Chapter 15: Refraction Section 15-1, 2, 3: Refraction

Name Brandon Smith Class Physics 3 rd & 6 th Date 5/10-22/ 2009 _ Chapter 15: Refraction Section 15-1, 2, 3: Refraction Pacing Regular Schedule: with lab(s): 10 days without lab(s): 1 day Objectives 1. Recognize situations in which refraction will occur. 2. Identify which direction light will bend when it passes from one medium to another. 3. Solve problems using Snell s law. National Science Education Standards Covered UCP 1: Systems, order, and organization UCP 2: Evidence, models, and explanation SAI 1: Abilities to do scientific inquiry SAI 2: Understanding about scientific inquiry UCP 3: Change, consistency, and measurements UCP 5: Form and function ST 1: Abilities of technological design ST 2: Understanding about science and technology HNS 1: Science as a human endeavor SPSP 5: Science and technology in society STATE GOAL 11: Understand the processes of scientific inquiry and technological design to investigate questions, conduct experiments and solve problems. Why This Goal Is Important: The inquiry process prepares learners to engage in science and apply methods of technological design. This understanding will enable students to pose questions, use models to enhance understanding, make predictions, gather and work with data, use appropriate measurement methods, analyze results, draw conclusions based on evidence, communicate their methods and results, and think about the implications of scientific research and technological problem solving. A. Know and apply the concepts, principles and processes of scientific inquiry. EARLY HIGH SCHOOL 11.A.4a Formulate hypotheses referencing prior research and knowledge. 11.A.4b Conduct controlled experiments or simulations to test hypotheses. LATE HIGH SCHOOL 11.A.5a Formulate hypotheses referencing prior research and knowledge. 11.A.5b Design procedures to test the selected hypotheses. Holt Physics Chapter 15 Lesson Plan p. 1 as adapted for Simeon CAHS 2009

11.A.4c Collect, organize and analyze data accurately and precisely. 11.A.4d Apply statistical methods to the data to reach and support conclusions. 11.A.4e Formulate alternative hypotheses to explain unexpected results. 11.A.4f Using available technology, report, display and defend to an audience conclusions drawn from investigations. 11.A.5c Conduct systematic controlled experiments to test the selected hypotheses. 11.A.5d Apply statistical methods to make predictions and to test the accuracy of results. 11.A.5e Report, display and defend the results of investigations to audiences that may include professionals and technical experts. Illinois Learning Standards STATE GOAL 12: Understand the fundamental concepts, principles and interconnections of the life, physical and earth/space sciences. Why This Goal Is Important: This goal is comprised of key concepts and principles in the life, physical and earth/space sciences that have considerable explanatory and predictive power for scientists and non-scientists alike. These ideas have been thoroughly studied and have stood the test of time. Knowing and being able to apply these concepts, principles and processes help students understand what they observe in nature and through scientific experimentation. A working knowledge of these concepts and principles allows students to relate new subject matter to material previously learned and to create deeper and more meaningful levels of understanding. 12 C. Know and apply concepts that describe properties of matter and energy and the interactions between them. EARLY HIGH LATE HIGH SCHOOL SCHOOL 12.C.4a Use kinetic theory, wave theory, quantum theory and the laws of thermodynamics to explain energy transformations. 12.C.4b Analyze and explain the atomic and nuclear structure of matter. 12.C.5a Analyze reactions (e.g., nuclear reactions, burning of fuel, decomposition of waste) in natural and man-made energy systems. 12.C.5b Analyze the properties of materials (e.g., mass, boiling point, melting point, hardness) in relation to their physical and/or chemical structures. Holt Physics Chapter 15 Lesson Plan p. 2 as adapted for Simeon CAHS 2009

