Teach 851V
Ethan Van Winkle
Unit – Optics
Overarching Questions
How are models helpful at describing phenomena?
How much should be trust our observations and intuition?
Essential Questions
What is light and in what ways can we describe it?
Topical Questions
How does the human eye, microscope, and telescope work?
How does the duality of light impact matter? What are the implications of duality of light?
In what ways does light act as a wave and others as a particle?
Is light a particle or wave?
Standards:
Nebraska Science Standards:
I.
Inquiry:
1. SC 12.1.1.e: Use tools and technology to make detailed qualitative and
quantitative observations. (9-12th grade)
2. SC 12.1.1.f: Represent and review collected data in systematic, accurate, and
objective manner. (9-12th grade)
3. SC 12.1.1.g: Analyze and interpret data, synthesize ideas, formulate and evaluate
models, and clarify concepts and explanations. (9-12th grade)
4. SC 12.1.1.I: Use appropriate mathematics in all aspects of scientific inquiry. (912th grade)
II.
Science Content:
1. SC12.2.3.a: Describe mechanical wave properties (speed, wavelength, frequency,
amplitude) and how waves travel through a medium. (9-12th grade)
2. SC12.2.3.b: Recognize that the energy in waves can be changed into other forms
of energy.
3. SC12.2.3.c: Recognize that light can behave as a wave (diffraction and
interference)
4. SC8.2.3.c: Recognize that light interacts with matter by transmission (including
refraction), absorption or scattering (including reflection). (6-8th grade)
Next Generation Science Teacher Standards:
1. HS-PS4-1: Use of mathematical representation to support a claim regarding relationships
among the frequency, wavelength, and speed of waves traveling in various media. (9-12th grade)
2. HS-PS4-3: Evaluate the claims, evidence, and reasoning behind the idea that
electromagnetic radiation can be either a wave model or particle model, and that for some
situations one model is more useful than the other. (9-12th grade)
3. HS-PS4-3: Evaluate the validity and reliability of claims in published materials of the
effects that different frequencies of electromagnetic radiation have when absorbed by matter. (912th grade)
Unit Map:
Monday
Intro to Ray
Model Three laws of
reflection and
refraction
Geometric
Optics – Thin
Lenses
Converging
and Diverging
lenses
Tuesday
Review Three
Laws,
Discussion
about
dispersion
Lenses
Continued,
The eye,
microscope,
telescope
Week 3
Physical
OpticsPolarization
Diffraction
Intro to
Particle Model
of Light –
History
(photoelectric
effect
lab/activity)
Week 4
Compton
Scattering,
Rayleigh
Scattering
Lasers
Week 1
Week 2
Wednesday
Internal
Reflection, and
double rainbow
Thursday
Intro to
Geometric
Optics –
Mirrors
Friday
Geometric
Optics- Lens
Lab
Introduce/Review
to Waves – (talk
about sound)
Introduction
to Wave
Model of
Light,
discussion
about real
dispersion
Spectrum –
Continuous,
Absorption,
Emission
Astronomy
applications
Physical
OpticsConstructive
and
Destructive
Interference
How is light
made Absorption and
Emission of
Light, (motion of
charged particles
if EM was
discussed)
De Broglie
particle and wave
duality
ReviewModels and
importance
Spectrum –
Continuous,
Wien
displacement
law, StefanBoltzmann
Astronomy
applications
Test
Ten-Day Plan:
Week 1:
1. Monday: Intro to Ray Model - Three laws of reflection and refraction
The students will come in and fill out a starter ticket related to light to get them focused on the
topic. To introduce the topic of light as a ray, I will use the YouTube video double rainbow to
give the students an interesting phenomena and a goal for them to seek to understand how it
works. I will be using a simulator called bending light from PHET to allow the students explore
the three laws of reflection and refraction. This will be done in small groups with a whole class
discussion during specific parts. For more details related to this lesson look at the appendix for
the worksheet and full 5E plan. At the end of the class, the students will write in their journals or
submit an exit ticket about what they learned and what they still have questions about. Also
homework will be assigned.
2. Tuesday: Review Three Laws, Discussion about dispersion and double rainbow continued.
The students will come in and fill out a starter ticket related to the three laws learned last class.
