2ndSem.-Physics
Light and Optics - Instructor
LO-Lab#05
Lab #LO5 - Equipment
Each station needs the following:
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1 long Pasco optics bench (carefully stacked atop #59)
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1 Pasco Light Source (#55) with power supply (#55) mounted on the optics bench
1 of each of the following lenses in holders (#56):
 + 100 mm, + 200 mm, and - 150 mm
White viewing screen (#56) mounted on the optics bench
2 Table lamps (already at each of the stations)
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Ray box (#25) with power supply (#25) and two different inserts (#25)
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In a small storage box (#4 or #51)
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1 Acrylic rectangular block (#25 – in styrofoam storage cases)
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1 Plane mirror (#25 – in styrofoam storage cases)
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1 Styrofoam piece with 2 pushpins (#59)
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1 Piece of white foamboard (#59 or Ferg 318)
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5 Newsprint pieces about same size as foamboard piece (#59 and atop #3)
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3 Protractors (#38)
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1 Half-meterstick
Put the following equipment on the equipment table:
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Extra equipment: 2 ray boxes (#25), 1 power supply (#25), Ray box light bulbs (#25),
2 Styrofoam piece with 2 pushpins (#59), 1 Pasco Light Source (#55) with power
supply (#55)
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Box of 1 A SB fuses (#30)
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Stack of newsprint cut to the same size as pieces of foamboard (#59 and atop #3)
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Stack of paper towels (#36)
Verify that there is paper (#38) in the laser printer and tape (#38).
Clean up any trash that students may have left in the room.
Equipment pictures on the next page.
2ndSem.-Physics
Light and Optics - Instructor
LO-Lab#05
Lab #LO5 - Equipment
Optics bench with light, viewing screen, and lenses:
Ray box with power supply and inserts, box with small parts, and foamboard
Newsprint pieces are not pictured
2ndSem.-Physics
Light and Optics - Instructor
LO-Lab#05
Task #1 – Bending Light – Reflection and Refraction
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Students should draw their angles, etc., directly in their logbook. Each student should
have at least one drawing for the plane mirror and one drawing for the acrylic block.
They should record the angles and measurements for all of the drawings.
Task #2 – Forming Images – Mirrors
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This activity is very important, but it is also kind of tricky. Students need to learn what
to look for, but they can only do this by trying it out.
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Everyone needs to do these activities. You can help the students as much as you can,
but in the end only the students can see through their eyes and only the students can do
these activities for themselves.
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This activity is difficult for many students because they believe that the image is at the
surface of the mirror. Do not tell them that they are "wrong," because they won't believe
it. Instead, help them discover the correct answer. Some tricks include asking them to
move their finger until it looks like they can "push" the image of the pin into the paper.
You may also try moving a finger or pencil and asking the student to say when it is
aligned with the image their eye perceives.
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Remember, telling students the answer will not change what they believe. You have to
find a way to help them see for themselves and discover the answer, even if it's not
what they expect!!
Task #2 – Forming Images –Lenses
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Keep in mind that students have just begun to learn about lenses and ray diagrams.
Once most of the class is on page 4 or starting page 5, stop the work and have a brief
discussion about the lens diagram pictured on page 5. This discussion should include
providing definitions for object distance, image distance, object height, and image height.
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Be careful! Many students confuse "object height" and "image height" with the height
above the table top instead of the vertical length of the object/image itself. Be sure to
define this carefully in your discussion!
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Students need to physically stand up and move to the end of the optics bench to try to
see the images produced in the lenses. If they simply lean their head over, they may
introduce other angles that change the results.
2ndSem.-Physics
Light and Optics - Instructor
LO-Lab#05