Download Student Teacher - 6713Scienceworksharing

MICROTEACHING LESSON PLAN – Monday 7th May 2012
Anthony Ling Ngai Wong (z3409504) EDST6713 Science Method
Student Teacher
Anthony Ling Ngai Wong
Class
Year 9 Science
Date
Monday 7th May 2012
Lesson Topic
The Power of Waves:
(4) Bright Lights
(C) Refraction of Light
Subject Science
Period 4
No. of Students Twenty
Length Of time 30 minutes
Rationale
‘Refraction of Light’ is a short lesson to combine the applications of light refraction (such as lens and/or optic fibre cables), and two short practicals to an understanding of
simple refraction theory. Initially, the teacher introduces the lesson with the application of vision whilst swimming or looking through a pool of water and the illusions seen.
This leads into the first practical, which is a simulation of the previous images described about swimming and the pool to reveal that many everyday objects have the ability
to distort or magnify images as light passes through. Adjoining to this is the next practical, which further discusses this concept to greater depth and in application to
spectacle design to improve vision, for the coverage of the Knowledge and Understanding and Prescribed Focus Area (uses and applications) components. The concept of
illusions and magnification may appeal and interest students who may not have previous knowledge or experience to the effect of everyday objects in creating this effect.
Through the two practicals, students also have the opportunity to describe any safety issues or precautions with the use of equipment in the second practical, as well as
opportunities to creatively manipulate the equipment in various ways to generate a common result based on refraction, in association with the Stage 5 Skills Outcomes.
Students are to use neatly drawn diagrams to develop generalisations, to which these generalisations will be useful for problem solving questions regarding refraction in the
next lesson.
Further, for students who may grasp this concept quickly, an extension activity is offered such that students are to manipulate the light beam so that it reflects off the glass
prism – total internal reflection (to which is an introduction to content in Stage 6 Physics syllabus). This may be of particular appeal and a brief introduction for students
interested in continuing to pursue science in Stage 6 and beyond. The application of optic fibres, underwater reflection and a conceptual ‘invisibility cloak’ may also appeal to
students in this extension activity, with the use of a video (The “Disappearing Act”) to conceptualise the latter.
Outcomes
Prescribed Focus Area:
Outcome 5.3: A student evaluates the impact of applications of science on society and the environment.
Essential Content
Students learn about the applications and uses of science.
Students learn to:
(a) Identify and describe examples of scientific concepts and principles that have been used in technological developments (including Australian examples).
Knowledge and Understanding:
Outcome 5.6 – A student applies models, theories and laws to situations involving energy, force and motion.
Essential Content
5.6.4 - Students learn about light energy.
Students learn to:
(a) Distinguish between absorption, reflection and refraction of light and identify everyday situations where each occurs.
MICROTEACHING LESSON PLAN – Monday 7th May 2012
Anthony Ling Ngai Wong (z3409504) EDST6713 Science Method
Skills
Outcome 5.13 – A student identifies a problem and independently produces an appropriate investigation plan.
Essential Content
5.13.3 - Students learn about choosing equipment and resources.
(c) Students learn to describe ways to reduce the risk to themselves and others when working in the laboratory or field.
Outcome 5.14 – A student undertakes first-hand investigations independently with safety and competence.
Essential Content
5.14 – Students learn about performing first hand investigations.
(a) Students learn to follow the planned procedure when performing an investigation.
(b) Students learn to use time and resources effectively.
(c) Students learn to safely and efficiently construct, assemble and manipulate identified equipment.
(f) Students learn to demonstrate the use of safe and hygienic work practices including the correct use of safety equipment.
Outcome 5.15 – A student gathers first-hand data accurately.
Essential Content
5.15 – Students learn about gathering first-hand information.
(a) Students learn to make and record observations and measurements accurately.
Outcome 5.19 – A student uses critical thinking skills in evaluating information and drawing conclusions.
Essential Content
5.19 – Students learn about thinking critically.
(d) Students learn to make generalisations in relation to a relevant set of observations or experimental results.
Outcome 5.20 – A student selects and uses appropriate strategies to solve problems.
Essential Content
5.20 – Students learn about problem solving.
