Академический Документы
Профессиональный Документы
Культура Документы
Essential Question:
What is Huygen’s Principle?
What is diffraction and where is it found?
What is Young’s double slit experiment?
What is the difference between constructive and destructive interference?
What is white light made of?
What is refraction of light?
What is spectrum of light? ROYGBIV
What is interference by thin films?
Key Idea 5: Energy and matter interact through forces that result in changes in motion.
5.3 Compare energy relationships within an atom’s nucleus to those outside the
nucleus.
i. interpret energy-level diagrams
© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
correlate spectral lines with an energy-level1 diagram
Intended Learning Outcome (Should define what students will know and be able to do and at what
level of mastery they should be able to do it.)
Students will know… Student will be able to…
Huygen’s Principle …explain wave fronts and Huygen’s
principle accurately 100% of the time
© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
2
Stage 2 – Assessment Evidence
Students will demonstrate their learning/understanding in the following way(s):
Teacher-Created Assessments
Pre-test:
Students will take a 30 question pretest prior to initiating the unit on light.
Post-test:
Students will take the same exam as a post test to measure learning/understanding of
content
(Performance Assessments: )
HW Problems
Multimedia presentation
(Assessment Adaptations)
All accommodations will be made for 504 and IEP’s that are required. Students will be
paired heterogeneously according to physics ability for the multimedia presentation.
Students will work closely with the teacher so progress is assessed often.
The teacher will intervene and make adaptations where needed for individuals.
Each day the teacher will review a different technology to assure students know how to
used them.
Students will have access to computers throughout the entire project so spelling and
grammar can be corrected.
The blog will be checked in class everyday by the teacher to address any concerns.
© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
3
Stage 3 – Learning Plan
Learning Activities
Instructional Strategies/Learning Activities:
Students will be paired and assigned a topic on light to create a power point to present to the class
for review prior to the unit exam.
After the pre-test the teacher will begin the unit by using an exercise to get the students to
explain what they know and think about light:
The students have stumbled across a civilization that has no eyes. The civilization
hears them discussing “seeing” and thinks it is some kind of black magic. They are
holding the class captive and their only hope is to explain what light is. This is a
good way to get the students involved in the content.
Next the teacher explains the multimedia project and the expectations:
Students will be expected to use two of the three following technologies to aid them in
presenting their material (imovie, powerpoint or keynote, iphoto)
Their presentation should include real word examples of their topic in photo or video form
for analyzing during their presentation.
Students will use the wiimote smartboard to interact with their presentation to explain
and/or diagram their main conceptions.
Students will be expected to blog, on our class website, about their topic and/or
presentation at least 3 times each week. This includes questions and answering
questions to help others.
Each presentation will be incorporated into the final podcast that will be available on the
class website for review before the post exam.
Instructional Sequence:
(representing the content: teaching/learning activities, connecting to students’ prior knowledge, etc.)
Teacher activity (The teacher is doing….) Student activity (The student is doing…)
© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
4
1st day: 1st day:
The teacher Introduces the unit of Light. The groups should ask questions about the
The power point project is explained first. project.
The students are paired with partners first.
The teacher explains that each student will
be assigned a subtopic of light. The groups
are responsible for creating a multi media
presentation of that sub topic to be
presented in two weeks before the end of
unit exam. The rubrics are passed out and
explained. Each group is randomly
assigned a subtopic of light. Students are
encouraged to begin researching their
subtopic right away. The power point
should review the main conceptual ideas
discussed in class and real world
applications and examples. Students will be
given at least 20 min per 80 min block to
work on or ask questions about their
presentations.
Introduction :
Tell the students what ideas are to be
discussed during the lesson.
Briefly discuss:
Opaque: where light is reflecting off of it but
none is transmitted. (brick, book, wall)
Transparent: media that transmit light. (air,
water, glass)
Translucent: media that transmit light but do
not allow objects to be seen clearly. (lamp
shades, frosted light bulbs)
Speed of light:
Pick an object in the room and discuss how
the light has to travel a distance to the
object or how light from the illuminated
object has to travel a distance to be
received by the eye. Discuss on a bigger
scale how the light from the sun or moon
has to travel a distance to get to the earth.
Then bring up the formula for velocity and
how we know the distance and if we can
measure the time we can determine the
velocity. But how can we measure the
time?
Talk of Michelson/Morely
Michelson inferometer and ether.
Michelson measured the time it took light to
travel between two mountains in California
35 km apart. He used rotating mirrors to
measure the small time intervals. His best
© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
6
result was (2.997996+0.00004) x 10^8 m/s.
Diffraction:
Turn of lights except for overhead or other
source of light. Place an object in the path
of the light and show the shadow. Notice
that the edge of the shadow is not perfectly
sharp. Why? This was done by Grimaldi.
The shadow is wider than the actual object
as it should be. Draw a diagram using rays
of light and show how the light should travel
in a straight line past the obstacle and
create a sharp edge of a light/dark border.
Look at the border of the shadow. It is
actually bordered by colored bands. Talk
about sound and this same phenomenon.
Talk about what happens when an obstacle
is placed in the path of sound. Now relate
this to light. The same thing happens in
light just on a much smaller scale. Use this
to lead into Huygens’s principle.
