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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>.@.S.5

0NT@)>@20%T@/ >aybangcal @lementary School 4>.@.S.5

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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42

>=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