We will review the laws but this time by doing some problems related to them. These problems
will be helpful guides to the homework assigned. Afterwards, we will continue talking about
how a double rainbow forms. I will raise the question, how does the different colors come about?
We will use the bending light simulator to see how each different color has a different angle
coming out of the prism. Then show white light to show that it creates a rainbow effect. I will
introduce the term dispersion and comment that we will discuss this topic later on in the unit
(can’t describe it using rays). At the end of the class, the students will write in their journals or
submit an exit ticket about what they learned and what they still have questions about.
3. Wednesday: Internal Reflection and double rainbow fully explained.
The starter ticket for this class will review over dispersion and a problem for covering the laws
of reflection. I will have either a demo or video showing internal reflection such as the ones
below. I will ask the students to list off observations of what is going on and how we might test it
ourselves. Using the simulation “bending light” the students can discover that they can recreate
total internal reflection. I will discuss the phenomena and I will introduce multiple applications
for this in technology such as optical cables. Then we will work together to understand how
internal reflection, dispersion, and the three laws explain the double rainbow phenomena. At the
end of the class, the students will write in their journals or submit an exit ticket about what they
learned and what they still have questions about.
https://www.youtube.com/watch?v=2kBOqfS0nmE
https://www.youtube.com/watch?v=s7w1Z1FCgwA
4. Thursday: Intro to Geometric Optics – Mirrors
The starter ticket for this class will review over internal reflection and possible applications for
it. We will discuss the applications of the information we have learned in the past few classes
dealing with mirrors. This will allow me to introduce terminology that can be used for
tomorrow’s lab. I will talk about the misconceptions about mirrors regarding the reverse from
left to right and the father away you get from a mirror the more you can see of your body. The
rest of the period will be related to the students working on their homework or either more
materials will be available so that they can do something related to science. At the end of the
class, the students will write in their journals or submit an exit ticket about what they learned and
what they still have questions about.
5. Friday: Geometric Optics- Lens Lab
Every Friday we will have a quiz related to the homework. This will cover the past 4 days of
material. After the quiz, there will be a lab dealing with converging and diverging lenses. This
allows the students to have a physical connections with the outcomes of the lenses before
discussing the topic on Monday of week 2. The details are listed below. At the end of the class,
the students will write in their journals or submit an exit ticket about what they learned and what
they still have questions about.
Lens Lab (General Idea)
Question:
How would you describe the images formed by a converging and a diverging lens for nearby and
distant objects?
Purpose:
To describe the orientation and relative size of the images produced by a converging and a
diverging lens for nearby and distant object locations.
A complete lab write-up includes a Title, a Purpose, a Data section, a Conclusion/Discussion.
The Data section should document the observations of relative size and orientation in an
organized manner; a table would be a wonderful idea. The Conclusion/Discussion should include
an organized paragraph in which you respond to the question raised in the Purpose of the lab.
Week 2:
6. Monday: Geometric Optics – Thin Lenses (Converging and Diverging lenses)
The starter ticket for this class will ask questions related to what the students found in the
converging and diverging lenses. When the tickets are discussed, this will be a great way to start
introducing terms to the results they have found. The rest of the class will discuss the rules
related to lenses and we will start to work on problems related to them. At the end of the class,
the students will write in their journals or submit an exit ticket about what they learned and what
they still have questions about. Also homework will be assigned.
7. Tuesday: Lenses Continued and expand the eye, microscope, telescope
The starter ticket for this class will request the students to draw the rules out for the lenses and an
easy problem related to them. We will expand the application of lenses by discussing how the
eye, microscope, and telescope work with lenses. At the end of the class, the students will write
in their journals or submit an exit ticket about what they learned and what they still have
questions about.
8. Wednesday: Introduction or Review of Waves
The starter ticket for this class will request the students to draw either a microscope or telescope
diagram from last class. I will have slinkys available and I will ask my students to try and create
different waves. We will then discuss possible options and narrow it down to two longitudinal
and transverse. I will show real world examples of these kinds of waves. Then I will ask the
students to list properties of a wave. I will then introduce the math and science terms related to
the given properties. At the end of the class, the students will write in their journals or submit an
exit ticket about what they learned and what they still have questions about.
