optics to describe the rainbow of colors in isible light when separated
using a prism6 it has since been applied by analogy to many fields other than
optics. Thus, one might talk about the spectrum of political opinion, or the
spectrum of actiity of a drug, or the autism spectrum. 0n these uses, alues within
a spectrum may not be associated with precisely 7uantifiable numbers or
definitions. Such uses imply a broad range of conditions or behaiors grouped
together and studied under a single title for ease of discussion.
0n the $-th century the word spectrum was introduced into optics, referring
to the range of colors obsered when white light was dispersed through a prism.
Soon the term referred to a plot of light intensity or power as a function of
fre7uency or waelength, also known as a spectral density.8
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The term spectrum was soon applied to other waes, such as sound
waes, and now applies to any signal that can be decomposed into fre7uency
components. % spectrum is a usually *9dimensional plot, of a compound signal,
depicting the components by another measure. Sometimes, the word spectrum
refers to the compound signal itself, such as the :spectrum of isible light:, a
reference to those electromagnetic waes which are isible to the human eye.
;ooking at light through a prism separates isible light into its colors according to
waelength. 0t separates them according to its dispersion relation and a grating
separates according to the grating e7uation and if massie particles are measured
often their speed is measured. To get a spectrum, the measured function has to
be transformed in their independent ariable to fre7uencies and the dependent
ariable has to be reduced in regions, where the independent ariable is
stretched. !or this imagine that the spectrum of pulse with a finite number of
particles is measured on a film or a 112. %ssuming no particles are lost, any
nonlinearity 4compared to fre7uency5 on the spectral separation concentrates
particles at some points of the film. The same is true for taking a spectrum by
scanning a monochromator with a fixed slit width. <iolet at one end has the
shortest waelength and red at the other end has the longest waelength of
isible light. The colors in order are iolet, blue, green, and yellow, orange, red. %s
the waelengths get bigger below the red isible light they become infrared,
microwae, and radio. %s the waelengths get smaller aboe iolet light, they
become ultra9iolet, x9ray, and gamma ray.'
The light emitted by most light sources contains photons of many different
colors. By using a tool that creates a spectrum, scientists can get much more
detailed information about the light source than they would get simply by looking
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at it or taking a picture of the light source. "hen astronomers refer to a spectrum
4the plural is spectra5, they are usually referring to an image that was made by
dispersing the light from a light source onto a camera. 0t is not ery easy to make
careful measurements of the spectra from an object when working with an image,
so astronomers often simplify their spectra by making a two9dimensional graph of
the spectrum. =n the x9axis, they plot the waelength of the light 4which is
e7uialent to the energy of the light or the color of the light5, and on the y9axis
they plot the intensity of the light. %stronomers use the word spectrum to refer
either to an image of the light, or the two dimensional plot of the image of a
spectrum.
% pigment is a material that changes the color of reflected or transmitted
light as the result of waelength9selectie absorption. This physical process differs
from fluorescence, phosphorescence, and other forms of luminescence, in which
a material emits light.-
>any materials selectiely absorb certain waelengths of light. >aterials
that humans hae chosen and deeloped for use as pigments usually hae
special properties that make them ideal for coloring other materials. % pigment
must hae a high tinting strength relatie to the materials it colors. 0t must be
stable in solid form at ambient temperatures.(
!or industrial applications, as well as in the arts, permanence and stability
are desirable properties. Pigments that are not permanent are called fugitie.
!ugitie pigments fade oer time, or with exposure to light, while some eentually
blacken.&
Pigments are used for coloring paint, ink, plastic, fabric, cosmetics, food
and other materials. >ost pigments used in manufacturing and the isual arts are
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dry colorants, usually ground into a fine powder . This powder is added to a ehicle
4or binder5, a relatiely neutral or colorless material that suspends the pigment
and gies the paint its adhesion.$+
% distinction is usually made between a pigment, which is insoluble in the
ehicle 4resulting in a suspension5, and a dye, which either is itself a li7uid or is
soluble in its ehicle 4resulting in a solution5. The term biological pigment is used
for all colored substances independent of their solubility. % colorant can be both a
pigment and a dye depending on the ehicle it is used in. 0n some cases, a
pigment can be manufactured from a dye by precipitating a soluble dye with a
metallic salt. The resulting pigment is called a lake pigment.$$
Pure pigments reflect light in a ery specific way that cannot be precisely
duplicated by the discrete light emitters in a computer display. 3oweer, by
making careful measurements of pigments, close approximations can be made.
