Justin Seymour

EDU 5170

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Technology Integrated Lesson Plan

Subject: 12th Grade Physics
Topic: Focal Length Lab Activity
Standards:
A. Content Area: Major Understandings:
I.
MST1.C.P.MA1.1d
Manipulate equations to solve for unknowns.
II.
MST4.I.PS4.4
Students observe and describe the properties of sound, light, magnetism, and
electricity.
III.
MST4.C.P.3h
When a wave strikes a boundary between to media, reflection, transmission, and
absorption occur. A transmitted wave may be refracted.
IV.
MST4.C.P.4.3i
When a wave moves from one medium into another, the wave may refract due to
a change in speed. The angle of refraction (measured with respect to the normal)
depends on the angle of incidence and the properties of the media (indices of
refraction).
V.
MST1.C.P.SI1.1a
Develop extended visual models and mathematical formulations to represent an
understanding of natural phenomena.
VI.
NGSS.HS.PS.4.1
Students who demonstrate understanding can use mathematical representations to
support a claim regarding relationships among the frequency, wavelength, and
speed of waves traveling in various media.
B. ISTE NETS for Students Standards:
I.
Research and information fluency: Students apply digital tools to gather, evaluate
and use information
a. Process data and report results.
II.
Critical thinking, problem solving, and decision making: Students use critical
thinking skills to plan and conduct research, manage projects, solve problems, and
make informed decisions using appropriate digital tools and resources.
a. Identify and define authentic problems and significant questions for
investigation.
b. Collect and analyze data to identify solutions and/or make informed decisions.
III.
Creativity and Innovation: Students demonstrate creative thinking, construct
knowledge, and develop innovative products and processes using technology.
a. Use models and simulations to explore complex systems and issues.
b. Identify trends and forecast possibilities.
Lesson Objective(s): Students will:

Justin Seymour

EDU 5170

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1. Experiment with the properties of light and its interaction with lenses of different indexes
of refraction than air by using https://phet.colorado.edu/en/simulation/legacy/geometricoptics.
2. Develop an understanding of the relationship between the types of images either real or
virtual and the focal length of a lens.
3. Combine the knowledge they have learned about light and its interaction with lenses by
using Microsoft Excel to create a graph of data points to calculate the focal length of a
lens. Students will also build a greater understanding of why the world around us looks
the way it does through ray diagrams.
Introduction to Learning Activity:
A. I begin the lesson by asking students what they know about light and how it acts when
shined through a lens. This can include real and virtual images, focal length, angle of
incidence, angle of refraction, and the index of refraction. As well as the terms converging,
diverging, concave, and convex (3-5 minutes). After students have gone over all or most of
what they know I will show them the Phet simulation using
https://phet.colorado.edu/en/simulation/legacy/geometric-optics and show them how to get to
the page from my website page named Resources. I will then ask my students to go to their
computers in groups of two and access this website. From there I will let them have free rein
to mess around with the simulation however they please (5 minutes). Each group is to now
open up Microsoft Excel to put their calculated data into Excel to be made into a graph which
will be printed out and used to calculate the focal length of a lens (5-7 minutes).
B. As a motivator I will start out by asking the students if they have ever stopped to look at
their surroundings and think to themselves why do things look the way they do. After giving
the students about 30 seconds to think about it Ill also mention how our sun is a white sun
not orange or yellow and how its due to the properties of light.
Provide Information:
A. In order to ensure students, know how to get to the simulation that they will need to
experiment with to help build a greater sense of a lab activity they will have completed
prior to this lesson, I will use the projector to show the steps and which links to click on.
In front of the class I will go to the page Resources on my website and click on the link
https://phet.colorado.edu/en/simulations/category/physics. I will also show them how to
get to the simulation named Geometric Optics and how to run it. Later in the lesson I will
show them how to get into Microsoft Excel and go around the room asking questions on
how to make a graph of the provided data. Formulas and diagrams will also be provided
to calculate the focal length as well as discussion and synthesis questions.
Provide Practice:
A. Students will be given the time to experiment with the simulation to make
observations and ask questions as needed. The simulation portion is not graded and

Justin Seymour

EDU 5170

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will be an open time for students to observe different lenses and answer synthesis and
discussion questions which will be collected and graded along with their graphs and
calculations for the focal length.
B. In a previous class we would have already done a couple of labs that will require the
students to be able to put data into Microsoft Excel and make a scatter plot graph.
Students will also have had experience prior to this lesson on how to evaluate graphs
to pull out the information that is necessary for the lesson.
Provide Knowledge of Results:
A. Throughout the lesson the teacher will check in on groups to ensure that the
objectives and task are clear. The teacher will answer any questions as well as
providing positive and encouraging feedback to help students stay motivated avoid
feeling discouraged if things dont work out.
B. Written feedback will be given after the class is over. The teacher will write about the
positive aspects of what happened during the research time. In addition to providing
written comments on the work turned in by students of their answers compared to the
answer key.
Review Activity:
A. At the end of lesson, groups will disperse and I will have students state observations
that they saw as they got to experiment with the simulation. Students will specify
whether a positive or negative focal length depending on the lens gives you a real or
virtual image. Students will also specify what type of image is produced based on
where the object is placed and the type of lens used.
Methods of Assessment:
A. Students will hand in their printed graph and discussion questions and will be grades
with the following answer key:
Lesson is worth a total of 40 points.

Justin Seymour

EDU 5170

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Finding Focal Length.

y = -0.934x + 4.8915

4
3.5

1/si (m^-1)

3
2.5
2
1.5
1
0.5
0
0

0.5

1.5

2.5

1/so (m^-1)

Graph is worth 10 points.

Title on graph 1 point.
Both axis labeled with UNITS 6 points.
If no units on axis students only get 2 points.
Data displayed correctly 3 points.
Calculation of focal length worth 10 points.
Must include all work. Must show equation, substitute with units and end with units.
1/f = 1/si + 1/so = (si * so)/ si + so = y-intercept of the plotted graph.
f = 1/y-intercept.
Answer is 0.2 meters or 200 millimeters.
Discussion/Synthesis questions each worth 5 points.
1. Where do you need to place an object to get a virtual image?
Answer: The object must be placed inside the focal length to get a virtual image.
2. If light comes from infinity where does it converge?
Answer: If the light is coming from infinity then the object will converge at the focal
point.
3. The rays of light in the simulation or doing what at the focal point?

Justin Seymour

EDU 5170

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Answer: The rays of light are converging at the focal point.

4. If real images are inverted how come everything we see isnt upside down?
Answer: There are thin lenses on our eyes which create an upright image for our brain
to process.