(b) Students learn to describe different strategies that could be employed to solve an identified problem. (EXTENSION)
MICROTEACHING LESSON PLAN – Monday 7th May 2012
Anthony Ling Ngai Wong (z3409504) EDST6713 Science Method
Preparation and Planning (Equipment needed, stencils/OHP, videos booked, books collected etc)
1st Practical
500mL Beaker
Water
A4 Letter Chart, from http://issbs.com/wp-content/uploads/2012/03/visual-acuity-system.jpg
2nd Practical
DC Power Supply
Light Box (connects to DC power supply)
Single Slit Frame (for Light Box)
Multiple Slit Frame (for Light Box)
Rectangular glass transparent prism
Biconvex glass transparent prism
Biconcave glass transparent prism
Extension
Triangular glass transparent prism
Smartboard (to show a quick video called “Disappearing Act”) http://www.youtube.com/watch?v=MzblcHN5E_g&NR=1
Assessment Tasks (Where relevant)
N/A
Follow –up Activity (Homework Instructions, collecting work, guidelines for next lesson)
Discussion questions are to be completed for homework if students do not finish all the discussion questions.
Extension activity not required as a follow-up activity if students do not complete their discussion questions in time, but is catered for further reading for any students
interested in the concept of refraction covered in class within this lesson.
MICROTEACHING LESSON PLAN – Monday 7th May 2012
Lesson Sequence (Strategies, procedures, tasks, etc)
Teacher Activity
Anthony Ling Ngai Wong (z3409504) EDST6713 Science Method
Student Activity
(1) Introduction into topic
Est Time
5 minutes
The teacher reinforces that the class is continuing the subtopic called ‘Bright lights’,
by asking students a series of questions to assess prior understanding.
“What are the two types of forces that are combined to give waves such as radio
waves, and light?” (Electric and Magnetic)
“The Angle of Incidence is always equal to the angle of what?” (reflection) – this
Students are asked questions by the teacher to assess prior knowledge,
within the unit of study about waves and the electromagnetic spectrum,
titled “Waves
question is done in reference to a diagram on the board.
The teacher then introduces another means to manipulate light by first asking
whether any students have a swimming pool.
“Does anyone have a swimming pool at home?” and/or
“Does anyone go swimming on a regular basis?”
This is followed by an introduction to the images seen across the pool or whilst
swimming.
“Has anyone ever dropped an object that sinks into the pool?” and/or
“Has anyone ever had water get into their goggles whilst swimming?”
Followed by:
“What does the object appear like when you look at it from an angle? For example,
does it appear deeper than it seems, or closer than it seems? and/or
“What does the view look like with water in your goggles? Do things appear clearer,
blurrier or distorted for example?”
Students respond accordingly about their experiences with objects inside a
pool or water seeping through their goggles. A brief class discussion can be
carried out.
The teacher then moves on to explain that the 1st practical activity is based on a
simulation of the above observations made with regards to swimming and pools.
(2) 1st Practical – Reading through a Beaker
The teacher hands out the practical activity sheets. The activity involves 3-4 students
in a group investigating the effect of a beaker filled with water on letter clarity, when
that beaker is hovered over an A4 sheet filled with letters either with the beaker
directly on top, or the beaker and A4 sheet in an upright direction.
Students are to follow the instructions in the first practical in coming up with
observations in hovering a beaker of water over an A4 sheet of letters in
various ways. Students are to come up with responses in a group of 3-4
students.
The final two questions in this activity is discussed as a class with the teacher looking
for different generalisations amongst students based on current observations, and to
see whether students can come up with potential inferences that lead unto the next
section.
Students are to answer questions associated with their observations.
5 minutes
MICROTEACHING LESSON PLAN – Monday 7th May 2012
Questions:
“What is it about the second instance (with the sheet held upright), that allowed to
the letters around the rim of the beaker, to appear different than compared to the
letters in the centre of the beaker?”
Teacher may guide students if some students had not observed the letters properly
through the glass, by suggesting whether they thought the letters appearing the
centre of the beaker through the water was less distorted compared to the ones
around the rim of the beaker. Then through further questioning, the teacher could
suggest whether there are light rays coming from different angles leading to this
distortion.
Anthony Ling Ngai Wong (z3409504) EDST6713 Science Method
5 minutes
The final two questions are answered together as a class discussion, for
students to come up with possible solutions to why certain letters appear
distorted through the beaker compared to others based on position and
whether position has an effect on the light rays that pass through.