12 D. Know and apply concepts that describe force and motion and the principles that explain them. EARLY HIGH LATE HIGH SCHOOL SCHOOL 12.D.4a Explain and predict motions in inertial and accelerated frames of reference. 12.D.4b Describe the effects of electromagnetic and nuclear forces including atomic and molecular bonding, capacitance and nuclear reactions. 12.D.5a Analyze factors that influence the relative motion of an object (e.g., friction, wind shear, cross currents, potential differences). 12.D.5b Analyze the effects of gravitational, electromagnetic and nuclear forces on a physical system. STATE GOAL 13: Understand the relationships among science, technology and society in historical and contemporary contexts. Why This Goal Is Important: Understanding the nature and practices of science such as ensuring the validity and replicability of results, building upon the work of others and recognizing risks involved in experimentation gives learners a useful sense of the scientific enterprise. In addition, the relationships among science, technology and society give humans the ability to change and improve their surroundings. Learners who understand this relationship will be able to appreciate the efforts and effects of scientific discovery and applications of technology on their own lives and on the society in which we live. A. Know and apply the accepted practices of science. EARLY HIGH SCHOOL 13.A.4b Assess the validity of scientific data by analyzing the results, sample set, sample size, similar previous experimentation, possible misrepresentation of data presented and potential sources of error. 13.A.4c Describe how scientific knowledge, explanations and technological designs may change with new information over time (e.g., the understanding of DNA, the design of computers). LATE HIGH SCHOOL 13.A.5b Explain criteria that scientists use to evaluate the validity of scientific claims and theories. 13.A.5c Explain the strengths, weaknesses and uses of research methodologies including observational studies, controlled laboratory experiments, computer modeling and statistical studies. Holt Physics Chapter 15 Lesson Plan p. 3 as adapted for Simeon CAHS 2009

13.A.4d Explain how peer review helps to assure the accurate use of data and improves the scientific process. 13.A.5d Explain, using a practical example (e.g., cold fusion), why experimental replication and peer review are essential to scientific claims. Block 1 Focus 45 minutes Laboratory Experiments, Chapter 15 Discovery Lab, Refraction and Lenses. Students observe how light behaves as it passes from one substance to another and observe images formed by different lenses. Class will conduct Lablet on refraction through containers with air, water, containers with salt water, sugar solution, and glass beads. Laboratory Experiments Teacher s Notes, Chapter 15 Discovery Lab, Refraction and Lenses Geometric Optics Lenses CSU Physics Van and Refraction and Reflection Geometric Optics Mirrors CSU Physics Van Block 2 Motivate 5 minutes Demonstration 1, ATE p. 562, Refraction from air to water. This demonstration shows the phenomenon of refraction and explores how the angle of incidence affects the angle of refraction. Plastic tubes and magnifying glass will show refraction and image inversion. Teach 30 minutes Transparency 72, Refraction. This transparency illustrates the relationship between the angle of incidence and the angle of refraction for light entering and exiting glass. (Figure 15-2) Transparency 73, Refraction and the Wave Model of Light. This transparency illustrates how refraction can be explained in terms of the wave model of light. (Figures 15-3 and 15-4) Demonstration 2, ATE p. 564, Refraction in various materials. This demonstration shows that different materials have different refractive indices. Transparency Master 53, Indices of Refraction for Various Substances. This transparency master lists the indices of refraction for some representative substances. (Table 15-1) Transparency 74, Image Position for Objects in Different Media. This transparency illustrates how refraction affects the apparent position of objects in a different medium than the observer. (Figure 15-5) Demonstration 3, ATE p. 565, Underwater appearance. This demonstration shows how refraction can change the apparent position of an object. Holt Physics Chapter 15 Lesson Plan p. 4 as adapted for Simeon CAHS 2009

Sample Problem 15A, p. 566, Snell s law. This problem demonstrates how to solve problems involving refraction using Snell s law. Classroom Practice, ATE p. 566, Snell s law. This section offers problems that can be used as teamwork exercises or for further demonstration at the chalkboard or on an overhead projector. Close 10 minutes Section Review Worksheet 15-1, Refraction. Concept Review activities reinforce fundamental knowledge from this section. Homework Practice 15A, p. 567, Snell s law. Assign items 1 3. Section Review, p. 567. Assign items 1 4. Chapter Review, p. 587. Assign items 1 14. Problem Bank, Sample Problem 15A, Snell s Law. Students use a sample problem like the one in Sample Problem 15A to solve several problems concerning Snell s law. In problems 7 10, students solve several problems concerning Snell s law to find angle of reflection. In problems 1 3, students solve several problems concerning Snell s law to find angle of incidence. In problems 4 6, students solve several problems concerning Snell s law to find refractive index. Conceptual Challenge, p. 565. This feature tests students understanding of the concept of refraction. Other Resource Options NSTA scilinks, Topic: Snell s law, Code: HF2151. Students research Internet resources related to Snell s law. Name Class Date _ Chapter 15: Refraction Section 15-2: Thin lenses Pacing Regular Schedule: with lab(s): 3 days without lab(s): 2 days Holt Physics Chapter 15 Lesson Plan p. 5 as adapted for Simeon CAHS 2009