9. Thursday: Introduction to Wave Model of Light
The starter ticket for this class will request the students to draw a wave and lists its properties. I
will start off with a demonstration or video that will show light acting as a wave. I will ask my
students to predict the outcome with the knowledge they have learned from the past 2 weeks.
They should see that the outcome does not match what a ray would do. I will mention that we
will cover the rest of the phenomena during a later date. I will construct how the properties of
waves discussed in the last class is related to the characteristics of light. I will compare and
contrast sound and light throughout the lesson. I will also discuss how the ray model is a
simplification of the wave model. At the end of the class, the students will write in their journals
or submit an exit ticket about what they learned and what they still have questions about.
10. Friday: Physical Optics- Constructive and Destructive Interference
The quiz will cover the past 4 days of material related to the homework. I will show the video
again from last lesson. We can discuss what characteristics of what happened and introduce
scientific terms related to the phenomena that was skipped over last time. I will use the PHET
simulator Interference and a provided worksheet created by one of the collaborators on the
website to have the students investigate the wave properties of water, sound, and light. They
ultimately will be able to derive the interference equation for a double slit. At the end of the
class, the students will write in their journals or submit an exit ticket about what they learned and
what they still have questions about.
Two 5E Lesson Plans:
Week 1 Monday (worksheet in appendix):
Lesson Plan One
1. Grade: 9-12th grade
Topic: Introduction to Ray Model of Light (Unit Light)
2. Learning goals:
a. Introduction Laws of reflection and refraction.
1. Laws of reflection and refraction
● Incident, reflected, and refracted rays and the normal to the surface
all lie in the same place (plane of incidence)
● angle of incidence is equal to angle of reflection (law of reflection)
● law of refraction (Snell’s law)
b. This will ultimately lead to of how a double rainbows are formed in further
lessons.
3. Next Generation Science Standards and Nebraska Science Standards
a. NGSS
1. HS-PS4-1: Use of mathematical representation to support a claim
regarding relationships among the frequency, wavelength, and speed of
waves traveling in various media. (9-12th grade)
2. HS-PS4-3: Evaluate the claims, evidence, and reasoning behind the idea
that electromagnetic radiation can be either a wave model or particle
model, and that for some situations one model is more useful than the
other. (9-12th grade)
b. NSS
1. SC8.2.3.c: Recognize that light interacts with matter by transmission
(including refraction), absorption or scattering (including reflection). (68th grade)
2. SC 12.1.1.e: Use tools and technology to make detailed qualitative and
quantitative observations. (9-12th grade)
3. SC 12.1.1.f: Represent and review collected data in systematic, accurate,
and objective manner. (9-12th grade)
4. SC 12.1.1.g: Analyze and interpret data, synthesize ideas, formulate and
evaluate models, and clarify concepts and explanations. (9-12th grade)
5. SC 12.1.1.I: Use appropriate mathematics in all aspects of scientific
inquiry. (9-12th grade)
4. Inquiry Instruction
a. Engage: https://www.youtube.com/watch?v=OQSNhk5ICTI
1. I will show the famous YouTube video “double rainbow” and pose the
question what would we need to know to attack this question. Each table
group or shoulder partner will talk to themselves first to discuss possible
ideas. They will be provided a worksheet where they can write their
answers and why they think they are important. I will then ask each group
to submit their ideas. Afterwards, it can be completely open to all students.
This will allow me to introduce terms that will make connections to prior
knowledge. I will guide the conversation to focus on material and
reflection if any tangents come about. The students will be able to write
down the class discussion answers in the space provided on the worksheet.
(10 minutes)
b. Explore: https://phet.colorado.edu/en/simulation/bending-light
1. Using the PHET simulation “Bending Light” we can explore the
properties of the physical system. This introduces physical connections
with reflection, refraction, and index of refraction of different materials.
