Grade 8 Optics Cluster Portfolio

Melanie Sutherland

03:354 Middle Years Science Methods

Dr. Glenn Cockerline

Middle Years Science

Melanie Sutherland

Clustered Outcomes
8-2-01Vocabulary will be infused into all of the various clusters throughout the unit. Theme 1: Let there be Light! What is light and how is it produced? 8-2-02 Differentiate between incandescent and luminescent sources of light. Include: fluorescent, phosphorescent, chemiluminescent, bioluminescent. 8-2-03 Demonstrate that light is a form of energy, that light travels in a straight line, and can be separated into the visible light spectrum Theme 2: With Flying Colours How are the additive and subtractive theories alike/different and which theory best explains how our eyes perceive colour? 8-2-04 Explain, using the additive theory, how colours are produced, and identity applications of this theory in daily life. 8-2-05 Explain how the human eye detects colour, and how the ability to perceive colour may vary from person to person. 8-2-06 Demonstrate, using the subtractive theory, how colours are produced, and identify applications of this theory in daily life. Theme 3: Over (and Under) the Rainbow How is the spectrum of electromagnetic radiation organized and how do we use it? 8-2-07 Compare and contrast various types of electromagnetic radiation, with respect to relative energy, frequency, wavelength, and human perception. Include: radio waves, microwaves, infrared radiation, visible light, ultraviolet radiation, X-rays, gamma rays. 8-2-08 Provide examples of technologies that use electromagnetic radiation, and describe potential positive and negative impacts of their uses. Examples: satellite dish, x-ray machine, light telescopes, motion sensors, microwave ovens... Theme 4: The Two Rs How does light behave when it reflects/refracts, and where do we see this happen? 8-2-09 Conduct experiments to determine the laws of reflection, and provide examples of the use of reflection in daily life. Include: the angle of reflection is the same as the angle of incidence; the incident beam, the normal, and the reflected beam are all on the same plane.

Middle Years Science

Melanie Sutherland

8-2-10 Conduct experiments to compare the refraction of light through substances of different densities. 8-2-11 Explain how reflection and refraction produce natural phenomena. Examples: sun dogs, rainbows, blue sky...

Theme 5: Focusing on Focusing What objects focus light and how has this changed our lives? 8-2-12 Investigate to determine how light interacts with concave and convex mirrors and lenses, and provide examples of their use in various optical instruments and systems. 8-2-13 Demonstrate the formation of images using a double convex lens, and predict the effects of changes in lens position on the size and location of the image. Examples: magnify or reduce an image by altering the placement of one or more lenses... 8-2-14 Compare the functional operation of the human eye to that of a camera in focusing an image.

Middle Years Science

Melanie Sutherland

Cluster 0 Connections
Theme 1: Let there be Light! 8-0-4e Demonstrate work habits that ensure personal safety and the safety of others and consideration for the environment 8-0-5a Make observations that are relevant to a specific question 8-0-5c Select and use tools to observe, measure, and construct. 8-0-5f Record, compile, and display observations and data using an appropriate format. 8-0-7f Reflect on prior knowledge and experiences to construct new understanding and apply this new knowledge in other contexts. Theme 2: With Flying Colours 8-0-2a Access information using a variety of sources. 8-0-2bDevelop and use criteria for evaluating information, distinguish between fact & opinion 8-0-2c Make notes in point form, summarizing major ideas and supporting details and reference sources. 8-0-4c Work cooperatively with group members to carry out a plan, and troubleshoot problems as they arise. 8-0-5a Make observations that are relevant to a specific question. 8-0-5f Record, compile, and display observations and data using an appropriate format. 8-0-6b Interpret patterns and trends in data, and infer and explain relationships. 8-0-7a Draw a conclusion that explains investigation results. (cause & effect) 8-0-7f Reflect upon prior knowledge and experiences to construct new understanding and apply this new knowledge in other contexts. 8-0-7h Identify and evaluate potential applications of investigation results. Theme 3: Over (and under) the Rainbow 8-0-1a Formulate specific questions that lead to investigations. 8-0-2a Access information using a variety of sources. 8-0-2b Develop and use criteria for evaluating information. 8-0-2c Make notes in point form, summarizing major ideas, and supporting details and reference sources.

