Shed a Little Light on

Light and geometric Optics?

Jeffrey Major – Science Department Head Thames Valley District School Board

You may have encountered these ideas in school. Agree/disagree? NEL What Do You Think? 461 . Not all of the following statements are true. Agree/disagree? travel at the speed of light. Agree/disagree? diagram accurately shows how an image appears 4 This in a makeup Nesbitt Graphics 3 A full-length mirror is necessary in Approved order for you to see Not your whole body in reflection. Consider each statement and decide whether you agree or disagree with it. C11-F02-UDOS10SB. Agree/disagree? luminous object such as a candle radiates light 6A in all Agree/disagree? Illustrator laser Joel and Sharon Harris diagram accurately shows a laser beam reflecting off 2 This a curved mirror. WHAT DO YOU water’s surface diagram accurately shows light reflecting off the 1 This surface of very still water. or in the world around you. at home. 5 Microwaves Agree/disagree? UDOS10SB 0-17-635528-6 Figure Number Company Creative Pass Approved 4th Pass (final) C11-F02-UDOS10SB.THINK? Many of the ideas you will explore in this chapter are ideas that you have already encountered.

Record how many images you see in the mirrors. Figure 4 Multiple images produced by parallel plane mirrors NEL 11. Measure and record the angle between them. with the angle of incidence being equal to the angle of reflection. try the activity below. Were your angle predictions correct for six. Observing. T/I C A (a) Suggest a reason why elevator designers use this effect. Measure and record the angle between them. T RY THIS PRODUCIng IMAgES. Again. predict what angle between the mirrors would produce six images. explain why. nine. 3. seven. and so on. A light source radiates millions of light rays in all directions. Use your knowledge of light rays to explain why this number of images was formed. draw lines on the paper at the base of the two mirrors. 3. A. Based on your previous results. Now gently move one of the mirrors until you see five images. What was the angle between the mirrors for five images? T/I E. a die.Using Light Rays to Locate an Image Light rays and the laws of reflection help determine how and where an image is formed in a plane mirror. Figure 3 2. paper. (b) On a piece of paper. Add light rays to show how this set-up can produce multiple images.7 Images in Plane Mirrors 489 . until you see four complete images. 4. Place the die directly in front of  the right angle formed by the mirrors (Figure 3). To learn more about producing multiple images of an object in plane mirrors. counting the total number of  images. Gently move one of the mirrors. Draw lines on the paper at the base of the two mirrors.  Continue moving the mirrors. These rays are reflected off the mirror. and measuring the angle between the mirrors as long as you are able to. How many images were visible when the mirrors were at right angles to each other? T/I B. AnD MORE IMAgES. eight. and nine images? If not. What was the total number of images that you were able to count? Why were you not able to exceed this value? T/I G. draw two plane mirrors that are parallel to each other. changing the angle between the two mirrors.  What was the angle between the mirrors for four images?  T/I D. This effect is also commonly seen in elevators that have two plane mirrors on opposite walls (Figure 4). Analyzing Equipment and Materials: two plane mirrors. but you are only concerned with the rays that actually strike the mirror and are reflected into your eyes. pencil   1. ruler.B. K/U T/I   C.   5. A hall of mirrors in an amusement park seems to produce an infinite number of images when you look into it.  Place the two mirrors at right angles to each other at the  top of the sheet of paper. two mirror supports. then seven. AnD MORE IMAgES … SKILLS HANDBOOK SKILLS MENU: Predicting. eight. T/I F. protractor.

net .PrintablePaper.www.

at F ʹ. between 2F ʹ and F ʹ. or a door frame in a room with a window. Describe the characteristics of each image (size. 554 Chapter 13 • Lenses and Optical Devices NEL . Move the paper screen back and forth until you locate an image. Part A: Locating Reference Positions for a Converging Lens 1. you will examine the images produced in converging and diverging lenses. 3.B. Suitable objects are the slats of an open window blind. Table 1 Image Characteristics in Lenses Object location beyond 2F ʹ at 2F ʹ between 2F ʹ and F ʹ at F ʹ inside F ʹ Size of image Attitude of image Location of image Type of image Procedure SKILLS HANDBOOK 1. Mark this location on the ruler as F (principal focus). attitude. and type (SALT). a window frame. SKILLS MENU Questioning Hypothesizing Predicting Planning Controlling Variables Performing Observing Analyzing Evaluating Communicating Purpose To explore the characteristics of images produced by converging and diverging lenses. Place a piece of paper under the candle to catch any falling wax. Make sure that you are as far away as possible from this distant object.2 PERFORM AN ACTIVITY Locating Images in Lenses Lenses are used in many optical devices such as cameras and eyeglasses. at 2F ʹ. Place the converging lens in the lens support and place the lens and lens support in the middle of the ruler (at the 50 cm mark). location. 3. and between F ʹ and the lens. Equipment and Materials • converging lens with support • diverging lens • metre stick with two supports • candle with holder • paper screen and holder • second sheet of paper or a small piece of cardboard • chalk that can be easily erased Part B: Locating Images in a Converging Lens 5. Be careful when moving the candle—the wax is hot..B. Use 2F ʹ and F ʹ as reference points when describing the image location. Figure 1 shows the setup for this procedure. Move the sheet of paper back and forth behind the lens until you see as sharp an image of the distant object as possible. Also. tie back long hair and loose clothing. location. Remember to pay particular attention to the four characteristics of images: size. but mark them as F ʹ (secondary principal focus) and 2F ʹ respectively. Place a lit candle at these five positions: beyond 2F ʹ. and type) that you were able to locate. Mark these same positions on the opposite side of the lens. In this activity. Record your observations in a table similar to Table 1. Note that you may need assistance from your teacher for the last two object locations: at F ʹ and inside F ʹ. 2. Aim the metre stick–lens assembly at a relatively distant object that is transmitting external light in the classroom when the lights have been turned off.13. attitude. Place the two metre stick supports under the ends of the ruler. 4. mark in twice this distance (2F) from the lens. When using a candle.