The worksheet requires them to make a prediction of what they will think
will happen when starting the simulation. We will come together as a class
and discuss what happened when the laser is turned on. I will introduce
normal, incident, and refraction definitions from their descriptions they
gave me. Then I will ask my students to look at the “more tools” tab to
explore the relationship between velocity and index of refraction (10
minutes). I will ask them what relationship they found and this will allow
me derive the equation for index of refraction in the Teacher Guided
Explanation. (5-7 minutes)
2. Afterwards, I will have my students explore the “intro” tab using the tools
to look at the intensity and angles of the incident, reflection, and refraction
rays (10 minutes). I will ask the students their findings and potential
relationships. This will allow me to derive and introduce the three laws in
the teacher guided explanations part of the worksheet. (10 minutes)
c. Explain
1. For student explanation, the worksheet is constructed so that they students
make predictions and find out if their predictions match the results. They
are asked to draw diagrams or write a sentence of the relationship. I will
use these results and student written sentences to construct the laws in the
teacher guided explanation sections of the worksheet.
2. For teacher explanation, I have in my worksheet a specific section where I
will discuss and elaborate on the results the students find. This will allow
me to introduce the three laws and other concepts listed below.
● Using the “more tools” tab, the students will investigate the
variables involved in the index of refraction. Their descriptions and
with my guidance, the definition of index will be constructed..
● Using the “intro” tab, the students will investigate the intensity of
the light of the three different rays produced. It will show them that
nothing is lost and they all add up to 100% (introduces the first
law: all in the same plane).
● Using the “intro” tab, the students will investigate the angles of the
incident and reflection ray. When looking at the recorded values,
they will find that the angles are always the same (introduces the
second law).
● Using the “intro” tab, the students will investigate the angles of the
incident and refraction rays. I will ask them to plot the cosine and
sine of the angles. They will come across a linear relationship for
the sine. The slope will be the index of water. This will derive
Snell’s law (third law).
d. Elaborate
1. How these ideas can be applied to the double rainbow.
2. The simulation “bending light” in the all three tabs have mystery objects
that the n value can be found. So if there is time, the students can solve the
mystery index value.
e. Evaluate
1. I have constructed a worksheet that shows their active participation when
doing the activity. It will show me their reasoning skills from their
predictions to writing out relationships.
2. In the last part of the worksheet, it will target elaborating on the past
knowledge by solving a mystery index of refraction object and explaining
how this new knowledge can be applied to a double rainbow.
3. Otherwise, I will be constantly evaluate throughout the lesson and see
where more guidance needs to be added.
5. Address ELL students
a. I am asking the students to describe to me what they see with their own prior
knowledge when they investigate and observe the simulations. This will allow
them to make connections with the scientific names when I introduce them.
6. Address special needs
a. As the students are investigating the simulations and variables, I will be walking
around assisting when guidance is needed. This will help the students that need
more help compared to the ones that will be fine without it. The worksheet I have
constructed has some guidance to the lesson but still enough inquiry. Even if the
students get lost, we will be meeting up every 10 minutes to discuss the findings
and relationships as a class. I will also provide my own instruction in the guided
explanation sections.
7. Address equal participation
a. When discussing on how to attack the problem for the double rainbow, I allow the
students to talk in groups or partners. This will allow them to feel more
comfortable when the discussion is opened up.
b. When the students are investigating the variables for each part of the simulator, I
will ask one be the data recorder and the other use the simulation. When another
relationship is looked into, I will ask them to switch roles.
Week 1 Wednesday (worksheet in appendix):
Lesson Plan Two
th
Grade level: 9-12
Topic: Internal Reflection and Double Rainbow
Learning Goals: The derivation of internal reflection and applications of it. How single and
double rainbows are formed using dispersion, laws of reflection and refraction, and internal
reflection.
Next Generation Science Standards addressed:
1. HS-PS4-1: Use of mathematical representation to support a claim regarding relationships
among the frequency, wavelength, and speed of waves traveling in various media. (9-12th grade)
2. HS-PS4-3: Evaluate the claims, evidence, and reasoning behind the idea that
electromagnetic radiation can be either a wave model or particle model, and that for some
situations one model is more useful than the other. (9-12th grade)
Nebraska State Science Education Standards (2010) addressed:
I.
II.