The >unsell 1olor System proides a good conceptual explanation of what is
missing. >unsell deised a system that proides an objectie measure of color in
three dimensions/ hue, alue 4or lightness5, and chroma. 1omputer displays in
general are unable to show the true chroma of many pigments, but the hue and
lightness can be reproduced with relatie accuracy. 3oweer, when the gamma of
a computer display deiates from the reference alue, the hue is also
systematically biased.$*
Spectrum is a rainbow like series of colors, in the order iolet, blue, green,
yellow, orange, and red, produced by splitting a composite light, such as white
light, into its component colors 0ndigo was formerly recogni?ed as a distinct
spectral color. The rainbow is a natural spectrum, produced by meteorological
phenomena. % similar effect can be produced by passing sunlight through a glass
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prism. The first correct explanation of the phenomenon was adanced in $ by
the @nglish mathematician and physicist Sir 0saac Newton.$
!urthermore it was said that, when a ray of light passes from one
transparent medium, such as air, into another, such as glass or water, it is bent6
upon reemerging into the air, it is bent again. This bending is called refraction6 the
amount of refraction depends on the waelength of the light. <iolet light, for
example, is bent more than red light in passing from air to glass or from glass to
air. % mixture of red and iolet light is thus dispersed into the two colors when it
passes through a wedge9shaped glass prism.$8
=n the other hand, a deice for producing and obsering a spectrum
isually is called a spectroscope6 a deice for obsering and recording a spectrum
photographically is called a spectrograph6 a deice for measuring the brightness
of the arious portions of spectra is called a spectrophotometer6 and the science
of using spectroscopes, spectrographs, and spectrophotometers to study spectra
is called spectroscopy. !or extremely accurate spectroscopic measurements, an
interferometer is used. 2uring the $&th century, scientists discoered that beyond
the iolet end of the spectrum, radiations could be detected that were inisible to
the human eye but that had marked photochemical action6 these radiations were
termed ultraiolet. Similarly, beyond the red end of the spectrum, infrared
radiations were detected that, although inisible, transmitted energy, as shown by
their ability to raise the temperature of a thermometer .The definition of spectrum
was then reised to include these inisible radiations, and has since been
extended to include radio waes beyond the infrared, and A rays and gamma
rays beyond the ultraiolet. $'
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The term spectrum is often loosely applied today to any orderly array
produced by analysis of a complex phenomenon. % complex sound such as noise,
for example, may be analy?ed into an audio spectrum of pure tones of arious
pitches. Similarly, a complex mixture of elements or isotopes of different atomic
weights can be separated into an orderly se7uence called a mass spectrum in
order of their atomic weights.$
2ifferent colors of light are similar consisting of electromagnetic radiations
that trael at a speed of approximately ++,+++ km per sec 4about $(,+++ mi per
sec5. They differ in haing arying fre7uencies and waelengths, the fre7uency
being e7ual to the speed of light diided by waelength. Two rays of light haing
the same waelength also hae the same fre7uency and the same color. The
waelength of light is so small that it is coneniently expressed in nanometer
4nm5, which is e7ual to one9billionth of a meter. The waelength of iolet light
aries from about 8++ to 8'+ nm, and of red light from about *+ to -+ nm, or
from about +.++++$ to +.++++$( in for iolet, and from +.++++*' to +.+++++ in
for red.$-
"ikipedia another informant said that, spectrum 4plural spectra or
spectrums5 is a condition that is not limited to a specific set of alues but can ary
infinitely within a continuum. The word saw its first scientific use within the field of
optics to describe the rainbow of colors in isible light when separated using a
prism6 it has since been applied by analogy to many fields other than optics. Thus,
one might talk about the spectrum of political opinion, or the spectrum of actiity of
a drug, or the autism spectrum. 0n these uses, alues within a spectrum may not
be associated with precisely 7uantifiable numbers or definitions. Such uses imply
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a broad range of conditions or behaiors grouped together and studied under a
single title for ease of discussion.$(
"ikipedia also stated that a pigment is a material that changes the color of
reflected or transmitted light as the result of waelength9selectie absorption. This
physical process differs from fluorescence, phosphorescence, and other forms of
luminescence, in which a material emits light.$&>any materials selectiely absorb
certain waelengths of light. >aterials that humans hae chosen and deeloped
for use as pigments usually hae special properties that make them ideal for
coloring other materials. % pigment must hae a high tinting strength relatie to
the materials it colors. 0t must be stable in solid form at ambient temperatures.$&
!or industrial applications, as well as in the arts, permanence and stability
are desirable properties. Pigments that are not permanent are called fugitie.