Block Schedule: with lab(s): 1 1/2 days without lab(s): 1 day Objectives 1. Use ray diagrams to find the position of an image produced by a converging or diverging lens, and identify the image as real or virtual. 2. Solve problems using the thin-lens equation. 3. Calculate the magnification of lenses. 4. Describe the positioning of lenses in compound microscopes and refracting telescopes. Block 3 Focus 5 minutes Quick Lab, PE p. 570, Focal Length. Students measure the focal length of a converging lens. Motivate 5 minutes Demonstration 4, ATE p. 568, The effect of lenses on light beams. This demonstration shows the effect of converging and diverging lenses on parallel and nonparallel beams. Teach 35 minutes Demonstration 5, ATE p. 569, Focal length of lenses. This demonstration shows how to locate the focal points of converging and diverging lenses. Transparency 75, Lenses and Focal Length. This transparency illustrates the path of light through both a converging and diverging lens, labeling focal points and focal length for each. (Figures 15-6 and 15-7) Key Models and Analogies, ATE p. 570. This feature suggests using mirrors as a model for the behavior of light passing through lenses. Transparency 76, Images Created by Converging Lenses. This transparency summarizes the possible relationships between object and image positions for converging lenses. (Table 15-3) Demonstration 6, ATE p. 572, Angular size of an object. This demonstration illustrates that angular size depends on the distance from the object. Transparency 77, Image Created by a Diverging Lens. This transparency illustrates that diverging lenses can produce only virtual images. (Figure 15-9) Homework Section Review, p. 579. Assign item 2. Chapter Review, p. 588. Assign items 15 21 and 23. Holt Physics Chapter 15 Lesson Plan p. 6 as adapted for Simeon CAHS 2009

Block 4 Teach 20 minutes Sample Problem 15B, pp. 575 576, Lenses. This problem demonstrates how to solve problems involving the thin-lens equation and magnification for both converging and diverging lenses. Classroom Practice, ATE p. 575, Lenses. This section offers problems that can be used as teamwork exercises or for further demonstration at the chalkboard or on an overhead projector. Transparency 78, Nearsighted and Farsighted. This transparency shows how hyperopia and myopia can be corrected with lenses. (Table 15-5) Demonstration 7, ATE p. 578, Microscope. This demonstration explains the function of lenses in a microscope. Lab 5 minutes Quick Lab, p. 577, Prescription Glasses. Students experience how eyeglasses work to correct hyperopia and myopia. Extend 10 minutes CNN Presents Science in the News: Physical Science, Segment 16, Color-Deficiency Lenses. This video describes how a company in Budapest, Hungary, claims it has found a way to enhance poor color vision by using combinations of coatings on eyeglass lenses. Critical Thinking Worksheet, Color-Deficiency Lenses. Students answer questions about Segment 16 of the CNN Presents: Physical Science videotape. Close 10 minutes Section Review Worksheet 15-2, Thin Lenses. Diagram Skills activities bridge the gap between a real, physical situation, and the diagram that simplifies it so that key physics principles and equations can be applied. Homework Practice 15B, p. 576, Lenses. Assign items 1 4. Section Review, p. 579. Assign items 1 and 3 6. Chapter Review, pp. 588 589. Assign items 22 and 24 26. Problem Bank, Sample Problem 15B, Lenses. Students use a sample problem like the one in Sample Problem 15B to solve several problems concerning lenses. In problems 4 6, students solve several problems concerning lenses to find image distance. In problems 4 6, students solve several problems concerning lenses to find magnification. In problems 3 4 and 7 10, Holt Physics Chapter 15 Lesson Plan p. 7 as adapted for Simeon CAHS 2009

students solve several problems concerning lenses to find object distance. In problems 1 2, students solve several problems concerning lenses to find image or object height and focal length. Interactive Tutor, Module 15, Refraction and Lenses. This module provides additional development of problem-solving skills for this chapter. Other Resource Options NSTA scilinks, Topic: Lenses, Code: HF2152. Students research Internet resources related to lenses. NSTA scilinks, Topic: Abnormalities of the eye, Code: HF2153. Students research Internet resources related to abnormalities of the eye. Block 5 Lab 45 minutes Laboratory Exercise, pp. 593 595, Converging Lenses. Students study image formation using a converging lens. Laboratory Exercise Teacher s Notes, ATE pp. 593 595. Laboratory Planning, ATE pp. 560A 560B. Chapter 15: Refraction Section 15-3: Optical phenomena Pacing Regular Schedule: with lab(s): 2 days without lab(s): 1 day See previous notes RE: labs Objectives 1. Predict whether light will be refracted or undergo total internal reflection. 2. Recognize atmospheric conditions that cause refraction. 3. Explain dispersion and phenomena such as rainbows in terms of the relationship between the index of refraction and the wavelength. National Science Education Standards Covered: See listing with state standards above. Block 6 Focus 5 minutes Holt Physics Chapter 15 Lesson Plan p. 8 as adapted for Simeon CAHS 2009

