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Circle of Knowledge
Lesson Plan
Physical Science
8
90+ Minutes
Katlyn Allmon
2. The student responds to questions with supporting information that reflects in-depth
knowledge of a topic.
7. The student examines an issue from more than one point of view.
8. The student separates ones own point of view from that of others.
Summary/Overview
The focus of this lesson is to allow students to discern the relationship between the light
perceived and behavior of light within a variety of real world situations.
Enduring Understanding(s)
At the end of this lesson the student will understand that
a) Each color of visible light has its own wavelength.
b) The color we see depends upon the object ability to absorb, transmit or reflect the
light wave.
c) Wavelength and energy are inversely related on the EM Spectrum.
d) Frequency and energy are directly related on the EM Spectrum.
Essential Question(s)
How does the behavior of a light wave impact the light perceived in everyday life?
Concept(s) to Maintain
Light is an electromagnetic and transverse wave.
The speed of light does not change.
Wavelength is the measurement from one crest to the next adjacent crest on a transverse
wave.
Frequency is the number of times a wave passes a certain point in a second.
Evidence of Learning
What students should know:
a. The EM Spectrum is a range of all electromagnetic waves by greatest to least energy.
b. Opaque objects can absorb light wavelengths and reflect others.
c. Translucent and transparent objects can transmit light.
d. Light can bend when passing through more than one medium.
e. Black absorbs all wavelengths of light.
f. White reflects all wavelengths of light.
What students should be able to do:
a. Respond to questions with supporting information that reflects in-depth knowledge of
a topic.
b. Examine an issue from more than one point of view.
c. Separates ones own point of view from that of others.
Suggested Vocabulary
Electromagnetic Spectrum
Opaque
Transparent
Translucent
Reflection
Absorption
Transmission
Prism
Refraction
Diffraction
Wavelength
Light energy
Frequency
Procedure(s)
Phase 1: Sparking the Discussion (Hook)
1.
Call for volunteers to answer the following questions Have you ever worn a black shirt in the
summer? A white shirt? Pose the question: How did your temperature change when wearing
each shirt? Why did the sunlight interact differently with each of the colors? Allow students to
record their ideas. Select a few students to respond aloud.
3.
Pose the essential (focus) question: How does the behavior of a light wave impact the
light perceived in everyday life? Activate prior knowledge by having students create
sentences using at least three words from the Word Splash.
Students will read What Wavelength Goes With Color?, Behaviour of Waves, How Long
Does It Take Sunlight To Reach The Earth? and Why Is Color: Light and Photography and
take notes on the Light Behaviors organizer.
Students will arrange in groups of four (one student from each article reading), use their
notes from the article readings and the Questioning Cube to answer and have small group
discussions.
5.
As a whole group, students will then discuss their findings about light behaviors and how
light is perceived.
Students will sort the objects provided into categories of diffraction, reflection, refraction or
absorption. Pose the question: How does light behaviors impact the light we perceive? Students
might find ideas for their solution at
wave-behaviors/
Summarizing Activity
Resource(s)
Anchor Text(s):
What Wavelength Goes With Color? NASA Article Curator: Jay Madigan and NASA
Official: Lin Chambers
http://science-edu.larc.nasa.gov/EDDOCS/Wavelengths_for_Colors.html
Behaviour of Waves Science Learning Hub Article Published: 02 May 2011
http://sciencelearn.org.nz/Science-Stories/Tsunamis-and-Surf/Behaviour-of-waves
How Long Does It Take Sunlight To Reach The Earth? Universe Today Article by Fraser
Cain http://phys.org/news/2013-04-sunlight-earth.html
Why Is Color?: Light and Photography Mark D. Fairchild Article Copyright 2006-2013
http://www.rit-mcsl.org/fairchild/WhyIsColor/Questions/1-8.html
http://www.rit-mcsl.org/fairchild/WhyIsColor/Questions/6-4.html
Technology:
Mission Science: Wave Behaviors Video
http://www.pbslearningmedia.org/resource/npe11.sci.phys.energy.lightbehaviors/light-wavebehaviors/
Images:
http://missionscience.nasa.gov/ems/03_behaviors.html
https://lightwaters.wordpress.com/2010/04/26/how-to-find-the-silver-lining/
http://commons.wikimedia.org/wiki/File:Flower_reflection.jpg
http://tinyurl.com/qhelh5a
http://tinyurl.com/lkfvpyt
http://tinyurl.com/m4u6tjx
http://csc4waves.weebly.com/electromagnetic-radiation-light-waves.html
Handouts:
Handout 1:
Handout 2:
Handout 3:
Handout 4:
Handout 5:
Handout 6:
Handout 7:
Handout 8:
Word Splash
What Wavelength Goes With Color? Article
Behaviour of Waves Article
How Long Does It Take Sunlight To Reach The Earth? Article
Why Is Color: Light and Photography Articles
Notes Organizer
Questioning Cubes
Light Behaviors Image Sort
Handout 9: 3-2-1
Handout 1
Word Splash
EM Spectrum
refract
vacuum
Transmission
Factors Influencing A
Light Wave
absorb
prism
diffract
convex
Handout 2
Our eyes are sensitive to light which lies in a very small region of the
electromagnetic spectrum labeled "visible light". This "visible light"
corresponds to a wavelength range of 400 - 700 nanometers (nm) and a color
range of violet through red. The human eye is not capable of "seeing" radiation
with wavelengths outside the visible spectrum. The visible colors from shortest
to longest wavelength are: violet, blue, green, yellow, orange, and red.