!ugitie pigments fade oer time, or with exposure to light, while some eentually
blacken.*+
Pigments are used for coloring paint, ink, plastic, fabric, cosmetics, food
and other materials. >ost pigments used in manufacturing and the isual arts are
dry colorants, usually ground into a fine powder . This powder is added to a ehicle
4or binder5, a relatiely neutral or colorless material that suspends the pigment
and gies the paint its adhesion.*$
% distinction is usually made between a pigment, which is insoluble in the
ehicle 4resulting in a suspension5, and a dye, which either is itself a li7uid or is
soluble in its ehicle 4resulting in a solution5. The term biological pigment is used
for all colored substances independent of their solubility. % colorant can be both a
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pigment and a dye depending on the ehicle it is used in. 0n some cases, a
pigment can be manufactured from a dye by precipitating a soluble dye with a
metallic salt. The resulting pigment is called a lake pigment.**
Pigments appear the colors they are because they selectiely reflect and
absorb certain waelengths of light. "hite light is a roughly e7ual mixture of the
entire isible ltramarine reflects blue light, and absorbs other colors. Pigments,
unlike fluorescent or phosphorescent substances, can only subtract waelengths
from the source light, neer add new ones.*
The appearance of pigments is intimately connected to the color of the
source light. Sunlight has a high color temperature, and a fairly uniform spectrum,
and is considered a standard for white light. %rtificial light sources tend to hae
great peaks in some parts of their spectrum, and deep alleys in others. <iewed
under these conditions, pigments will appear different colors.*8
=ther properties of a color, such as its saturation or lightness, may be
determined by the other substances that accompany pigments. Binders and fillers
added to pure pigment chemicals also hae their own reflection and absorption
patterns, which can affect the final spectrum. ;ikewise, in pigmentCbinder
mixtures, indiidual rays of light may not encounter pigment molecules, and may
be reflected as is. These stray rays of source light contribute to the saturation of
the color. Pure pigment allows ery little white light to escape, producing a highly
saturated color. % small 7uantity of pigment mixed with a lot of white binder,
howeer, will appear saturated and pale, due to the high 7uantity of escaping
white light.*'
Pure pigments reflect light in a ery specific way that cannot be precisely
duplicated by the discrete light emitters in a computer display. 3oweer, by
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making careful measurements of pigments, close approximations can be made.
The >unsell 1olor System proides a good conceptual explanation of what is
missing. >unsell deised a system that proides an objectie measure of color in
three dimensions/ hue, alue 4or lightness5, and chroma. 1omputer displays in
general are unable to show the true chroma of many pigments, but the hue and
lightness can be reproduced with relatie accuracy. 3oweer, when the gamma of
a computer display deiates from the reference alue, the hue is also
systematically biased.*
The researchers were prompted to conduct this study in the belief that the
final result of the project will gie more benefits to the users especially to students,
for them to be informed of what might happen to the results of the combined
pigments and combined lights. %nd due to its results, the students can be
informed well on the differences between light spectra and color pigment.
Statement of the Problem
The Statement of the problem is a concise description of the issues that
need to be addressed by the researchers and should be presented to them before
they try to sole the problem.
The study compares color pigment and spectra in order to present alid
information on its difference and similarities.
The study sought answers to the following 7uestions/
1. 3ow is the spectrum model constructed and deelopedD
*. 3ow was the colors and spectrum formedD
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3. "hat is the difference between color pigments and spectrum of lightsD
3ypothesis
This study will test the null hypothesis that there is no significant difference
between color pigment and light spectra.
Theoretical !ramework
This study was anchored from the theory of Newton, an @nglish physicist,
mathematician, astronomer , natural philosopher , alchemist, and theologian, and is
considered by many scholars and members of the general public to be one of the
most influential people in human history.
Newton#s Theory of 1olor explained that objects appear to be a certain
color because of how they reflect light, rather than color being an inherent prop9
erty of an object E % red apple reflects red light which is seen by the eye.0n the
late $+s, Newton starts experimenting with his ’celebrated phenomenon of
colors.# %t the time, people thought that color was a mixture of light and darkness,
and that prisms colored light. 3ooke was a proponent of this theory of color, and
had a scale that went from brilliant red, which was pure white light with the least
amount of darkness added, to dull blue, the last step before black, which was the
complete extinction of light by darkness. Newton reali?es this theory was false.
;ight enters the prism from the top right, and is refracted by the glass. The iolet
is bent more than the yellow and red, so the colors separate. Newton set up a
prism near his window, and projected a beautiful spectrum ** feet onto the far
wall. !urther, to proe that the prism was not coloring the light, he refracted the
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light back together.
The researchers patterned this study to the theory because that theory
aimed to proe that light#s many colors could be mixed together to form white
light, and the color pigments could be combined to form a dark pigment. Both
study of the researchers and Sir 0saac Newton, aims to proe that the colors of
the lights, when combined 4white or lighter5 won#t actually turn into what the
pigments turned out to be, which is darker or dirtied. "ith the help of this theory,
the researchers were able to differentiate spectrum of lights from color pigments.