Middle Years Science

Melanie Sutherland

8-0-7f Reflect upon prior knowledge and experiences to construct new understanding and apply this new knowledge in other contexts. 8-0-7g Communicate methods, results, conclusions, and new knowledge in a variety of ways. 8-0-7h Identify and evaluate potential applications of investigation results. Theme 4: The Two Rs 8-0-1a Formulate specific questions that lead to investigations. 8-0-3a Formulate a prediction/hypothesis that identifies a cause and effect relationship between the dependent and independent variables. 8-0-3c Make notes in point form, summarizing major ideas and supporting details and reference sources. 8-0-4a Carry out procedures that comprise a fair test. 8-0-5a Make observations that are relevant to a specific question. 8-0-5c Select and use tools to observe, measure, and construct. 8-0-5e Estimate and measure accurately using SI and other standard units. 8-0-6bInterpret patterns and trends in data, and infer and explain relationships. 8-0-6f Identify how the original plan evolved and justify the changes. 8-0-7a Draw a conclusion that explains investigative results. 8-0-7c Identify a new prediction/hypothesis based on results of investigations. 8-0-7g Communicate methods, results, conclusions, and new knowledge in a variety of ways. 8-0-7hIdentify and evaluate potential applications of investigation results. Theme 5: Focusing on Focusing 8-0-2a Access information using a variety of sources. 8-0-2b Develop and use criteria for evaluating information. 8-0-2c Make notes in point form, summarizing major ideas and supporting details/references. 8-0-5a Make observations that are relevant to a specific question. 8-0-5e Estimate and measure accurately using SI and other standard units. 8-0-7a Draw a conclusion that explains investigation results. 8-0-7f Reflect on prior knowledge and experiences to construct new understanding and apply this new knowledge in other contexts.
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Middle Years Science

Melanie Sutherland

Cluster Resources
http://www.mos.org/events_activities/videocasts/videocasts_archive&d=1852 This video explains fibre optics, and details how scientists are constantly trying to decrease the size of the cables, and why and how they do this. http://www.neok12.com/Light-Optics.htm This site provides videos which overview the entirety of the Optics concepts in an easily accessible manner. All videos and other resources are reviewed by current K-12 teachers. They are generally not specific to Grade level, but they are presented in a way which is relevant and easily applied to any grade level studying Light. Theme 1: Let there be Light! http://www.ndep.us/Light-Antennas Like most videos from the National Defense Education Program`s website, this video explores real life applications for scientific ideas. This particular video investigates the development of tiny antennas which are modelled after those of the female luna moth. These antennas are made out of carbon nanotubes to capture visible light, and the scientists use lasers as a very controlled light source to achieve virtually 100% transfer of energy over great distances. http://www.linktolearning.com/optics/optics1.htm An introductory worksheet which focuses on what light is, and how it behaves in its different forms. Also begins to familiarize students with the basic vocabulary words associated with optics. Theme 2: With Flying Colours http://www.silvergames.com/color-theory Hosted by Silver Games, Color Theory is a game in which students must correctly guide themselves through a puzzle by manipulating the various coloured blocks, as well as the colour of themselves. They do so by jumping through various plus signs marked in different colours, and in order to successfully complete the course, they must correctly predict which blocks will appear or disappear, and if the colour of their character will cause them to fall through or land solidly on these blocks. http://www.silvergames.com/hue-runner A somewhat simpler version of the Color Theory game hosted by the same site, Hue Runner features a running character who must jump from block to block. The trick is not when to jump, but rather changing to the appropriate colour so that your character will not fall through the block and plummet to his death. A second degree of difficulty is added when students must change colours so that their character does fly through the walls.
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Middle Years Science