Locate and describe the image. Record your observations. and a luminous source is placed at different positions in front of the lens.paper screen lens source image Figure 1 6. Replace the converging lens with a diverging lens. and describe its characteristics. Predict the image characteristics for each position. Locate and describe the image. (d) Where must an object be located for a converging lens to produce a virtual image? T/I T/I (e) What were the characteristics of the image in the diverging lens for all object locations? (f) Why did you not have to follow the same procedure for the diverging lens as you did for the converging lens? T/I Part C: Locating Images in a Diverging Lens 8. A Analyze and Evaluate (a) Where must an object be located for a converging lens to produce a real image? T/I (j) Name an optical device that uses a lens to produce a larger.2 Perform an Activity 555 (c) What was the only location where the converging lens did not produce an image? NEL T/I . Move the lens back and forth to see if there is any change in image characteristics. (g) Why were you still able to see the object when half of the lens was covered? Why was the brightness of the image reduced? T/I (h) Why did you lose half of the image when you covered half of the object? T/I Apply and Extend (i) List some optical devices that use a lens to produce a real image. Move the second piece of paper or cardboard to cover half of the flame. T/I • 64 cm from the lens • 40 cm from the lens • 10 cm from the lens 13. locate the image of the candle. Attempt to find an image on the screen. A (b) What happened to the size of the real image as the object was slowly moved toward the lens from its original position beyond 2F ʹ? T/I (k) Suppose F for a converging lens is 23 cm. Now cover half of the lens with the second piece of paper or cardboard. Now look into the diverging lens. virtual image. 7. Move the candle back to its original position beyond 2F ʹ.

sciguy@gmail. 1 .Shed a Little Light on Light and geometric Optics? Jeffrey Major – Science Department Head Thames Valley District School Board major. Computer simulations will be used to aid conceptual understanding.1:30 PM Location: International C Are you new to optics? Explore how light interacts with mirrors and lenses. Use ray diagrams to predict image characteristics and test your predictions through hands-on Shed a Little Light on the Grade 10 Optics Unit (SNC2D & SNC2P) Time:12:30 PM . Presenter: Jeff Major Session Number: 2313 How do we engage students in Light and geometric Optics? Hands-On: Students are actually allowed to perform science as they construct meaning and acquire understanding. Support material will be provided.

dialogue with informed expert sources.How do we engage students in Light and geometric Optics? Minds-On: Activities focus on core concepts. •knowledge of facts is important. allowing students to develop thinking processes and encouraging them to question and seek answers that enhance their knowledge and thereby acquire an understanding of the physical universe in which they live. How do we engage students in Light and geometric Optics? Authentic: Students are presented with problem-solving activities that incorporate authentic. and generalization to broader ideas and application. facts must be learned within the context of authentic experience 2 . How do we engage students in Light and geometric Optics? •simply "studying the content of science" is not the same as learning science. real-life questions and issues in a format that encourages collaborative effort.

and Practice 3 .sciguy@gmail. Theories.Shed a Little Light on Light and geometric Optics? Jeffrey Major – Science Department Head Thames Valley District School Board major. Science Education: A Summary of Rationale for Connecting to Outside World Scientific literacy is achieved when students…use their knowledge and skills to purposefully plan and take action in the communities aimed at enhancing personal wellbeing and promoting the betterment of society and the environment.

Rationale for Connecting to Outside World The science curriculum has a crucial role to play in teaching them [students] how to exercise the enormous power of technology responsibly. and in the interest of all living creatures. carefully and compassionately. – D. Hodson 4 .

Predict. Observe. Explain. Explain YES Amy Steve Jeff Jen Sue Mark Mike NO 5 . ations/illustration36_1.html Producing images with two plane mirrors.http://www.uvm.php?topic=373 6 .tw/ntnujava/index. http://www.ntnu.phy.

How Large Does A Mirror Need To Be To Show Your Entire Body? 7 . Note that the top of the mirror should be placed at eye level.The following diagram illustrates that the minimum length of a plane mirror required for someone to view their entire image equals half their height. http://www.batesville.html 8 . 9 .

phys.phys.html http://www.phys.html 10 http://pages.physics.

edu/Applets/optics4/default. curved mirrors.davidson. and lenses. http://webphysics.html Where is the filament in a car headlight really located? The Optics Bench at Physlets lets us answer this: Optics Bench from Physlets does it all: plane mirrors.html 11 .

tw/ntnujava/index.explorelearning.uoguelph.ntnu.0 12 . Additive and subtractive colour theory. http://www.php? Gizmos also has optics good optics simulations: http://www. 13 .Additive colour theory: producing any colour http://javaboutique.

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