1onceptual !ramework
The conceptual framework is used in research to outline possible courses
of action or to present a preferred approach to an idea or thought. They can act
like maps that gie coherence to empirical in7uiry. They also take different forms
depending upon the research 7uestion or problem. The conceptual framework is
shown in the form of paradigm. 0t consists of input, process and output.
The input consists of the information resources, which refers to the reiews
of related literature and studies. 3uman resources, that pertains to the
researchers, adiser, critic reader, and all those who gae strength to the
researchers. The material resources where the researchers got their needed
materials to construct the model and lastly, the !inancial )esources that pertains
to the researchers, for them to be able to aail such materials needed to construct
and improe the model. The construction of the model, mostly pertains to the
construction of the tripod and insertion of cellophane on the flashlight#s lens and
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lastly, the testing of the model, this part of the process sered as the trial and
error process,
The process refers to the planning and designing, wherein the researchers
together with the rest of the panel members tackled and discussed how the
spectrum model will be constructed and improed, the researchers then came up
with the design of the model. The preparation of materials, wherein the
researchers, gathered and finali?ed the materials to be used in constructing the
model. The construction of the model, mostly refers to the construction of the
tripod and insertion of cellophane on the flashlight#s lens and lastly,the testing of
the model, this part of the process sered as the trial and error process. 0n testing
the model, the researchers identified the usefulness and functionality of the
model.
=utput refers to the 1omparatie Study on 1olor Pigments and Spectrum
of ;ights, which determines the significance between color pigments and
spectrum of lights.
!eedback describes the situation when output from an eent or
phenomenon in the past will influence an occurrence or occurrences of the same
eent or phenomenon in the present or future. This also pertains to the oerall
ealuation made to ensure the acceptability and function of the model.
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INPUT PROCESS OUTPUT
!@@2B%1F
Figure 1
% 1onceptual >odel Showing the @aluated of the 1omparatie Study on 1olor Pigments of Spectrum of ;ights
InformationResources
Human Resources
Material Resources
inancial Resources
Planning and
2esigning
Preparation of the
>aterials, Tools
1onstruction of the
>odel.
Testing
% 1omparatie Studyon 1olor Pigmentsand Spectrum of;ights.
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Significance of the Study
The researchers conducted the study not only to proe the differences
between color pigment and spectrum of light, but also to proide a model for
schools that clearly differentiate color pigment and spectrum of light for better
understanding of the learners.
!or the students, the usefulness of the study can be maximi?ed. Students
can understand more about color pigments and spectrum of lights.
!or the teachers, the study can help them explain easily to the students the
difference between color pigment and spectrum of light.
!or the schools, especially the ones with auditoriums can experiment on
how to use only main colors in creating secondary colors by combining the lights
of different colors.
Scope and ;imitations
The research deeloped spectrum model using a single ;@2 flashlight, a
box and a tripod, which will help students aoid confusion oer the pigment#s
difference with the spectrum of light.
The study which was conducted at )S >orong 3igh School during the
S.G. *+$+9*+$$, analy?ed the functionality of the model in determining the
significance between color pigments and spectrum of lights.
0t also ealuated the usefulness of the model with respect to its function, its
ability to proide the users, namely the teachers and students on how the
combined colors from the lights differ from the combined color pigments. Since
the researchers are all students of the niersity of )i?al System9>orong
1ampus, where the study was conducted, they were the ones who ealuated and
sered as the respondents as well.
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The study utili?ed the deelopment study and improement during the
planning and designing, preparation of materials and tools, construction of the
model and testing. 1omparatie and descriptie method was used to ealuate the
usefulness of the model.
To determine the function of the model, the model was tested inside
laboratory school#s %udio <isual )oom to proide the researchers a dark
surrounding that made the colors more isible. % recording sheet was deeloped
and used to ealuate the usefulness and effectieness of the model, it also helped
the researchers to identify the significance between color pigments and spectrum
of lights.
2efinition of Terms
To completely comprehend the idea of the present study, the unfamiliar
terms and expressions are conceptually and operationally defined/
1olor Pigments. This is any insoluble coloring substance used in making,
paints, enamels, oil colors etc.+
Spectrum of ;ights. This refers to an image formed by radiant energy
directed through a spectroscope and brought to a focus, and in which each
waelength corresponds to a specific bond or line in a progressie series
characteristic of the emitting source.$
Spectrum >odel. This is a deice used to determine the results of the
combined colors of many lights.
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Chapter 2
RESEARCH METHODOLOG
This chapter presents the research design used in the study, the setting
and subject of the study.
