SCIENCE LESSON PLAN

TEACHER: Kevon Peterson

SCHOOL: Fatima College

DATE:

CLASS: Form 4

TIME: 40 minutes Periods:

UNIT: REFRACTION OF LIGHT

LESSON TOPIC: Snell’s law

REFERENCES (Include page numbers. Avoid using the student’s class textbook).

 Physics for CSEC Examinations, John Avison, Louise Petheram, David Henry and Devinesh Neeranjan
 https://phet.colorado.edu/en/simulations/category/new

PRE REQUISITES

Knowledge:- students should know:

1. What is the refraction of light

2. What is meant by the terms angles of incidence and angle of refraction.

Skill:- students should know how to:

1. Draw ray diagrams

2. Use the sine function of a calculator
3. Transpose a simple equation

School of Education, The University of the West Indies, St. Augustine.

Page 1 of 5
 MATERIALS & RESOURCES
For Teacher For each group/student

Multimedia Notes/activity sheet, Stationery, Calculator

Computer simulation

CONCEPT OR PRINCIPLE

Light exhibit wave like properties such as reflection and refraction. Snell’s law explains the relationship
between the angle of incidence and the angle of refraction when light wave undergoes refraction. It is important
for students to be able to use Snell’s law to determine the value of the angles involved when light refracts

Misconception / Alternate Ideas:

Light refracts every time it leaves one medium and enters another.

School of Education, The University of the West Indies, St. Augustine.

Page 2 of 5
 SPECIFIC OBJECTIVES

At the end of this lesson, students should be able to : Classification Learning Type

1. Define the term refractive index Remembering

2. Identify the refractive index of materials with different

Cognitive Remembering
optical densities

3. State Snell’s law Remembering

4. Use Snell’s law to solve problems Applying

5. Affective

6. Psychomotor

PROCESS SKILLS
Identifying/formulating a problem 0
Designing and Planning an experimental procedure 0
Setting-up and executing experimental work 0
Observing and measuring 0
Recording of data and observations 0
Interpreting and evaluating data and observations 0
Communicating scientific ideas, observations and arguments 0
Applying scientific ideas and methods to solve qualitative and quantitative problems 0
Decision-making on examination of evidence and arguments 0
Extracting from available information data relevant to a particular situation 0

School of Education, The University of the West Indies, St. Augustine.

Page 3 of 5
Introduction:
Teacher uses a computer simulation to illustrate the refraction of light from air to glass.

Teacher identifies the angle of incidence and measures it with the protractor.

Teacher then ask a student use the protractor and measure the angle of refraction.

Teacher changes the angle of incidence and ask another student to measure the two angles.

Transitional statement:

Teacher indicates that there is a relationship between the angles known as Snell’s Law.

Development:
Teacher states the law and proceeds to calculate the ratio of the refractive indices of the two media.
Teacher shows that the ratio of the two pairs of angles are equal.
Teacher then introduces the term refractive index and explains that each medium has its own refractive index
based on its optical density.
Teacher presents a table with the refractive index of commonly used materials, such as glass, water, air and
diamond.
Teacher use the Snell’s law formula to demonstrate how to calculate the angle of incidence, the angle of
refraction and the refractive index from three questions.
Teacher then provides the class with a worksheet to of question to solve using Snell’s law.

Consolidation:

Teacher recaps the notes covered and goes throw the answers for the worksheet questions.

School of Education, The University of the West Indies, St. Augustine.

Page 4 of 5
TEACHER’S EVALUATION OF LESSONS

TUTOR'S COMMENTS

School of Education, The University of the West Indies, St. Augustine.

Page 5 of 5