“What does this tell you about light passing through various materials in terms of
density of the material, direction of the light rays?”
Teacher may guide students to the following inferences by further questioning:
-
The density changes that light rays underwent caused the light rays to
change direction, as seen in the distorted letters in the 2nd instance.
However, this appears to only happen when light travels at an angle to
begin with, as seen by the lack of distortion in the 1st instance (hovering the
beaker on a flat surface).
(3) 2nd Practical – Light Beams
10-15 minutes
The teacher then distributes the materials required for the second practical –
consisting of a power pack, a light box, frames with slits, rectangular glass prisms,
biconcave glass prisms, biconvex glass prisms and triangular glass prisms
(extension).
The teacher randomly selects two students to answer the safety pre-work questions
before the students divide into their groups of 3-4 students.
The teacher guides each group individually to how each of the scenarios is to be set
up.
(A) One light beam passing through the rectangular glass prism in a
perpendicular motion.
(B) One light beam passing through the rectangular glass prism in a 60 degree
angle.
(C) Three light beams passing through a biconcave prism.
(D) Three light beams passing through a biconvex prism.
After students have completed their diagrams for each of the above scenarios and
have answered, the teacher gathers the students to go through the discussion
questions together, and to clarify any misconceptions, and in particular reinforces the
concept of change in density of the material in which the light permeates, resulting in
the light beam bending inwards or outwards.
Students come up with potential safety issues that need to be addressed,
such as safe use of the power pack, starting up of the light box, cooling of
the light box and careful handling of the light box within the lab bench.
Each group of students is to construct the following scenarios based on a
description and without diagrams, but with support from the teacher.
Students are to draw the path of the light beams in each scenario in order to
develop generalisations from the first practical activity (in the discussion).
Students are given guidance through discussion questions for the first
scenario, whilst the questions are discussed as a class after all students have
completed their diagrams.
MICROTEACHING LESSON PLAN – Monday 7th May 2012
Furthermore, the teacher introduces the application of refraction in the production of
correct lenses for short-sightedness and long-sightedness. The teacher facilitates
students with the applications questions by drawing a incomplete diagram on the
board similar to one that the students have produced after students have answered
the discussion questions for the biconcave and biconvex prism scenarios. The teacher
gets the students at the front to complete the diagrams the teacher has initiated.
Anthony Ling Ngai Wong (z3409504) EDST6713 Science Method
Students are to apply their observations of biconvex and biconcave prism
scenarios into the scenario of the shape of lens prescribed by an optometrist
to correct short-sightedness and long-sightedness. Students are given some
guidance by the teacher to complete this problem solving activity in the
discussion section.
The teacher finally does a quick overview of the main concept of refraction – that it
has to do with both the angle of the light ray and the density difference between the
two media that the light ray traverses through before ending the lesson.
(4) EXTENSION – Critical Angle and Total Internal Refraction
The teacher introduces some concepts relevant to the Stage 6 Physics syllabus, by
explaining that it is possible to manipulate the angle of the incident ray so that as the
light ray travels from a dense to less dense medium, this incident ray bounce along
the surface of the two media (with that angle being described as the critical angle).
Furthermore, the teacher explains that if the critical angle is exceeded, the angle of
the light ray can be such that instead of refracting into the next medium, the light
ray instead reflects back into the first medium. The teacher uses a diagram on the
board to explain this.
The teacher asks the students to attempt this using the triangular prism to achieve
this effect, and whichever group is the first to be able to achieve this will receive a
small prize. The teacher hints that both the rearrangement of the incident angle and
the rotation of the triangular prism are required.
The teacher then shows two applications of Total Internal Refraction (optic fibres and
reflection underwater), as well as a video of an interesting experiment called the
“Disappearing Act”, to which the teacher explains that it could be an initial step to
creating the ‘invisibility cloak” – an idea that may appeal to many students.
Students are introduced to extension of existing physics concepts regarding
refraction from a dense material to a less dense material – critical angle and
total internal refraction.
Students are then asked to replicate the latter – total internal refraction
using the triangular prism and light box/light beam, such that the first group
to achieve this will win a prize.
10 minutes (if
time allows)