Melanie Sutherland

Theme 3:Over (and under) the Rainbow http://visual.merriam-webster.com/science/physics-optics/electromagnetic-spectrum.php Merriam-Webster provides a visual representation of the Electromagnetic Spectrum which is clearly labelled for ease of understanding. http://www.youtube.com/watch?feature=player_embedded&v=kfS5Qn0wn2o#! A short clip from The Universe series as originally aired on The History Channel on March 25, 2008. It primarily explains just how small a fraction of the EM spectrum visible light really is. Theme 4: The Two Rs http://www.linktolearning.com/optics/optics3.htm This online worksheet has students investigating refraction through various mediums, and determining at what angle no refraction occurs, and why. http://www.ndep.us/3-D-Teleconference Anyone who has seen the original Star Wars movies was most likely in awe of the holographic images projected by R2D2, however most of us immediately write it off as impossible to do in real life. However, scientists have discovered a way to simulate 3-D imaging through the use of a mirror angled at 45 degrees which, when rotated fast enough, can reflect the light upwards at such rapidly changing angles that an image can be projected in real time. http://www.ndep.us/Laser-Dazzlers This LabTV video explores how military physicists are manipulating light in order to serve as a universal stop sign. These scientists aim to simulate the glare of driving into the sun in order to force drivers to slow down or stop, thus giving the soldiers a chance to determine if the approaching vehicle is friend or foe. The catch is that they must find a way to focus the light to make it incredibly bright without harming the drivers eye. http://www.mos.org/events_activities/videocasts/videocasts_archive&d=2852 Bending Light Backwards This video from the Museum of Science details the discovery of scientists at Berkeley who figured out how to bend things backwards, with a negative index of refraction. This does not occur naturally, and this video explores some reasons why this is true, and how they still could possibly bend light in an unnatural way. Theme 5: Focusing on Focusing http://www.mos.org/events_activities/podcasts&d=5377 Diamonds and Light This video focuses on the use of diamonds to create computers which are more efficient and compact through the implementation of nanoscale optics.

Middle Years Science

Melanie Sutherland

Cluster Materials:
Theme 1: Incandescent light bulbs, Fluorescent light tubes, and Arc lamps. Antique Toaster Spectrometers with Gx Machines.

Theme 2: Stage lights with green, red, and blue, and clear light covers available. Computers with internet access.

Theme 3: The Universe DVD series, available from The History Channel

Theme 4: Mirrors, Concave and Convex Lenses, & Prisms Lasers

Theme 5: Concave and Convex Lenses Lights & Lasers

Cross-Curricular Integration:
Music: The investigation of Optics can quite easily lead to the investigation of Acoustics by following up on the principle of Wavelengths and Waves. Students could investigate Synaesthesia, and learn about how senses sometimes overlap and become connected more closely than normal. Through learning about Scriabin and his keyboard which projected the colours that he heard, students could postulate hypotheses regarding the science of Synaesthesia, and how it might be scientifically possible. Students could also watch and then learn The Spectrum Song from Walt Disneys Wonderful World of Color to reinforce their knowledge, liven up their learning of the spectrum, and help them make connections. Art: Having students manipulate the lasers path using mirrors, lenses, and prisms, they can create artwork, or base art on famous images. They learn to take inspiration from anywhere and everywhere, using a variety of techniques to realize their intentions.

Middle Years Science

Melanie Sutherland

Activities and Assessment Strategies:

Theme: Theme 1: Let there be Light! Area on Report Card Knowledge and Understanding Activity Spectrometer Scavenger Hunt: students will be given clues and a spectrometer set, and in groups of 2 or 3 they will search around the school for light sources which fulfill certain criteria. Inquiry Project: Students will investigate what light is, and one way we might use it in our daily lives. Games Day: Color Theory and Hue Runner, deBlob. Students will be introduced to these games, which will later serve as a practice/review activity for students who complete work early. Creating Coloured Shadows: Using a stage set up by the teacher, students will manipulate 3 differently angled light sources of the Primary Colours to tell a story making use of different coloured Shadow Puppets Inquiry and Design Project: Students will research technology such as TV and create a demo which effectively shows how light addition and subtraction works to our advantage. Spectrum Timeline. A group project where each group is assigned an area of the visible spectrum (and later, beyond) to represent on bulletin boards across the room. They must include facts such as: if the radiation is visible, when/ how it was discovered, technologies that use it, etc. The presentations will then be arranged in their correct spectral order. Inquiry project: Students will do a practical comparison of (wavelengths of) DVD and Bluray Assessment 8 marks Worksheet

Scientific Inquiry Process

12 marks Rubric

Theme 2: With Flying Colours

Knowledge and Understanding

4 marks Checklist (2x2 marks)

Problem Solving

8 marks Rubric

Design Process and Problem Solving

12 marks Rubric

Theme 3: Over (and under) the Rainbow

Knowledge and Understanding

8 marks Rubric

Scientific Inquiry Process

12 marks Rubric
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Middle Years Science

Melanie Sutherland

Theme 4: The Two Rs

Knowledge and Understanding Design Process/ Problem Solving 1) Knowledge & Understanding (while exploring) 2) Problem Solving (while replicating images)

Discrepant Event: Can you make the penny disappear using a sealed glass jar of water? Design Project: Build a Periscope.

4 marks Reflection 12 marks Rubric Part 1: 4 marks Rating Scale Part 2: n x 4 marks Rating Scale (where n= # images recreated)

Theme 5: Focusing on Focusing

Scientific Inquiry Process

Summative

Design Process/ Problem Solving Scientific Inquiry & Problem Solving/ Design Processes

Students can trace the path of lasers through lenses or prisms of various shapes and densities. In groups of 2 or 3, students will use crystals and mirrors to create a path of light, which is then traced to recreate a predetermined image. In doing so, students demonstrate the ability to predict and manipulate the light through their usage of reflection and refraction. Inquiry Project: Students will 12 marks explore the Eye Model to help Rubric understand various conditions which require one to use corrective lenses. Students will then be given the opportunity to serve as the Optometrist and to determine what prescription will be helpful to a given vision problem. Design Project: Students will build 12 marks their own telescope or microscope. Rubric Outcome Science Fair: Students are 24 marks divided into groups of 2, with each Rubric group selecting an outcome from the (12 Teacher cluster. Their task is to prepare a + 12 Self) Science Fair Project which explains and demonstrates understanding of the outcome. Their projects will be TOTAL UNIT presented to the class nonMARKS: competitively along with summaries 134 marks for each student to keep. +nx4

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Middle Years Science

Melanie Sutherland

Webquests
http://www.geom.uiuc.edu/education/calc-init/rainbow/ This webquest is called The Mathematics of Rainbows, but it is not strictly mathematic and it spends a great deal of time focused on the physical concepts behind rainbows. http://www.linktolearning.com/optics/optics.htm This resource is specifically geared for use in the Grade 8 Science Classroom, in the Optics cluster. Its 3-fold approach would serve as a nice introduction to the unit, or as a good review periodically. http://www.kn.att.com/wired/fil/pages/webtheeyemr.html

This webquest is all about the eye, how it works, what problems we sometimes encounter with it, and how we correct these problems.

Science Safety
WHMIS in the Home: http://www.learner.org/interactives/garbage/hazardous/ Online WHMIS Matching Exercise: http://open.senecac.on.ca/clea/label/view.php?id=15_584 WHMIS Handout: http://www2.worksafebc.com/pdfs/YoungWorker/studentworksafe/gr8/Module3WHMIS Gr8StudentHandouts.pdf This includes a section on general safety tips for the lab, as well as an worksheet/exercise about General Science Class Safety. Online Lab Safety Quiz (may also be printed): http://www.edquest.ca/component/content/article/110 Safety Poster for Lab Wall: http://www.gtkpress.com/Media/STAR-pdf/Safety8.pdf

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