Ultraviolet radiation has a shorter wavelength than the visible violet light.
Infrared radiation has a longer wavelength than visible red light. The white
light is a mixture of the colors of the visible spectrum. Black is a total absence
of light.
Earth's most important energy source is the Sun. Sunlight consists of the entire
electromagnetic spectrum.
Violet Light
The visible violet light has a wavelength of about 400 nm.
Within the visible wavelength spectrum, violet and blue
wavelengths are scattered more efficiently than other
wavelengths. The sky looks blue, not violet, because our
eyes are more sensitive to blue light (the sun also emits
more energy as blue light than as violet).
Indigo Light
The visible indigo light has a wavelength of about 445
nm.
Blue Light
The visible blue light has a wavelength of about 475 nm.
Because the blue wavelengths are shorter in the visible
spectrum, they are scattered more efficiently by the
molecules in the atmosphere. This causes the sky to
appear blue.
Green Light
The visible green light has a wavelength of about 510 nm.
Grass, for example, appears green because all of the colors
in the visible part of the spectrum are absorbed into the
leaves of the grass except green. Green is reflected,
therefore grass appears green.
Yellow Light
The visible yellow light has a wavelength of about 570
nm. Low-pressure sodium lamps, like those used in some
parking lots, emit a yellow (wavelength 589 nm) light.
Orange Light
The visible orange light has a wavelength of about 590
nm.
Red Light
The visible red light has a wavelength of about 650 nm. At
sunrise and sunset, red or orange colors are present
because the wavelengths associated with these colors are
less efficiently scattered by the atmosphere than the
shorter wavelength colors (e.g., blue and purple). A large
amount of blue and violet light has been removed as a
result of scattering and the longwave colors, such as red
and orange, are more readily seen.
discovered that the infrared light the scientists could not see beyond red could make other
things hot.
Very long wavelengths of infrared light radiate heat to outer space. This radiation is
important to the Earth's energy budget. If this energy did not escape to space, the solar
energy that the Earth absorbs would continue to heat the Earth.
Handout 3
Behaviour of waves
All waves behave in certain characteristic ways. They can undergo refraction,
reflection, interference and diffraction. These basic properties define the behaviour of
a wave anything that reflects, refracts, diffracts and interferes is labelled a wave.
These behaviours of waves can help us understand how water waves interact with
land. Out in the deep ocean, tsunamis and wind-generated waves settle to quite
steady predictable wave patterns. However, as they approach the complex coastline
of New Zealand, they can refract, diffract, be reflected and interfere with one
another. Together, these behaviours direct the course and effects of waves around
New Zealands coast.
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(resonant frequency) of the body of water in the bay. Resonance can push the water
level really high, making the effect of the tsunami greater.
Different bodies of water have different resonant frequencies it depends on their
size and shape. Lyttelton Harbour and Mercury Bay (Coromandel) are both prone to
sloshing. Mercury Bay has a resonant frequency of 1 hour once it gets disturbed
by a tsunami, it will slosh backwards and forwards every hour, sometimes for several
days, before it dissipates.
Bigger, more open areas of water like the North Canterbury Bight and the South
Taranaki Bight can also amplify tsunami waves through resonance, but with longer
periods (for example, 2.5 hours in the North Canterbury Bight).
When waves get to a barrier such as an offshore rock or a small gap such as the
opening to a harbour, they dont go straight past the barrier or carry on straight after
going through the gap. Instead, they bend they curve outwards after passing
through a gap and spread around an object. This is diffraction. It happens when the
wavelength of the wave and the size of the gap or barrier are similar.
Diffraction is interesting to wave researchers because it means that wave energy
reaches shadow zones where you wouldnt otherwise expect energy to be. Its an
important part of wave behaviour at ports, harbours, built structures and offshore
islands. Diffraction is more important in shallow water than it is in deep water.
Nature of Science
Common scientific concepts can connect seemingly disparate areas of science. For
instance, water waves, sound waves and electromagnetic radiation all exhibit similar
behaviours. Some of the scientific knowledge obtained in one of these areas can
therefore be applied to the others.
