Download Unit X: Light Phenomena - Bremen High School District 228

UNIT COVER PAGE
Regular & Honors Physics
Bremen Dist. 228
School District:
Department:
Unit Title: Waves-Sound-Light
Science
Physics
Course:
Grade Levels:
9, 11 & 12
Topic Areas: Light Phenomena (Reflection/Refraction/Diffraction)- optional
Time Frame:
1 ½ weeks
Unit Designer(s):
Date Created:
04/25/2005
Date Modified:
Robert Swiech
Link to State Standards
12.11.70
12.11.69
Understand the reflection, refraction, diffraction, interference, and frame of
reference properties of waves.
Indicate that the speed of light differs in some material from its speed in a
vacuum is given by the index of refraction for that material, n, where n is the
ratio of the speed of light in a vacuum to the speed of light in the material.
Also know that light follows the path of least time through various materials
and that this is not the same as the shortest distance.
Link to Department Learner Program Outcomes (LPO)
5.10.1.1
5.9.1.2
TLW understand the terminology of science.
TLW use scientific and/or technological instruments such as balances, meter
sticks, graduated cylinders and thermometers to make observations and/or
measurements.
Summary of Unit
This unit covers law of reflection, image formation in mirrors, how convex and concave lenses
affect reflection and refraction, light refraction and how light changes speed as it enters mediums
as well as interference, diffraction and Huygen’s principle.
Resources
Textbook, worksheets, video (Paul Hewit), slinky, wave pool, mirrors, lens, candles
Key Words
angle of incidence
angle of reflection
critical angle
diffuse reflection
dispersion
law of reflection
mirage
normal
image
optical fiber
reflection
refraction
reverberation
total internal reflection
virtual wave
wave front
object
focal length
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coherent
diffraction
diffraction grating
hologram
Huygen’s principle
incoherent
iridescence
laser
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STAGE 1: IDENTIFY DESIRED RESULTS
Enduring Understandings
Students will understand that
reflection causes waves/particles to bounce back
refraction causes waves/particles to change direction as they enter a new medium
diffraction is the bending of waves as they pass through an opening.
Essential Questions
1.
2.
3.
4.
5.
6.
How does a mirror show your reflection?
Why does an image under water appear to be misplaced?
How can you bend light with a fiber optic?
How would your life be different if there were no lenses?
Why do some people need glasses to see?
How does a rainbow form?
Knowledge and Skills
Students will know
the law of reflection (angle of incidence = angle of reflection)
simple understanding of diffraction
ray diagram & magnification
refraction is caused by differing in the speed of a wave as it moves through medium
interference – constructive & destructive
compare/contrast virtual & real images
focal length
Students will be able to
diagram virtual images with a plane mirror
construct ray diagrams
Students will be familiar with
types of lenses & mirrors – (convex/concave, telescope/microscope)
the human eye – retina/cornea/pupil/iris
shell’s law
the meaning of camera specifications
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STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
What evidence will show that students understand?
Required Assessments (brief description)
Research the history of lenses
- same task for honors and regular
Other Assessments (brief description)
How is light affected when it reflects off a compact disc? (lab)
Ray diagrams
Internet research
Worksheets/problems
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PLAN LEARNING EXPERIENCES AND INSTRUCTION
What sequence of teaching and learning experiences will equip students
to develop and demonstrate the desired understandings?
Learning Activities
W
How will you ensure that all students know where they are headed in the unit, why they are
headed there, and how they will be evaluated?
Quizzes/worksheets to check for progress
Light is relevant to every aspect of life.
Rubrics for lab evaluation
H
How will you hook students at the beginning of the unit?
Questioning – relate topic to everyday experiences
Demo’s – mirrors, water tank, lenses, bathroom mirror, color lights
E
What events will help students experience and explore the big idea and questions in the unit?
How will you equip them with needed skills and knowledge?
Provide experiences with light refraction/reflection/diffraction
mirrors, lens, microscope, etc.
R
How will you cause students to reflect and rethink? How will you guide them in rehearsing,
revising, and refining their work?
Working in groups to help one another correct mistakes and misconceptions.
E
How will you help students to exhibit and self-evaluate their growing skills, knowledge, and
understanding throughout the unit?
Lab activities will allow students to exhibit what they have learned as well as
individual research projects for students with particular interests.
T
How will you tailor and otherwise personalize the learning plan to optimize the engagement and
effectiveness of ALL students, without compromising the goals of the unit?
Students who struggle may be paired with students who excel at the concepts.
O
How will you organize and sequence the learning activities to optimize the engagement and
achievement of ALL students?
Cover concepts from easy to difficult, lay down a groundwork of basic concepts and
move towards mastery of each area before moving on.
Reflection – Refraction – Diffraction
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Essential Questions at Topic Level
Use the six facets of understanding to generate possible essential questions for the topic of
your three-circle audit (curricular priorities).
Explanation
Interpretation
How does a
mirror show
your reflection?
How does a
rainbow form?
Application
Why does an image under
water appear to be
misplaced?
(Topic Area)
Empathy
Assume the role of a
doctor and explain
why glasses are
important for a
person who is
near-sighted?
Why do some people
need glasses to see?
Reflection
Refraction
Diffraction
Perspective
Self-Knowledge
How can you
bend light with
a fiber optic?
How would your life be
different if there were no
lenses?
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Performance Task Blueprint
(Regular and Honors)
Unit:
Waves/Sound/Light
Topic
Area:
Light
Phenomena(Reflection/Refraction/Diffraction)
Type: Self-Knowledge
Time 3-5 days
Frame:
Goal
What impact have lenses had on the world in which we live? Student
groups are to research areas of life to see to what extent we rely upon
lenses, mirrors, etc.
Role
Each group of students is a news team(Channel 2,5,7,9,32,ect)
Audience
The students in the class will act as the television “Viewing Audience”
Situation
News teams must inform and persuade the viewing audience that
lenses or mirrors have influenced their area of study and research the
greatest
Product or
Performance
Standards
-Students must research the historical implications of lenses.
-Create visual aid (Poster, PowerPoint, video, etc) to help the viewing
audience understand the role of lenses/mirrors, in their designated
area.
-Present their news report (Presentation) to the class.
-Historical research (10%)
-Visual Aid (25%)
-Group Presentation (60%)
- Ranking of public opinion (5%)
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Student Performance Task
Unit: Light Phenomena
Task: Self-Knowledge
Course: Regular & Honors Physics
Time Frame: 3 -5 days
Overarching Understanding:

Students will understand that in addition to inquiry, social, economic and ethical
concerns drive the scientific community.
Enduring Understanding:

Students will understand that refraction causes waves/particles to change direction
as they enter a new medium.
Essential Question:

How would your life be different if there were no lenses?
Vignette:
You are a member of a local news team (Channel 2, 5, etc.), who has to inform and
persuade the viewing audience how lenses or mirrors have had a tremendous influence in
scientific areas of study and research. It is important to touch upon historical
implications of lenses in your report. You must prepare a visual aid, such as PowerPoint,
poster, video, etc, and you will present your report to the viewing audience (class).
Standard:
You will be graded on the following rubric:




Historical research – 10%
Visual aid – 25%
Group presentation – 60%
Ranking of public opinion – 5%
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Creating Possible Performances
Performance
verb
Possible performances for
Performance
Generalization
Reflection/Refraction/Diffraction
(topic/unit)
Facet One: Explanation
1.
Show how an image appears in a mirror
by
making a ray diagram.
Facet Two: Interpretation
2.
Make sense of rainbow formation
by
writing a paragraph and draw a
diagram
Facet Three: Application
3.
Show how images are misplaced
under water
by
Demonstrating the “spearing” of objects
in a tank
Facet Four: Perspective
4.
Analyze how fiber optics work
by
by
Drawing a diagram & giving an explanation.
Facet Five: Empathy
5.
Assuming the role of a doctor, explain
near-sightedness
by
Choosing the lens from a series of choices
that correct the vision
Facet Six: Self-Knowledge
6.
Recognize the role of lenses in
society
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by
researching microscopes/telescopes/glasses
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