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Foundations of Physical
Science
Workshop: The Atom, Light &
Optics and Electric Circuits
The Atom – Atom
Building Game
CPO Science
Key Questions
 What are atoms
and how are they
put together?
 What does atomic
structure have to do
with the periodic
table?
Subatomic Particles
What three basic particles
make up all atoms?
Subatomic Particles
Protons
Neutrons
Electrons
Subatomic Particles
The marbles represent
these particles. Can you
guess which marble
represents which particle?
Subatomic Particles
Now see if you can
determine which are
protons and which are
neutrons:
Building Atoms
 Several groups build an atom with:
7 blues, 6 reds, 6 yellows
 Others build an atom with: 15
yellows, 16 blues, 15 reds
 Others build an atom with 8
yellows, 8 reds, and 9 blues
The game of Atomic
Challenge
 4 players or teams per board
 Each player starts with 6 blues, 5 reds,
and 5 yellows in their board pocket.
 Each player takes turns adding marbles
to the atom (up to 5 per turn) to make
real, stable atoms.
 The first player to lose all their marbles
wins!!!
Atom Building
Reminders
Building Atoms using
Nuclear Particle Cards
 Each player starts with 7 blues, 7 reds, and 7
yellows in the board pocket.
 4 players or teams per board
 Shuffle cards and deal 5 per player
 On each turn, play a card and add or take
particles as the card instructs
 On some turns you will score points; on other
turns you will not (you may be blocking an
opponent)
Scoring Points: If your
move…
 Creates or leaves a stable nucleus, you
score 1 point
 Creates or leaves a neutral atom, you
score 1 point
 Creates a perfect, neutral atom with a
stable nucleus, you score 3 points
 First person to 15 points wins!
Light and the Atom
Atoms
absorb and then emit energy with their
electrons
When
the energy emitted falls within the visible
spectrum we see it as light
Laser Light
An Acronym
- Light Amplification by
Stimulated Emission of Radiation
Monochromatic
In-Phase
Coherent
Many
Uses
The game of Photons & Lasers
 Teaches players about how light is absorbed
and emitted from atoms
 The objective of the game is to score points by
stimulating excited electrons to lase, emitting
photons of light
 Players play pump cards to excite the atom by
moving electrons up energy levels
 Players score points by playing laser cards
and moving electrons back down energy levels
Setting Up Photons & Lasers
 To begin, the atom should be set up for a specific
element
 Neon 20 is a good choice with 10 each of
protons, neutrons, and electrons
 The electrons should all start in the lowest
possible levels – the ground state
 Each player is dealt 5 cards from the shuffled
deck of Photon & Lasers cards
 Play consists of moving electrons up and down
energy levels, the nucleus remains unchanged.
Pump Cards
 Pump cards represent photons of light
absorbed by the atom
 An absorbed photon raises a single
electron the number of energy levels
corresponding to the energy (color) of
the photon shown on the card
 No points are scored with pump cards,
but the atom is raised to an excited
state which can later be used to earn
points by playing laser cards.
Laser Cards
 Laser cards represent the emission of
light from the atom, matching the energy
(color) of the stimulating photon
 Playing a laser card allows the player to
move as many electrons as possible
down the number of energy levels
specified on the card
 When electrons move down energy levels
points are scored!
Playing Photons & Lasers
 Players take turns playing one card per
turn and moving electrons up and down
energy levels as instructed on the card
played
 Each player draws a new card from the
deck after each play to maintain a five
card hand
 If necessary the played cards can be reshuffled and re-used
Scoring Points
 In any given turn electrons may be moved from
one level only and only to unfilled states in the
appropriate lower level
 The total number of electrons moved down
(lased) multiplied by the number of energy levels
indicated on the laser card equals the points for
that turn
 1 electron moved 2 levels = 1 x 2 = 2 points
 3 electrons moved 2 levels = 3 x 2 = 6 points
 4 electrons moved 3 levels = 4 x 3 = 12 points
How About a Light Meal?
 We’ll take a 30 minute break
 Food will be served here
 Enjoy your meal
 Please be ready to start in 30 minutes
with our Light & Optics Equipment and
Investigations
Light And Optics
CPO Science
Key Questions
 What is light? How can we
make light?
 Why are there different colors
of light?
 How does light behave in a
prism?
Let it glow, let it glow, let it
glow
 Take white board and keep white side
facing up. Don’t look at the bottom!
 When I say go, flip board over so white
side is down. Place part of a hand over
the square. Keep hand there!
 When lights go out, remove hand and
observe.
Atoms
absorb and then emit energy
with their electrons
When
the energy emitted falls within
the visible spectrum we see it as light
Charge it up with color
 Take out the red, blue, and green LED
lights, plug them in, and use them to
energize the phosphorescent paper
 Remove the colored lights and observe
the paper with the room lights off
 How can you explain your observations?
Light and Color
 How does a TV or computer monitor display
many, many different colors when they start
with only red, blue, and green pixels?
 Mix blue and green light. What color do you
see?
 Mix red and blue light. What color do you see?
 Mix red and green light. What color do you
see?
 Mix all three lights!
Overview
 Simple Optical System
(Beaker Funhouse)
 Reflection/Refraction in a Prism
(Secret to Tic-Tac-Toe Invincibility
and
Prismatic Name Enlightenment)
 Critical Angle/Total Internal Reflection
(Laser Proving Ground)
What does
Transparent mean?
 What happens?
 What are some examples
of transparent materials?
What Is an
Optical System?
Anything that involves
light
Used to study how light
behaves
Simple Optical System
 Observe the Beaker with the
water and pencil in it
 Look at the Beaker from many
different vantage points
 What strange or interesting
things can you see involving the
image of the pencil?
OBSERVATIONS
 The pencil is bent
 There are two pencils
 There are three pencils
 The pencil is Magnified
 When you look straight down into the
beaker, the pencil doesn’t seem bent
Color Teaching Tool Slides
Color Teaching Tool Slides
Refraction/Reflection
in a Prism
 See Page 112 in the
Investigation Guide Handout
for written directions
 Take out Prism from CPO
Optics kit
OBSERVATIONS
 I can see the X at first
 When I move my head up and down the
X vanishes
 When the X vanishes the O takes its
place
 This seems to be happening at the same
angle, the “magic angle”
Prismatic Name
Enlightenment
1. Repeat the process for the X and O
but instead of the X write your first
name.
2. Also write your first name in place
of the O but this time underline
your name.
3. What information do you now see
that can help us explain what is
going on?
OBSERVATIONS
 I can see my name upside-down
 When I move my head up and down my
name vanishes
 When my upside-down name
vanishes the underlined name takes its
place, and it isn’t upside-down any
more
 This seems to be happening at the
same angle, the “magic angle”
Time to Experiment
 Use a Simple Model- Laser and Prism
 Build Upon What You Have Learned –
This Magic Angle is Critical to what is
going on
Setting Up Laser/Prism
Experiment
 See Page 113 in the Investigation
Guide for written directions
 Take out Laser from CPO Optics kit
 Use Graph Paper we have provided
OBSERVATIONS
 The exiting beam exits at a different
angle for each trial
 When I move the laser up the paper,
the exiting beam angles more in the
downward direction
 At a certain point the exiting beam
disappears
 This seems to be happening at the
same angle, the “magic angle”
Conclusions from Experiment
 At a certain angle the beam is refracted in a direction
that doesn’t exit the prism
 This happens at a specific angle-The CRITICAL
ANGLE
 When the angle is bigger than the CRITICAL ANGLE
the beam experiences TOTAL INTERNAL
REFLECTION
How We Can Use Optics
in Everyday Life
 Fiber Optics
 Laser Scanners
 Surgical Lasers
 Information Storage-CDs, DVDs
 High precision Distance Measuring
Electric Circuits
CPO Science
Key Questions
 What “flow of understanding”
provides the necessary
foundation for an understanding
of electricity?
 What kinds of electric circuits
can you build?
 How does electricity behave?
Light the Bulb!
What needs to
happen to get
the bulb to
light?
Parts of our Circuits Kit
 Wooden Board
 Wires of various lengths
 On/Off switches
 Bulbs and holder
 Resistors – fixed and variable
Build a simple Circuit