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Handout 4
12
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The light you see from your computer is nanoseconds old. The light reflected from the
surface of the Moon takes only a second to reach Earth. The Sun is more than 8 lightminutes away. And so, if the light from the nearest star (Alpha Centauri) takes more than
4 years to reach us, we're seeing that star 4 years in the past.
There are galaxies millions of light-years away, which means the light we're seeing left
the surface of those stars millions of years ago. For example, the galaxy M109 is located
about 83.5 million light-years away.
If aliens lived in those galaxies, and had strong enough telescopes, they would see the
Earth as it looked in the past. They might even see dinosaurs walking on the surface.
Handout 5
Light (Level 8)
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While we can only directly perceive light with our visual systems, there are many other wavelengths of
electromagnetic radiation (and other forms of energy) that can be used to sense the environment
around us. The collected image data can then be rendered to displays that modulate light for us to
perceive (like the images you are looking at right now). This image provides a collage of images
collected at different wavelengths. In the center is a normal light image of a tree (below) with a
reflected infrared image above. This infrared image was made with wavelengths just slightly longer
than we can perceive. Notice how the sky is quite dark (not too much infrared scattered in the sky)
while the leaves and grass are very bright (healthy foliage reflects a lot of infrared energy). The image
of the house is a false-color representation of thermal infrared emission. This is even longerwavelength energy that we sometimes consider as "heat". The red areas are where there is a larger
amount of thermal infrared emission, or heat leaking through the rood of this house. On the right is a
medical X-Ray of someone's repaired knee. X-Rays are very high energy (short wavelength)
electromagnetic radiation that can pass through our soft tissue easily, but don't pass through bones so
easily, and can't pass through the metal pins at all. This X-ray image is a negative and is darker where
more energy passes through the subject. Finally, the upper-left image is an ultrasound image of my
first daughter about 5 months before she was born. This image was made with very high frequency
sound waves (vibrations of matter) that actually are not electromagnetic energy at all.
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Shorter wavelengths have even higher energy levels and can potentially cause more damage and/or
pass right through us (like X-rays). So the UV end of the spectrum seems to be a reasonable limiting
factor at the short-wavelength end of the visual spectrum. At the longer wavelengths, we have infrared
radiation. It turns out that our body produces infrared energy simply because we are warm and that
background radiation makes it difficult to detect infrared radiation from the environment (sensors in
infrared cameras are cooled to very low temperatures for this reason). Thus visual noise might well be
the limiting factor at the long-wavelength end of the spectrum. Even longer wavelengths, like radiowaves are so long that they pass right through (or perhaps more correctly around) us as well and we
cannot detect them.
Ecologically, there are other reasons that narrow down the range of wavelengths we respond to
visually. For one, the sun's peak energy output is very highly correlated with the wavelengths of light
that we respond to. Thus we have a ready and plentiful source of energy to aid our visual perception.
Additionally, many of the interesting interactions between electromagnetic energy and the elements
and compounds we are made up of (as well as all the plants, animals, and objects we are interested in
perceiving) happen in the visible wavelengths. Since the objects we are interested in perceiving
modulate visible energy, and the cells we use to detect radiation are made of the same materials (and
therefore are readily capable of detecting the light), it only makes logical sense that we would respond
to these readily available and interesting wavelengths.
The bottom line is that we respond to the wavelengths we do because it is physiologically plausible for
our visual systems to do so and because the information provided by such visual systems is
tremendously useful to our survival.
Photography (Level 4)
The array of colors on the left part of this image represents a Bayer filter array (named after a Kodak
scientist who was one of the people to develop this particular arrangement of colors). This pattern of
filters is placed on top of a black and white image sensor to make each element of the sensor respond
to either red, green, or blue light. Notice that there are more green elements. This has to do with our
eyes' better sensitivity to fine detail in the green region of the light spectrum. The middle panel shows
a scene in Yosemite National Park and the rightmost panel shows how that scene would be sampled
by a typical digital camera with the individual red, green, and blue pixels (or picture elements). A lot of
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computer processing takes place to convert these raw detected images into the pictures that you enjoy
viewing.
Handout 6
Light Behaviors Organizer
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What
Wavelength Goes
With Color?
Light waves
Present
Behaviour of
Waves
Why Is Color:
Light and
Photography
Description of
Wavelength
Evidence of
Light Behavior
(interaction)
Evidence of
Location on
the EM
Spectrum
Description of
Light
Perceived
Handout 7
Questioning Cube
Revised April 2015
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Handout 8
Light Behaviors Image Sort
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Diffraction
Refraction
Reflection
Absorption
Images
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Handout 9
3-2-1
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