)esearch 2esign
The research is a deelopment study with a combination of descriptie
method of study.
2eelopment research has been used to refer to arious kinds of research
approaches which are related to design and deelopment work. 2eelopment
research aims at making both practical and scientific contributions.$
>agcawas stated that the 2eelopment )esearch is a scientific work
drawing on existing knowledge gain from research and practical experience that is
directed toward producing new materials, products or deices and also installing
new processes, assistance and serices in improing sustainability of those
produced or installed.*
This study made use of this method to determine the leel of acceptability
in Terms of 2esigning, 1onducting, Planning, Testing and @aluating of the
spectrum model. The study discussed the present condition of students under
confusion on the difference between pigments and spectrum of light.
2escriptie )esearch includes all studies that purports to present facts
concerning the nature and status of anything.0t inoles the collection of data to
test hypothesis or to answer 7uestions concerning the current status of the
subject of study.8
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2escriptie research is mainly done when a researcher wants to gain a
better understanding of a topic. The researchers hae to carry out research in
order to gain a better understanding. 0t is 7uantitatie and uses sureys and
panels and also the use of probability sampling. This method will be used to be
able to gie information about pigments and spectra.
Setting of the Study
!igure *
1ampus >ap of )S9>orong
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The study was conducted at the niersity of )i?al System 9 >orong
1ampus. =n page $(, you will find the campus map that indicates where the
;aboratory School 4%mang 3all Building5 is located. 0t has four leels of education
namely elementary leel, secondary leel, tertiary leel and graduate leel. The
tertiary leel is diided into six colleges, the laboratory school elementary and
secondary leel is under the 1ollege of @ducation. Thus the study was conducted
in the laboratory school, high school department called >orong 3igh School. The
place is chosen because the campus is more accessible.
The niersity of )i?al System is a premiere technology drien higher
education institution by the year *+$'.
The niersity of )i?al System is committed to produce competent and
alue laden graduate in %griculture, @ngineering, Science and Technology,
1ulture and %rts, Teacher, and Business @ducation through responsie
instruction, research, extension and production serices in region 0<.
The >orong 3igh School with limited students has special designed
science curriculum where students are being proided with adanced science
instruction and Technology subjects.
To deelop their scientific and technological skills, students are re7uired to
conduct researches geared to Science and Technology. The knowledge that they
hae learned in their Science and Technology subjects are being used in
conceptuali?ing and completing mostly applied researches.
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Subject of the Study
The subject of the study is the spectrum model. The project undergoes
different processes in terms of designing, conducting, planning, testing and
ealuating of the spectrum model. The main object has a height of & inches and a
length of ( inches. The model will sere as the main subject of the study for it will
show the results of the lights when they are all combined together.
The model consists of three lights of different colors, specifically red, blue
and green so as to produce different spectrum for the experiment.
Sources of data
The researchers obsered the result of the combined color pigments and
light spectra as the source of data taken from the initial and final conduct. The
researchers used the materials that are needed to conduct the study. The
researchers made the record sheet that was used as a main instrument to
determine the difference between light spectra and color pigments.The
researchers also used a record sheet to record data like the amount of paint used
to create a secondary color.
Procedure of the Study
This section discussed the procedures in the deelopment of the study.
!. 1onstruction of the >odel
The researchers used three identical flashlights, the first flashlight was
coered by green cellophane, the other is red and the last is blue. % box was
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made for the lights to be more compressed to make the results more isible. The
metal on the other hand was constructed to sere as the stand that holds the
flashlights placed inside the box.
The model was constructed through Planning and 2esigning" Preparation
of the >aterials, Tools and 1onstruction of the >odel.
B. Testing
There were three colors used in this study, colors red, green and blue
acrylic paint. The amounts of pigments to be mixed were indiidually measured.
@ach pair of color was mixed in three different clear plastic cups to see the
reaction of the pigments! The measured paint was then placed in the plastic cup
together with the paint of different amount and color6 the researchers stir it until
they got the desired color.
%nother testing was done to determine if the result of the mixed color
pigments were the same with the combined light spectra. To test the light
spectra, the researchers made a model by inserting green, red and blue
cellophane that coers the flashlights for it to project the researchers# desired
colors, like the pigments, the lights were combined. The researchers obsered
and analy?e the results of the two testing.
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Chapter "
PRESENTATION# ANALSIS AND INTERPRETATION OF DATA
This chapter deals with the presentation, analysis and interpretation of
data.
The 2eelopment of the Spectrum >odel
The construction of the model is discussed and presented below/
!. Planning and 2esigning the Spectrum >odel
0n this part of the procedure the researchers start the idea through
planning. The researchers were asked to take a look at the old spectrum model,
they listed down eery details and obserations, The researchers together with
the panel members, tackled some issues on how to improe the spectrum model.