Place the bulb in a socket
 Use one D cell
 Make the bulb light!
 Add a switch to conserve D cell energy
 Use your finger to trace the path of
electricity from one terminal of the D
cell to the other terminal
Parts of a Circuit
 Wire
 Bulb
 Battery
 Switch
Symbols used for
Diagramming
Let’s build on this…
 Add a second D cell to your circuit, right
next to the first. Be sure to match up
positive terminal with negative terminal
 Do you notice any difference?
 Add a second light bulb to the circuit,
keeping only one pathway for electricity
to follow
 What do you observe now?
Series Circuit
Another way to light two
bulbs
 Keep two D cells in the circuit
 Wire up the 2 light bulbs so that
there are two branches or pathways
for electricity to follow
 What differences do you observe?
Parallel Circuit
Can you explain why
the bulbs in a
parallel circuit are
brighter?
Water Analogy
Resistance and Current
Inverse Relationship
Voltage
The amount of
potential energy
that each unit of
charge has
Review
 V = voltage, measured in volts
 I = current, measured in
amperes, or amp
 R = resistance, measured in
Ohms, symbol W
Using the Multimeter to measure
Voltage
 Battery by itself

Battery in a circuit
Using the Multimeter to
measure Current

Current in a
circuit
 Multimeter
completes the
circuit
Analyze Circuits
1 bulb
Total voltage
available
Voltage across
each bulb
Total current at
terminal
Current through
each bulb
2 bulbs in 2 bulbs in
series
parallel
Why are parallel bulbs brighter?
1 bulb
Total voltage
available
Voltage across
each bulb
Total current at
terminal
Current through
each bulb
2.8 V
2 bulbs in 2 bulbs in
series
parallel
2.8 V
2.8 V
2.8 V
1.4 V
2.8 V
0.12 A
.10 A
0.24 A
0.12 A
.10 A
0.12 A