The students read The Last Lecture by Randy Pausch and using the attached board reflect on their journey as middle schoolers. The choices that the students are given allow for them to demonstrate their growth this year.
Students learn the basic properties of light the concepts of light absorption, transmission, reflection and refraction, as well as the behavior of light during interference. Lecture information briefly addresses the electromagnetic spectrum and then provides more in-depth information on visible light. With this knowledge, students better understand lasers and are better prepared to design a security system for the mummified troll.
Through an introduction to the design of lighting systems and the electromagnetic spectrum, students learn about the concept of daylighting as well as two types of light bulbs (lamps) often used in energy-efficient lighting design.
Students learn about the basic properties of light and how light interacts with objects. They are introduced to the additive and subtractive color systems, and the phenomena of refraction. Students further explore the differences between the additive and subtractive color systems via predictions, observations and analysis during three demonstrations. These topics help students gain a better understanding of how light is connected to color, bringing them closer to answering an overarching engineering challenge question.
Students examine various materials to investigate how they interact with light. They use five characteristicsâtranslucency, transparency, opaqueness, reflectivity and refractivityâto describe how light interacts with the objects.
Students determine the refractive index of a liquid with a simple technique using a semi-circular hollow block. Then they predict the refractive index of a material (a Pyrex glass tube) by matching it with the known refractive index of a liquid using the percent light transmission measurement. The homemade light intensity detector uses an LED and multimeter, which are relatively inexpensive (and readily available) compared to commercially available measurement instruments.
Lectures, laboratory exercises, and projects in modern optics. Topics: polarization properties of light, reflection and refraction, coherence and interference, Fraunhofer and Fresnel diffraction, imaging and transforming properties of lenses, spatial filtering, coherent optical processors, holography, optical properties of materials, lasers, nonlinear optics, electro-optic and acousto-optic materials and devices, optical detectors, fiber optics, and optical communication.
This is the first lesson of this unit to introduce light. Lessons 1-5 focus on sound, while 6-9 focus on light. In this lesson, students learn the five words that describe how light interacts with objects: "transparent," "translucent," "opaque," "reflection" and "refraction."
Physics Classroom is intended for beginning physics/physical science students of all ages and their teachers. It offers a tutorial, interactives, concept builders, Shockwave studios, multimedia studios, and much more. This free web-site contains lessons, interactives, simulations, photo galleries, laboratory exercises, and the option to purchase additional assessment materials/ and for educators.
Opportunity for group study by graduate students on current topics related to management not otherwise included in curriculum. Practical Leadership is an interactive seminar where students receive repeated coaching and real-time feedback on their own leadership capabilities from their peers and the instructor. The course is structured around a set of readings. However, the key component is each student's own self-assessment. These self-assessments are done by the students in the first week of the semester. The areas for improvement that the students identify are then targeted in the weekly role plays that are customized for each student in the class. The goal of the class is for each student to increase his or her own leadership abilities through an ongoing cycle of practice, feedback and reflection.
Using a red laser, students will explore how red, green and clear bears reflect, transmit and absorb light.
Let's Recap is a website and is also an app. Teachers can invite students to their class and once students are listed in their class, they can assign questions. Once questions are assigned studnets can video record their response. This is great for exit tickets, reflections, and self assessments.
Students will explore reflection using hand mirrors and a laser pointer in this competitive activity.
Students drip water into a shallow pan of water to observe waves reflecting and absorbing. A block of wood is used for reflecting waves and paper towling is used to absorb waves.
" The science essay uses science to think about the human condition; it uses humanistic thinking to reflect on the possibilities and limits of science and technology. In this class we read and practice writing science essays of varied lengths and purposes. We will read a wide variety of science essays, ranging across disciplines, both to learn more about this genre and to inspire your own writing. This semester's reading centers on "The Dark Side," with essays ranging from Alan Lightman's "Prisoner of the Wired World" through Robin Marantz Henig's cautionary account of nano-technology ("Our Silver-Coated Future") to David Quammen's investigation of diseases that jump from animals to humans ("Deadly Contact")."
Students apply everything they have learned about light properties and laser technologies to designing, constructing and presenting laser-based security systems that protect the school's mummified troll. In the associated activity, students "test their mettle" by constructing their security system using a PVC pipe frame, lasers and mirrors. In the lesson, students "go public" by creating informational presentations that explain their systems, and serve as embedded assessment, testing each student's understanding of light properties.
In this math meets physics lesson, learners encounter the magical effect of reflection as they use a mirror to visually experience the concept of doubling quantities. This experience focuses learners' attention to using doubles as a strategy to make number operations easier, specifically addition. The book "Two of Everything" by Lily Toy Hong is used to introduce learners to these concepts. A game is used for discovery and practice and writing is used as closure to this lesson. This lesson guide includes questions for learners, assessment options, extensions, and reflection questions.
This unit describes a general approach to guiding students to complete service-based engineering design projects, with specific examples provided in detail as associated activities. With your class, brainstorm ideas for engineering designs that benefit your community or a specific person in your community. Then, guided by the steps of the engineering design process, have students research to understand background science and math, meet their client to understand the problem, and create, test and improve prototype devices. Note that service-based projects often take more time to prepare, especially if you arrange for a real client. However, the authors notice that students of both genders and all ethnicities tend to respond with more enthusiasm and interest to altruistic projects.
What makes a red thing red? I bet you have a guess. Now put it to the test when we shine a high-powered laser on a red balloon. Does it pop? Does a red object absorb red light? Does it reflect red light? Does it do something different? See the results in this science video that will challenge your expectations of science videos. This video gets you involved by asking you to make predictions and then, after you see the results, helps you to sort out your thinking.
Students learn about contamination and pollution, specifically in reference to soil in and around rivers. To start, groups use light sensors to take light reflection measurements of different colors of sand (dyed with various amounts of a liquid food dye), generating a set of "soil" calibration data. Then, they use a stream table with a simulated a river that has a scattering of "contaminated wells" represented by locations of unknown amounts of dye. They make visual observations and use light sensors again to take reflection measurements and refer to their earlier calibration data to determine the level of "contamination" (color dye) in each well. Acting as engineers, they determine if their measured data is comparable to visual observations. The small-scale simulated flowing river shows how contamination can spread.