Light and geometric Optics? - Nelson Education
Light and geometric Optics? - Nelson Education
Light and geometric Optics? - Nelson Education
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paper screenlenssourceimageFigure 16. Move the c<strong>and</strong>le back to its original positionbeyond 2F ʹ. Now cover half of the lens with thesecond piece of paper or cardboard. Locate <strong>and</strong>describe the image.7. Move the second piece of paper or cardboard tocover half of the flame. Locate <strong>and</strong> describe theimage.Part C: Locating Images ina Diverging Lens8. Replace the converging lens with a diverginglens. Attempt to find an image on the screen.Now look into the diverging lens, locatethe image of the c<strong>and</strong>le, <strong>and</strong> describe itscharacteristics. Move the lens back <strong>and</strong>forth to see if there is any change in imagecharacteristics. Record your observations.Analyze <strong>and</strong> Evaluate(a) Where must an object be located for aconverging lens to produce a real image? T/I(b) What happened to the size of the real image asthe object was slowly moved toward the lensfrom its original position beyond 2F ʹ? T/I(c) What was the only location where theconverging lens did not produce an image? T/I(d) Where must an object be located for aconverging lens to produce a virtual image? T/I(e) What were the characteristics of the image in thediverging lens for all object locations? T/I(f) Why did you not have to follow the sameprocedure for the diverging lens as you did forthe converging lens? T/I(g) Why were you still able to see the object whenhalf of the lens was covered? Why was thebrightness of the image reduced? T/I(h) Why did you lose half of the image when youcovered half of the object? T/IApply <strong>and</strong> Extend(i) List some optical devices that use a lens toproduce a real image. A(j) Name an optical device that uses a lens toproduce a larger, virtual image. A(k) Suppose F for a converging lens is 23 cm,<strong>and</strong> a luminous source is placed at differentpositions in front of the lens. Predict the imagecharacteristics for each position. T/I• 64 cm from the lens• 40 cm from the lens• 10 cm from the lensNEL13.2 Perform an Activity 555
Shed a Little <strong>Light</strong> on<strong>Light</strong> <strong>and</strong> <strong>geometric</strong> <strong>Optics</strong>?Jeffrey Major – Science Department HeadThames Valley District School Boardmajor.sciguy@gmail.comShed a Little <strong>Light</strong> on the Grade 10 <strong>Optics</strong> Unit (SNC2D & SNC2P)Time:12:30 PM - 1:30 PMLocation: International CAre you new to optics? Explore how light interacts with mirrors <strong>and</strong>lenses. Use ray diagrams to predict image characteristics <strong>and</strong> test yourpredictions through h<strong>and</strong>s-on inquiry. Computer simulations will be usedto aid conceptual underst<strong>and</strong>ing. Support material will be provided.Presenter: Jeff MajorSession Number: 2313How do we engage students in<strong>Light</strong> <strong>and</strong> <strong>geometric</strong> <strong>Optics</strong>?H<strong>and</strong>s-On: Students are actually allowed to perform science as theyconstruct meaning <strong>and</strong> acquire underst<strong>and</strong>ing.1
How do we engage students in<strong>Light</strong> <strong>and</strong> <strong>geometric</strong> <strong>Optics</strong>?Minds-On: Activities focus on core concepts, allowing students todevelop thinking processes <strong>and</strong> encouraging them to question <strong>and</strong> seekanswers that enhance their knowledge <strong>and</strong> thereby acquire anunderst<strong>and</strong>ing of the physical universe in which they live.How do we engage students in<strong>Light</strong> <strong>and</strong> <strong>geometric</strong> <strong>Optics</strong>?Authentic: Students are presented withproblem-solving activities that incorporateauthentic, real-life questions <strong>and</strong> issues in aformat that encourages collaborative effort,dialogue with informed expert sources, <strong>and</strong>generalization to broader ideas <strong>and</strong>application.How do we engage students in<strong>Light</strong> <strong>and</strong> <strong>geometric</strong> <strong>Optics</strong>?•simply "studying the content of science" is not the same aslearning science.•knowledge of facts is important, facts must be learned within thecontext of authentic experience2
Shed a Little <strong>Light</strong> on<strong>Light</strong> <strong>and</strong> <strong>geometric</strong> <strong>Optics</strong>?Jeffrey Major – Science Department HeadThames Valley District School Boardmajor.sciguy@gmail.comRationale for Connecting to Outside WorldScientific literacy is achieved when students…use their knowledge<strong>and</strong> skills to purposefully plan <strong>and</strong> take action in the communitiesaimed at enhancing personal wellbeing <strong>and</strong> promoting the bettermentof society <strong>and</strong> the environment.Science <strong>Education</strong>: A Summary ofResearch, Theories, <strong>and</strong> Practice3
Rationale for Connecting to Outside WorldThe science curriculum has a crucial role to play in teaching them[students] how to exercise the enormous power of technologyresponsibly, carefully <strong>and</strong> compassionately, <strong>and</strong> in the interest of allliving creatures.– D. Hodson4
Predict, Explain, Observe, ExplainSteveYESAmy JeffJenSueMarkMikeNO5
http://www.uvm.edu/~mfuris/INTRO_PHYSLETS/contents/optics/applications/illustration36_1.htmlProducing imageswith two planemirrors.http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=3736
How Large Does A Mirror Need To BeTo Show Your Entire Body?7
The following diagram illustrates that the minimumlength of a plane mirror required for someone to viewtheir entire image equals half their height. Note that thetop of the mirror should be placed at eye level.http://www.batesville.k12.in.us/Physics/PhyNet/<strong>Optics</strong>/Reflection/Mirror_Size.html8
http://www.nelson.com/onsciencepd/9
http://pages.physics.cornell.edu/courses/p101-102/p102/14/java/convex/index.htmlhttp://pages.physics.cornell.edu/courses/p101-102/p102/14/java/concave/index.htmlhttp://www.phys.ufl.edu/~phy3054/light/lens/applets/convlens/Welcome.htmlhttp://www.phys.ufl.edu/~phy3054/light/mirror/applets/cavemir/Welcome.htmlhttp://www.phys.ufl.edu/~phy3054/light/mirror/applets/convmir/Welcome.htmlhttp://www.phys.ufl.edu/~phy3054/light/lens/applets/divlens/Welcome.html10
The <strong>Optics</strong>BenchfromPhysletsdoes it all:planemirrors,curvedmirrors,<strong>and</strong> lenses.http://webphysics.davidson.edu/Applets/optics4/default.htmlWhere isthefilament ina carheadlightreallylocated?The <strong>Optics</strong> Bench at Physlets lets us answer this:http://webphysics.davidson.edu/Applets/optics4/default.html11
Other good optics simulations:http://www.physics.uoguelph.ca/applets/Intro_physics/kisalev/Gizmos alsohas opticssimulations.http://www.explorelearning.com/Additive<strong>and</strong>subtractivecolourtheory.http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=39.012
Additivecolourtheory:producingany colourhttp://javaboutique.internet.com/ColorFinder/13