Inquiry:
1. SC 12.1.1.e: Use tools and technology to make detailed qualitative and
quantitative observations. (9-12th grade)
2. SC 12.1.1.f: Represent and review collected data in systematic, accurate, and
objective manner. (9-12th grade)
3. SC 12.1.1.g: Analyze and interpret data, synthesize ideas, formulate and evaluate
models, and clarify concepts and explanations. (9-12th grade)
4. SC 12.1.1.I: Use appropriate mathematics in all aspects of scientific inquiry. (912th grade)
Science Content:
1. SC12.2.3.a: Describe mechanical wave properties (speed, wavelength, frequency,
amplitude) and how waves travel through a medium. (9-12th grade)
2. SC8.2.3.c: Recognize that light interacts with matter by transmission (including
refraction), absorption or scattering (including reflection). (6-8th grade)
Reference the source of all activities (title, author, year): Total Internal Reflection worksheet,
Shawn Templin, 2014
Materials for activity: optical cables if not showing video demonstrations
Instructional & Assessment Plan
Inquiry Phase
Instructional Activity & Evaluation Tool
How long?
Engage
I will show the video
10 minutes including the videos.
https://www.youtube.com/watch?v=s7w1Z1F
CgwA demonstrating internal reflection. This
video shows water fall out with the light
trapped inside the falling water. I will have my
students write down what they observe. I will
follow up with another video displaying a
better view
https://www.youtube.com/watch?v=2kBOqfS
0nmE. This video shows internal reflection
with multiple different colors and different
angles. I will have the students discuss what
they see in groups and how they will recreate
this phenomena. They should make a
prediction of what needs to happen from the
videos.
Explore
The students will use the “Bending Light”
15 minutes
simulator from PHET to try and recreate the
internal reflection. The students will have a
guided worksheet to help introduce the idea to
internal reflection.
Explain (Part 1:
Students)
I will ask the students to explain their findings 5-10 minutes
in a class discussion.
Explain (Part 2:
Teacher)
Using their findings, I can derive or elaborate
on the idea of internal reflection.
5-10 minutes
Elaborate
I will discuss the applications of internal
reflection such as optical fibers. They have
higher data rate, safer, clearer signal, etc. I
The remainder of the class. The
rainbow explanation might
will then have the students in groups predict
on how they think rainbows are formed. I will
ask around what predictions the students have
come to and I will continue to discuss how
rainbow and double rainbow are formed.
continue to the next day since the
explanation is difficult and long.
Assessment:
1. The worksheet will show their active participation when doing the activity. It will also
show their reasoning and mathematical skills.
Addressing ELL students:
1. I am asking the students to describe what they see using their own prior knowledge when
they observe the videos displaying internal reflection. This will allow them to make connections
with the scientific names when I introduce them. Doing the worksheet will also give them
different perspectives on how internal reflection is described.
Addressing special needs students:
1. As the students are investigating the simulations and variables, I will be walking around
assisting when guidance is needed. This will help the students that need more help compared to
the ones that will be fine without it. Also the worksheet given has some guidance to the lesson.
Even if the students get lost, we will be meeting up at the end as a class to discuss the findings
and relationships.
Addressing equal participation:
1. When viewing the videos, I will be asking the students to discuss what they see in groups
so that they can catch all the details. I will then ask them to collaborate on what they think needs
to happen to recreate the phenomena observed.
2. After the investigation, I will ask the groups what their findings are and what
relationships they found.
3. I will have the students in groups discuss how they think a rainbow is formed and we will
go around seeing what people think happens. I will then derive and explain rainbows.
Assessments:
Formative:
1. Daily Start Tickets: This is to give students to do something while the class is starting. It
will ease their mindset into thinking science. The answers will be discussed shortly after
class starts, it will be used for roll call.
2. Lab Activity Worksheets: During lab days, students will either have worksheets or selfcreated papers that will be turned in. This helps guide and construct their ideas while also
extending their knowledge.
3. Daily Journals/Exit Tickets: Students will fill out at the end of class something they
learned that day and something they still don’t understand.
Cumulative:
1. Weekly Quizzes: The quiz is based on the weekly homework assigned. The problems are
nearly identical to the given homework and notes are allowed to be used. This will
incentivize the students to do the homework while not requiring me to grade every
problem they have been assigned for the assignment.