The researchers then came up with an idea of constructing a new spectrum model
using ;@2 flashlights instead of light bulbs. %fter the planning the researchers
came up with a design.
B. Preparation of the >aterials, Tools and @7uipment
0t is necessary to check and secure all the materials that are used in the
project to minimi?e the failure during the construction of the spectrum model.
Table $ presents the materials, tools, and e7uipment used in the
construction of Spectrum >odel.
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Table $
>aterials, Tools, and @7uipment sed in the 1onstruction of Spectrum >odel
Table $ shows the amount of materials used in the construction of the
model. pcs. of flashlights that all in all cost ++.++ php. only. The cellophane,
which was $+.++ php. each, and cost + php. for each color. The paint that was
+ php. each and cost &+.++ php. for the red, blue and green paint. !or the box
$pc. which is $+.++php, *pcs. of cartolina which was -.++ each and cost $8.++.
The researchers had their flashlight stand made with thin titanium metal for only
$+.++php.The stand measures & inches tall and (.$ inches wide. The
researchers spent a total of '-8.++ php. to aail each material and e7uipment
used.
1. 1onstruction of the >odel
The researchers used three identical flashlights, the first flashlight was
inserted by a green cellophane, and the other is the red color and the last is blue.
Then a box was constructed to see the results of the combined light of the three
$T UNIT DESCRIPTION UNIT COST TOTAL COST
pcs. !lashlights4;ed Torch5
$++.++ ++.++
pcs. red, green and bluecellophane
4candy5
$+.++ +.++
ml. red, green and bluepaint
4acrylic paint5
+.++ &+.++
$ Pc. Box $+.++ $+.++
* pcs. 1artolina -.++ $8.++
$ Set >etal !lash ;ight Stand $+.++ $+.++
Total '-8.++
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flashlights. The following figures presented below demonstrate how the Spectrum
model was constructed and deeloped.
!igure
Preparation of the Needed >aterials
!igure 8
1onstruction of the Spectrum >odel Box
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!igure '
>easuring of Pigments
!igure
Blending C >ixing of Pigments
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!ormation of 1ombining 1olor Pigments and Spectrum of ;ight
Presented below is the result of experiment on how different pigments are
formed.
!igure -
)esults of 1ombining )ed and Blue Pigments
!igure (
)esult of 1ombining Hreen and Blue Pigments
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!igure &
)esults of 1ombining )ed and Hreen Pigments
Presented below is the result of experiment on how different spectrums are
formed.
!igure $+
)esult of 1ombining )ed and Blue ;ights
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!igure $$
)esult of 1ombining Blue and Hreen ;ights
!igure $*
)esult of 1ombining )ed and Hreen ;ights
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Significant 2ifference Between 1olor Pigments and Spectrum of ;ights
Table $ shows the gathered information regarding the mixture of different
color pigments.
Ta%&e 2
)esults of the study on the >ixing of Pigments under Study
C'&'r 1 C'&'r 2 C'&'r " Re(u&t
0t could be gleaned from the table that red and blue pigments turned into
purple, while the combination of the colors blue and green was blue green, on the
other hand green and red resulted into brown, and got the color black as the result
of the mixed red, blue, and green pigments.
Table * presents the results of the combination of light spectra.
Ta%&e "
)esults of the >ixing of ;ight Spectra.
C'&'r 1 C'&'r 2 C'&'r " Re(u&t
The first pair of colored lights was red and blue that turned into purple, it
has the same result as the mixed red and blue pigment. Second was blue and
green which turned into blue green, green and red was yellow and last were the
combination of red, blue and green lights that resulted into white light.
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%s to the difference between color and spectra, it was found out that when
the three pigments were combined, the result is near to dark pigments or black,
while in the spectrum of lights, when the spectrum under test were combined
together, the result is light spectrum or near to white.
Chapter )
SUMMAR OF FINDINGS# CONCLUSIONS AND RECOMMENDATIONS
This chapter deals with the summary of findings, conclusions and
recommendations based from the gien data.
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S>>%)G =! !0N20NHS
Based from the analysis and interpretation of data, the following are hereby
summari?ed/
1. The 2eeloped Spectrum model
The deelopment of spectrum model coered with seeral stages and
one of which is the planning stage. This inoles the designing of the model
and collecting and preparing all the materials needed. The researchers were
guided with the related readings and information gathered through consultation
to knowledgeable person.
Next stage is the construction of the model which coered part by part
and step by step procedures to hae an assurance that the output is of 7uality.