Huygens’s Principle:
Each wave front can be thought of as a
series of point sources of smaller waves.
The wavelets expand in every direction and
are in step with one another. The wavelets
cancel each other out in all direction except
for where they all move in the same
direction. This is superposition. All of the
wavelets add together to get a new wave
front. When the new wave front passes
through a barrier, all the wavelets
recombine again to make a flat barrier
except at the edges where it rounds off. No
wave to cancel out roundness at edges.
Draw a diagram of Huygens’s principle
while discussing it. Use a compass to draw
a wavelet, of the same radius, from several
different points on a wave front.
Color:
Talk about light passing through a prism.
Show with demonstration of light passing
through prism projected onto the
whiteboard. Newton did experiments on
these colors produced by sunlight passing
through the prism. He called these colors
produced a spectrum. At first, Newton was
© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
7
using his corpuscle model of light explained
that these colors were produced because
the particles of light were hitting some
unevenness or imperfection in the glass
itself. He placed another prism in the path
of the colored light expecting it to make the
effect worse or spread the spectrum out
even more. Instead in converted the
spectrum back into white light. He
concluded that white light was made up of
the colors of the spectrum, and properties of
the prism separated the light into the colors
of the spectrum.
Colors of the spectrum: ROYGBIV
Based on the diffraction of Grimaldi and the
Huygens’s principle, we know that light has
wave properties. Visible light has
wavelength from about 400nm to 700nm.
Going from red (with the longest wavelength
at 700nm) to violet (with the shortest at
400nm). Show spectrum. Talk about the
other colors.
Color by subtraction:
Start a discussion on how light can be
transmitted, reflected and absorbed. The
color of an objected depends on what the
color of the light is that is illuminating it and
the wavelength of light absorbed and
reflected by the object itself. The pigment
or dyes in an object give it color.
A dye is a molecule that absorbs certain
wavelengths of light and reflects or
transmits others. When light falls on an
object, the wavelengths that are absorbed
are turned into energy by the object, the
wavelengths that are reflected or
transmitted give the object the color. Give
examples of different objects in the room.
The difference between a dye and a
pigment is that pigments usually are make
of crushed minerals, rather than plant or
insect extras. A pigment that absorbs only
one primary color and reflects two from
white light is a primary pigment (yellow,
cyan and magenta). A pigment that
absorbs two primary colors and reflects one
color is called a secondary pigment (red,
blue and green). Give examples. Notice
that the primary pigment colors are the
secondary light colors and the secondary
pigment colors are the primary light colors.
Mixing Pigments:
Yellow and cyan make green
© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
9
Yellow and magenta make orange
Magenta and cyan make purple
Printers use magenta, yellow, and cyan to
make images. Pigments are usually finely
ground compounds such as titanium (IV)
oxide (white), Chromium(III) oxide (green),
and cadmium sulfide (yellow).
Polarization:
Ask the students if any of them have
polarized sunglasses. If yes, ask them if
they know what they do. If no, ask them the
same question. What makes them so
special compared to regular sunglasses.
Ask if anyone has ever looked throught
polariezed lenses (if nobody owns a pair of
sunglasses). If yes, Ask them if they have
ever rotated the glasses while looking
through them. What happened? Light
reflected off the road will get light and dark,
some other sources of light will also get light
and dark. The polarized lenses will block
some forms of light in one position but will
allow them to pass when rotated to other
positions. Why? Polarization is the
production of light in a single plane of
oscillation. Give examples of a single
plane. Begin a discussion involving the
rope model. Get out the rope and create
transverse waves with it. How can we block
this wave. Use a barrier of some sort. Now
create the wave perpendicular to its
previous orientation but keep the barrier the
same. Have the students notice how the
wave is now able to pass through. Show
the diagram of the rope model from the
book (fig. 16-16). Polarized media are
made up of long molecules in which
electrons can oscillate all in the same
direction. As light travels past the
molecules, the electrons can absorb light
waves that oscillate in the same direction as
the electrons. This allows waves passing in
one direction to pass while it blocks others.
Waves vibrating parallel to the polarizing
axis can pass. Light usually contains waves
vibrating in all directions perpendicular to
the direction of travel.
© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
10
8th day:
Each presentation will be associated with a discussion following the presentation. Students will attempt to
answer questions and lead discussion in the conceptions that relate to their subtopic. The media will aid
them in the discussion, i.e. smartboard. This will be carefully monitored by the teacher to assure correct
information is being taught. Students will be graded according to the project rubric.
The presentations are a review for the post exam and will be posted as a podcast for review.
Closure:
Extensions for early finishers:
Early finishers will join other groups to help them with ideas and to learn ideas for their
presentation. They will be given a chance to go back and improve their project if
necessary.
Procedures:
(already established procedures to be used and procedures to be taught for this lesson)
© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
11
Lesson Development Resources
Technology Tools and Materials:
(classroom set-up, preparations, resources, etc.)
Projector
Computers
Power point/Keynote
Iphoto
Imovie
Windows movie maker
ipods w/ voice recorder
cameras (video and point and shoot)
Wiimote smartboard or use of the Wiimote in presenter mode
(Contact Information)
steve propheter
99spropheter@jamestown.wnyric.org
© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
12