Lights, Camera, and
Action!
Grade 10 Optics Unit
SNC2D & SNC2P
Dan Bruni
York Catholic District School Board
dan.bruni@ycdsb.ca
Lights, Camera, and Action! – Grade 10 Optics Unit (SNC2D &
SNC2P)
Examine how light can be used to create telescopes, microscopes, and eyeglasses
through hands-on inquiry-based learning. Examine optical effects and illusions, and
use computer simulations to aid conceptual understanding while testing hypotheses.
Time: 10:00 AM – 11:00 AM, Thursday November 10, 2011
Session #1220
Presenter: Dan Bruni
Session Outline
·Addressing Misconceptions: Assessement For Learning
·The Continuum of Scientific Inquiry
·Why Use Simulations in Science?
·When Can You Use Simulations in Science?
·Colour Theory, Vision and Optical Illusions
Addressing Misconceptions: Assessement For Learning
Properties of Light and Light Reflection
Agree
Disagree
Agree
Disagree
Agree
Disagree
Pull
Agree
Disagree
Agree
Disagree
Refraction of Light
Agree
Agree
Disagree
Disagree
Light and Colour (SNC 2P)
Disagree
Pull
Agree
Agree
Disagree
Pull
Disagree
Pull
Agree
Lenses an Optical Devices
Disagree
Pull
Agree
Agree
Disagree
Agree
Disagree
The Continuum of Scientific Inquiry
Questioning
Project/Problem Based Learning
Nile River Delta at Night
One of the fascinating aspects of viewing Earth atPull
night is how well
view of Egypt, the population is shown to be almost completely conc
percentage of the country’s land area.
The Nile River and its delta look like a brilliant, long-stemmed flowe
Mediterranean Sea, as seen from the International Space Station. T
bright base of the flower. The smaller cities and towns within the Nile
agricultural vegetation during the day. However, these settled areas
clearly visible at night. Likewise, urbanized regions and infrastructur
Scattered blue-grey clouds cover the Mediterranean Sea and the Si
The thin yellow-brown band tracing the Earth’s curvature at the top
that results from the interaction of atmospheric atoms and molecule
60 miles (100 kilometers).
This astronaut photograph was taken by the Expedition 25 crew on
using a 16 mm lens.
This could help in the search for alien life!
http://www.popsci.com/technology/article/2011-11/find-alien-cities-look-city-lights-distant-planets
Pull
+
Some potential for
open-ended inquiry
with different
variables!
http://phet.colorado.edu/en/simulation/bending-light
change to using multiple lenses
telescope
microscope
Tips for Locating the focus of Curved Lenses and Mirrors
http://www.nelson.com/scienceperspectives/pd/optic10/
1. Place the converging lens or mirror in the support clip on the optics bench
(ruler).
2. Aim the metre stick assembly at a relatively (5m or higher) distant that is
transmitting light when all of the lights are off. Examples would be a curtain with a
small section left open, or a door frame in a room with a window.
3. Move a sheet of paper back and forth behind the lens (or in front of the mirror,
and slightly offset from the ruler) until you see an image as sharp as possible.
4. Mark this location with a piece of chalk on the ruler. This is the focal length of
your lens. Mark twice this distance as well. This represents the centre of
curvature.
5. Mark the same distances on the opposite side of the lens (mirror) as the
secondary focal length and centre of curvature.
This simulation allows for many different types of lenses. It can be used to model the effects in
the standard single lense optics bench labs
http://phet.colorado.edu/en/simulation/geometric-optics
This simulation allows for many different types of lenses. It can be used to model the effects in
the standard single lense optics bench labs and also multiple lens simulations, such as those
present in microscopes and telescopes.
http://webphysics.davidson.edu/alumni/MiLee/java/Final_Optics/optics.htm
Why Use Simulations in Science?
Representing new knowledge in nonlinguistic/graphic contexts
Generating and testing hypotheses about new knowledge
Teaching & Learning new knowledge directly through demonstration and explanation
When Can You Use Simulations in Science?
·Warm-Up Exercises
·New Topics
·Misconceptions
·Minds On
·Action
·Consolidate
·Inquiry Based Learning
·Pre-Lab Hypothesis Testing
·Post Lab Comparison With Observa
·Assessment of/for Learning
·Homework Checker
·Project/Problem Based Learning, CPT, Summative Evaluation for a Unit/Course
http://www.youtube.com/watch?v=URLRdcnU6Hk
Colour Theory, Vision and Optical Illusions
The eye sees only three component colours – red, green and blue – which the brain combines to form the images we
see.
Like all senses, parts of the vision are ‘switched off’ by the brain if the stimulus remains the same for a sufficient period
of time.
Staring at the green elephant for about 1 minute causes the brain to ‘switch off’ signals from the green light receptors in
the eye.
When the slide changes to a white background the green receptors cannot get their signals to the brain, which only
‘sees’ the red and blue components. It combines these to form a magenta (pink) elephant.
This effect also works with the other primary colours of light to give secondary coloured images –
red object – cyan (turquoise) image
blue object – yellow image
and secondary coloured objects to give primary coloured images –
cyan object – red image
magenta object – green image
yellow object – blue image
Seeing Colours
http://phet.colorado.edu/en/simulation/color-vision
Prediction
Observation
Explain
·Explain the observed colour of the magenta dot for each of the colours of light used. Use the
subtraction theory of colour to help explain your answer.
To download this presentation go to
http://www.nelson.com/stao/
http://www.facebook.com/nelsonschoolsciencek12
Attachments
bending-light_en.jar
geometric-optics_en.jar
10 optical illusions in 2 minutes - YouTube2.rv
color-vision_en.jar