2. End of Unit Exam
Appendix:
NAME:____________________
Light as a Ray
Double Rainbow
1. What do we need to know to understand this phenomena? List possible ideas and explain
why they would be appropriate to try to figure out the event.
2. Class Suggestions:
Bending Light Simulator (make sure you have the ray laser view selected)
3. Make and write a prediction with a diagram of what you think will happen when you turn on
the laser.
4. Did your prediction match the outcome? If not, draw the result below.
5. Select the tab “More Tools” at the top of the simulator. Explore what the relationship
between velocity and index of refraction. Make and write out a prediction before making any
measurements. (Use the Speed tool in the tool box)
6. Did your prediction match the results measured? Construct a sentence that describes the
relationship between velocity and index of refraction.
Teacher Guided Explanation:
7. Select the tab “Intro” and look at the intensity of the three different rays. Make a prediction
before making any measurements. Construct a sentence that describes the relationship
between the three rays.
Teacher Guided Explanation:
8. In the “Intro” tab, explore the relationship between the incident ray angle and reflected ray
angle. Before making any measurements make and write down a prediction. (Use the
protractor in the tool box)
9. Did your prediction match the results measured? Construct a sentence describing the
relationship between the two different angles.
Teacher Guided Explanation:
10. In the “Intro” tab, explore the relationship between the incidence and refracted angles.
11. In excel, convert your angles into radians. Then compare COS vs COS and SIN vs SIN in
excel. Make sure that incident is on the y-axis and the refracted is on the x-axis. Then add a
trendline to show the equation. What conclusions can be made when looking at the two
graphs?
Teacher Guided Explanation:
12. In either in the “Intro” or “More Tools” tab, select mystery material A or B for the bottom
medium and solve for the index of refraction.
13. Using the three laws of reflection and refraction, how might these laws help understand the
double rainbow phenomena?
Name: __________________________
Date: ___ / ___ / ___
Total Internal Reflection
Setup: Head to the website
http://phet.colorado.edu/en/simulation/bending-light and
download the simulation. When it opens, change the Laser
View to ‘Ray’ and you’ll be all set up.
Part 1: Total Internal Reflection
As light travels from one material to another there is often
refraction and reflection. There are some points, however,
where the beam is totally reflected. We call this phenomenon
total internal reflection.
Experiment with the simulation until you get a ray of light that achieves total internal reflection.
You can switch the materials around using the tool box on the right-hand side. What were your
first and second materials in this case?
______________________________________________________________________________
____________________
Using the protractor, measure your angles of incidence and reflection. Remember, all angles are
measured from the normal.
𝜃𝑖 = _______
𝜃𝑟 = _______
Can you achieve total internal reflection when light is trying to travel from glass to air?
______________________________
Can you achieve total internal reflection when light is trying to travel from air to glass?
______________________________
Can you achieve total internal reflection when light is trying to travel from water to air?
______________________________
Can you achieve total internal reflection when light is trying to travel from air to water?
______________________________
Can you achieve total internal reflection when light is trying to travel from glass to water?
____________________________
Can you achieve total internal reflection when light is trying to travel from water to glass?
____________________________
Based on the 6 previous scenarios, in which of the following illustrations could you possibly get
total internal reflection?
Part 2: The Critical Angle
The critical angle is the angle of incidence that provides an angle of refraction of 90-degrees. It
is the very first point where you get total internal reflection.
Using the Protractor, determine the critical angle of the following interfaces:
Glass to Air: _________
Water to Air: _________
Glass to Water: _______
Using Snell’s Law you can solve for an expression for the critical angle, 𝜃𝐶 . I’ll get you started
with the first two steps. Finish the rest to solve for 𝜃𝐶 .
𝑛1 𝑠𝑖𝑛𝜃1 = 𝑛2 𝑠𝑖𝑛𝜃2
𝑛1 𝑠𝑖𝑛𝜃𝐶 = 𝑛2 sin⁡(90°)
⁡⁡⁡⁡⁡⁡θ𝐶 =
Using your new expression for the critical angle, determine the critical angles for the following
interfaces. Show your work below.
Glass to Air
Water to Air
Glass to Water
Do these results confirm the critical angles you calculated with the protractor?