*. !ormation of 1olors and Spectra
%s to the results of the combination of pigments, it was found out that
red and blue pigments turned into purple, while the combination of the colors
blue and green was blue green, on the other hand when green and red are
mixed, it resulted into brown, and got the color black as the result of the
combined pigments under test.
%s to the spectra, colored lights red and blue that turned into purple,
blue and green turned into blue green, green and red was yellow and last were
the combination of red, blue and green lights resulted into white light.
3. 2ifference Between 1olor Pigments and Spectrum of ;ights
The mixture of the three color pigments such as blue, red and green
results into black color while in the spectrum of lights based from the
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obseration, the combination of the color blue, green and red light turned into
white color.
1onclusion
The study concluded that the combination of color pigments produced
colors different from the results of combining the spectrum of light.
)ecommendations
Based on the result of the study, the researchers arried on the following
recommendations/
1. !urther study on using other color in testing the difference of color pigment
and spectrum of light.
*. !urther study maybe conducted on the use of the spectrum model.
3. >ake a spectrum model which can be used as instructional model in
teaching Physics for educational purposes.
BIBLIOGRAPH
A! B''*(
Sanche?,1ustodian %., >ethods and Techni7ues of )esearch. rd @dition >anila/)ex Book Store,$&&(.
Seilla,1onsuelo H., =chae,Iesus %.,Pun?alan,Twila H.,)egala,BellaP.,riarte,Habriel H.,)esearch >ethods. >anila/ )ex Book Store,$&&*
Seilla,1onsuelo H., et. al. )esearch >ethods . >anila/)ex Book Store,$&&*,&8
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B! I+ter+et
J2esign Notes/ 1olor "heelK, http/CCdaphne.palomar.eduCdesignCcwheel.html
JpigmentK, http/CCen.wikipedia.orgCwikiCPigment
JSpectrumK, http/CCen.wikipedia.orgCwikiCSpectrum
JSpectraK, http/CCwww.astro.psu.eduCastrofestCspectra.html
JT3@ S10@N1@ %1T =! $&'(Khttp/CCwww.pnri.dost.go.phCdocumentsCra*+-.pdf
JNewton and the 1olor SpectrumK, http/CCwww.webexhibits.orgCcolorartCbh.html
JHoetheLs 1olor TheoryK, http/CCwww.webexhibits.orgCcolorartCch.html
JSpectrumK >icrosoft M @ncarta M *++&. $&&9*++( >icrosoft 1orporation.
J2eelopment )esearchKutwente.nl 4P2!5
C! ,'ur+a&(-U+pu%&i(he. Materia&(-'ther(
Balba, %nthony >. et, al. J>odified >ulti9!eatured @lectronic;ocatorK,npublished ndergraduate Thesis,)S, >orong, )i?al,*+$+.
@strabo, 3a?elle %nne >. et. al., JNutri91upcakes from !ruits and <egetables as
2ietary %idsK, npublished ndergraduate Thesis, niersity of )i?alSystem, >orong, )i?al, *++&
>angona, Ian !rancis >. et. al., JThe 2eelopment of the >ulti9!eatured0ntercommunication SystemK, npublished ndergraduate Thesis,niersity of )i?al System, >orong, )i?al, *++&
Proceedings of the %gency90n93ouse )eiew of ) O 2 Projects, 2eelopment
)easearch niersity of )i?al System,*++&
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The Standard 1ollege 2ictionary/ %9,The )eader#s 2igest Hreat @ncyclopedic2ictionary The )eader#s 2igest %ssociation, 0nc. , New Gork,$&,$&(
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APPENDI/
%. Hantt 1hart of %ctiities
A0tiitie( I u l .
% u g
.
S e p
.
= c t .
N o
.
2 e c
.
I a n
.
! e b
.
> a r .
% p r .
> a y
.
I u n e
.
I u l .
I a n
.
! e b
.
