Beruflich Dokumente
Kultur Dokumente
Becky McCoy
Target Audience:
High School Conceptual Physics Course (9th – 12th grade)
Objectives:
Students Will Be Able To:
• Identify what happens to light when it enters a new medium.
• Draw ray diagrams for light traveling through different mediums.
Misconception(s) Addressed:
• Light does not travel.
• Light does not bounce or reflect.
• Water/beakers make pencils look broken.
• Water magnifies objects.
• Refraction is the bending of waves.
• In refraction, the characteristics of light change.
Prior Knowledge: Previous lessons and basic knowledge of light and optics.
Aim: Investigate what happens to light when it passes through different mediums.
Necessary Preparation:
COPIES
• Lab Worksheets
MATERIALS
Light & Optics Unit
Becky McCoy
• Opaque Cups
• Clear plastic cups/beakers
• Water
• Straws/Pencils
• Coils
• Oil
• Alcohol
SET UP
• Water in clear cups with straws/pencils should be set for students when they arrive.
Light & Optics Unit
Becky McCoy
Lesson Plan
Aim: Investigate what happens to light when it passes through different mediums.
In order to transition, explain that cormorants are birds used by fisherman of East Asia. They are large
voracious dark-colored long-necked sea birds with a pouch for holding fish. With their long sharp bills
they dive into the water to pierce fish and take the fish back to the fisherman.
Procedure:
1. In your groups, predict whether a cormorant must aim above, below, or directly at a fish in order
to pierce it.
2. Assign a viewer (make observations), recorder (record observations), reporter (report
observations to the class), and reader (read the activity instructions).
3. Place an opaque cup in front of the group’s viewer, the person should be able to see down the
cup but at an angle.
4. Place a coin into the opaque cup and place it until it is out of view.
5. Pour water into the cup until it becomes completely visible.
6. Record the height of the water in centimeters.
7. Repeat the procedure for oil and alcohol. Record the height of each on the data table.
Questions to Ask:
• Describe what has happened?
• What allows you to see the coin? (Introduce the term “refraction”)
• Why is it that we did not see the coin until the water, oil, or alcohol were added?
• Based on the experiment, where would a cormorant aim?
• Does this prove or disprove your hypothesis?
• Restate your hypothesis if necessary.
Light & Optics Unit
Becky McCoy
Activity Summary: Geometrical Optics (25 minutes)
Finish the Geometrical Optics power point. Show students how the object (fish, penny) appear to be in a
different location than they are. Allow students time to ask questions and mention other occasions of
refraction making activities difficult to complete.
Extension Activity:
Practice additional examples of ray diagrams for different mediums.
Assessment:
• Teacher evaluation of student reactions, questions, and responses during class.
• Physics Push-Up, homework, and exit strategy responses.
Resources:
Tonya Springer-De Caul: http://www.scienceteacherprogram.org/physics/TSpringer03.html
Making Sense of Secondary Science by Rosalind Driver
Cormorant Fishing: http://en.wikipedia.org/wiki/Cormorant_fishing
In Gifu, the Japanese Cormorant (P. capillatus) is used; Chinese fishermen often employ Great Cormorants (P.
carbo).
Activity Procedure
1. In your groups, predict whether a cormorant must aim above, below, or directly at a fish in order to
pierce it.
2. Assign a viewer (make observations), recorder (record observations), reporter (report observations to the
class), and reader (read the activity instructions).
3. Place an opaque cup in front of the group’s viewer, the person should be able to see down the cup but at
an angle.
4. Place a coin into the opaque cup and place it until it is out of view.
5. Pour water into the cup until it becomes completely visible.
6. Record the height of the water in centimeters.
7. Repeat the procedure for oil and alcohol. Record the height of each on the data table.
Data Sheet
Height of Liquid Refraction of Light
(cm) (little, moderate, severe)
Water
Oil
Alcohol
Light & Optics Unit
Becky McCoy
Response Questions
Answer these questions for homework in the form of a short essay.
• Describe what has happened?
• What allows you to see the coin?
• Why is it that we did not see the coin until the water, oil, or alcohol were added?
• Based on the experiment, where would a cormorant aim?
• Does this prove or disprove your hypothesis?
• Restate your hypothesis if necessary.