Quick Lab, p. 581, Periscope. Students explore total internal reflection using two prisms to create a periscope. Motivate 5 minutes Demonstration 8, ATE p. 580, Critical angle. This demonstration shows critical angle and total internal reflection. Teach 25 minutes Sample Problem 15C, p. 581, Critical angle. This problem demonstrates how to calculate the critical angle using the indices of refraction of the two media. Classroom Practice, ATE p. 581, Critical angle. This section offers problems that can be used as teamwork exercises or for further demonstration at the chalkboard or on an overhead projector. Demonstration 10, ATE p. 583, Dispersion. This demonstration shows the color spectrum formed by refraction. Demonstration 11, ATE p. 584, Rainbow. This demonstration creates a visual, rainbow-like display. Transparency 79, Rainbows. This transparency illustrates why rainbows are visible in the sky. (Figure 15-16) Demonstration 12, ATE p. 585, Chromatic aberration. This demonstration shows that the focal point of a lens depends on the wavelength. Close 10 minutes Section Review Worksheet 15-3, Optical Phenomena. Concept Review activities reinforce fundamental knowledge from this section. Homework Practice 15C, p. 582, Critical angle. Assign items 1 4. Section Review, p. 585. Assign items 1 4. Chapter Review, pp. 589 590. Assign items 27 38. Problem Bank, Sample Problem 15C, Critical Angle. Students use a sample problem like the one in Sample Problem 15C to solve several problems concerning the critical angle. In problems 7 10, students solve several problems concerning the critical angle to find the critical angle. In problems 4 6, students solve several problems concerning the critical angle to find the higher index of refraction. In problems 1 3, students solve several problems concerning the critical angle to find the lower index of refraction. Holt Physics Chapter 15 Lesson Plan p. 9 as adapted for Simeon CAHS 2009

Block 7 Lab 45 minutes Laboratory Experiments, Chapter 15 Invention Lab, Camera Design. Students investigate the design of a nonfocusing disposable camera and design an apparatus to find the focal length of various lenses. Laboratory Experiments Teacher s Notes, Chapter 15 Invention Lab, Camera Design. Other Resource Options Demonstration 9, ATE p. 583, Fiber optics bending light. This demonstration shows the application of total internal reflection in fiber optics. NSTA scilinks, Topic: Fiber optics, Code: HF2154. Students research Internet resources related to fiber optics. NSTA scilinks, Topic: Dispersion of light, Code: HF2155. Students research Internet resources related to dispersion of light. Chapter 15: Refraction Review and Assess Pacing Regular Schedule: 2 days Block Schedule: 1 day Block 8 Chapter 15 Review Chapter Summary, p. 586. This page summarizes the key concepts and equations of the chapter. Teaching Tip, ATE p. 586. This tip suggests that students write an essay summarizing the differences between images formed by converging lenses and those formed by diverging lenses. Mixed Review, pp. 589 591. Assign items 39 62. Section Review Worksheets, Chapter 15 Review, Refraction. Mixed Review activities include items that check students comprehension of a variety of concepts from throughout the chapter. Holt Physics Chapter 15 Lesson Plan p. 10 as adapted for Simeon CAHS 2009

Performance assessment, p. 591. This section extends students understanding of the implications of the topics of this chapter. Portfolio projects, p. 591. This section suggests portfolio projects that extend students understanding of the implications of the topics of this chapter. Technology & Learning, p. 592. Students program their graphing calculators to determine the index of refraction using the angle of incidence and the angle of refraction. Block 9 Chapter 15 Assessment Chapter Tests, Chapter 15 Test A and Chapter 15 Test B. Alternative Assessment, Items for Chapter 15. Holt Physics Chapter 15 Lesson Plan p. 11 as adapted for Simeon CAHS 2009