P&a++i+g
Tit&e Dee+(e
Gatheri+g Re&ate. Literature
a+. (tu.ie(
Dee&'p3e+t ' Chapter 1
C'+(u&tati'+
Rei(i'+ ' Chapter 1
Dee&'p3e+t ' Chapter 2
C'+(u&tati'+
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C'&&'4uiu3
Rei(i'+ Chapter 152
Su%3i((i'+ ' Rei(e. Chapter
152
Pr'gra3 Dee&'p3e+t
6a&i.ati'+
Dee&'p3e+t Chapter "5)
Fi+a& Dee+(e
Rei(i'+
Su%3i((i'+ ' Rei(e. The(i(
B.%mount of >aterials
$T UNIT DESCRIPTION UNIT COST TOTAL COST pcs. !lashlights
4;ed Torch5$++.++ ++.++
pcs. )ed, Hreen and Bluecellophane
4candy5
$+.++ +.++
ml. red, green and bluepaint
4acrylic paint5
+.++ &+.++
$ pcs. Box $+.++ $+.++
* pcs. 1artolina -.++ $8.++
$ Set >etal !lash ;ight Stand $+.++ $+.++
Total '-8.++
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CURRICULUM 6ITAE
N%>@/ P%T)0S3% ;=0S@ !. T0B%G
%22)@SS/ >orong, )i?al
2%T@ =! B0)T3/ %ugust $&, $&&8
P;%1@ =! B0)T3/ Tanay, )i?al
%H@/ $
S@A/ !emale
10<0; ST%TS/ Single
10T0@NS30P/ !ilipino
!%T3@)#S N%>@/ @lmer %. Tibay
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>=T3@)#S N%>@/ >a. Gonne !. Tibay
@21%T0=N%; B%1FH)=N2
P)0>%)G/ )i?al Polytechnic 1ollege, >orong, )i?al
0NT@)>@20%T@/ niersity of )i?al System, ;aboratory School,>orong, )i?al
S@1=N2%)G/ niersity of )i?al System>orong 3igh School 4)S9>3S5, >orong, )i?al
CURRICULUM 6ITAE
N%>@/ @2;@@N )=S@ !. !@;010%N=
%22)@SS/ >orong, )i?al
2%T@ =! B0)T3/ >ay $, $&&'
P;%1@ =! B0)T3/ Tanay, )i?al
%H@/ $'
S@A/ !emale
10<0; ST%TS/ Single
10T0@NS30P/ !ilipino
!%T3@)#S N%>@/ @dwin H. !eliciano
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>=T3@)#S N%>@/ @milyn !. !eliciano
@21%T0=N%; B%1FH)=N2
P)0>%)G/ )i?al Polytechnic 1ollege, >orong, )i?al
0NT@)>@20%T@/ niersity of )i?al System, ;aboratory School,>orong, )i?al
S@1=N2%)G/ niersity of )i?al System,>orong 3igh School 4)S9>3S5, >orong, )i?al
CURRICULUM 6ITAE
N%>@/ GN% I=G ;. @SP0)0T S%NT=
%22)@SS/ >orong, )i?al
2%T@ =! B0)T3/ Iune *', $&&8
P;%1@ =! B0)T3/ >orong, )i?al
%H@/ $
S@A/ !emale
10<0; ST%TS/ Single
10T0@NS30P/ !ilipino
!%T3@)#S N%>@/ Iose !. @spiritu Santo
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>=T3@)#S N%>@/ >a. 1ecilia ;. @spiritu Santo
@21%T0=N%; B%1FH)=N2
P)0>%)G/ )i?al Polytechnic 1ollege, >orong, )i?al
0NT@)>@20%T@/ niersity of )i?al System, ;aboratory School,>orong, )i?al
S@1=N2%)G/ niersity of )i?al System,>orong 3igh School 4)S9>3S5, >orong, )i?al
CURRICULUM 6ITAE
N%>@/ @)N@; I. )%>=S
%22)@SS/ >orong, )i?al
2%T@ =! B0)T3/ Iuly $+, $&&8
P;%1@ =! B0)T3/ >orong, )i?al
%H@/ $
S@A/ >ale
10<0; ST%TS/ Single
10T0@NS30P/ !ilipino
!%T3@)#S N%>@/ @rnesto T. )amos
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>=T3@)#S N%>@/ @lena I. )amos
@21%T0=N%; B%1FH)=N2
P)0>%)G/ >aybangcal @lementary School 4>[email protected]
0NT@)>@20%T@/ >aybangcal @lementary School 4>[email protected]
S@1=N2%)G/ niersity of )i?al System,>orong 3igh School 4)S9>3S5, >orong, )i?al
CURRICULUM 6ITAE
N%>@/ P%T)01F H@> Q. 1%T0)%
%22)@SS/ Tanay, )i?al
2%T@ =! B0)T3/ %pril $, $&&'
P;%1@ =! B0)T3/ Tanay, )i?al
%H@/ $'
S@A/ >ale
10<0; ST%TS/ Single
10T0@NS30P/ !ilipino
!%T3@)#S N%>@/ PatrociRo 1. 1atuira
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>=T3@)#S N%>@/ Hemma Q. 1atuira
@21%T0=N%; B%1FH)=N2
P)0>%)G/ Simeon ). BendaRa Sr. >emorial @lementary School, Tanay, )i?al
0NT@)>@20%T@/ Simeon ). BendaRa Sr. >emorial @lementary School,Tanay, )i?al
S@1=N2%)G/ niersity of )i?al System, >orong 3igh School 4)S9>3S5, >orong, )i?al