Lesson Plan PHYSICS

Teacher: ZLATA Subject: PHYSICS

Unit 2: Linear Motion and Waves
Topic: Reflection and Refraction of Light
Year level: Y-11
Lesson duration:

90 min
No of students: Male 5 Female 10 NEP Students 1 Aboriginal 1
Previous knowledge:
- Assumed mathematical skills expected to use developed through the F-10 Australian Curriculum (see Apendix1)
- Numeracy skills students developed through Science Inquiry Skills strand of the Australian Curriculum Science
- Mathematical understanding and presentation of sin and cos function
Introduction:
In a lesson students will have opportunity to:
- explore, understand and mathematically represent reflection and refraction of a light considered as a ray
- use qualitative and quantitative on physical laws theories based models to visualize, explain and predict light
phenomena of refraction and reflection
- investigate how light behaves when hit different mediums

Learning objectives:
- understand that natural light phenomena can be explained using theoretical concepts
- understand how to use, perform and do measurement with protractor
- a ray model of light to be used to describe reflection and refraction
- understand the law of reflection
- understand the Snells law refraction
- accept understand and communicate physics terms

AITSL 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3
students roll
5min
Opening Question:
- Do we always see things as they are?
- Have you ever been to a place with funny mirrors?
- What makes those mirrors show distorted images?



time
10 min (15)
AITSL 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2
Language:
- Reflection,
- Reflected ray
- Angle of reflection
- Refraction,
- Index of Refraction
- Incident ray,
- Angle of incidence
- Total reflection
- Critical angle
- Fiber optics



AITSL 2.1, 2.2




Opening activity: Disappearing glass (detailed description of activity See
Appendix 2)
- this activity demonstrates the role of different indexes of refraction and our
ability to differentiate the appearance of objects (you can see a boundary line
between two transparent materials only when they have different indexes of
refraction)
- Immerse the lens into oil. What you can see. Does still behave as lens?
Equipment Required
(See Appendix2)

time:
10 min (25)
discussion about opening activity
5 min (30)
Learning content: Law of reflection
- In the diagram at right, a light ray PO strikes a vertical mirror at point O, and the
reflected ray is OQ. By projecting an imaginary line through point O perpendicular
to the mirror, known as the normal, we can measure the angle of
incidence, i and the angle of reflection, r. The law of reflection states that i =
r, or in other words, the angle of incidence equals the angle of reflection
Snell's law
- Refraction is the change in direction of a wave due to a change in its
transmission.
- Refraction is described by Snell's law, which states that for a given pair of media
and a wave with a single frequency, the ratio of the sines of the angle of
incidence 1 and angle of refraction 2 is equivalent to the ratio of phase
velocities (v1 / v2) in the two media, or equivalently, to the opposite ratio of the
indices of refraction (n2 / n1):
-
-
-
-







http://en.wikipedia.org/wiki/Reflection_(physics)
http://en.wikipedia.org/wiki/Refraction
learning content and questions
10 min (40)

Possible classroom activities in groups:
- To make coin visible/invisible (refraction) (see Appendix)
- Finding index of refraction of different transparent materials like water, oil, plastic, glass
- Mirror reflection, under angle, parallel
- Light beam in water like fiber optics
- To find example on you tube and to explain how it works.
Classroom lab equipment requirement
- protractor,
- protractor paper,
- laser beams like laser from key ring,
- mirrors,
- small objects
creating groups and group activity time:
35 min (75)
results presentation and discussion:
5 min (80)
Closing and homework:
Checking understanding with questions like:
- Why stars twinkle?
- Harry Potter used invisible cloak. Is it possible to make it? Why?
- Does refraction index depend of a thickness of a material?
- What is the difference between glass and mirror?
Homework
- To find example on you tube and to explain how it works.


time
10 min (90)
AITSL 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.6

Lesson organization
- Students roll 5min
- Introduction, formative questions 10 min
- Opening activity 5 min
- Discussion about activity 5 min
- Organizing Classroom activity 5 min
- Activity with calculation and measurement 30 min
- Result Discussion 10 min
- Result reflection 10 min
- Homework tips 10 min


AITSL 2.1, 2.2, 2.6

Appendix 1
Opening activity- description
Required materials
- l of cooking oil
- plastic bottle 1.25l top off
- glass objects

Activity direction
- put the glass into clear plastic or glass
container

Whats happening?
We see the reflection rays of the light when we watch the object. We
can see the boundary of transparent object only when indexes of
refraction are different, so our eye can detect reflection. We can see
the glass in the air or the glass in the water. When we have two
transparent objects of the same index of refraction (in this case glass
and oil) there are no reflection rays from the second object our eye can
detect.
- fill the inner glass with vegetable oil
- allow the oil to overflow the inner
glass
- keep on pouring the oil
- observe how glass disappear in front
of your eyes
- when the level of oil cover the glass,
glass will disappear completely
References:
Fiber optics,
http://www.youtube.com/watch?v=a65hsrx3cbA

Optic for kids. Location Activities. Medium activities. From Loosing Glass in a glass. Retrieved from
http://www.optics4kids.org/home/content/classroom-activities/medium/lose-a-glass-in-a-glass/

Science off Centre. Location Science. Disappearing Glass! Retrieved from
http://www.scienceoffcenter.org/science/412-disappearing-glass


Photos from website Education.com. Retrieved from
http://www.education.com/science-fair/article/disappearing-beaker/




Appendix 2
Additional activity - description
Required materials
- Clear drinking glass
- Saucer
- Water
- Coin
Activity direction
- set a coin on a flat surface like a table
or counter
- place the base of a clear drinking glass
over the penny
- cover the top of the glass with a small
saucer. Looking in through the side of
the glass, you can still see the coin
- tilt the saucer back and fill the glass
with water
- once you've filled the glass, put the
saucer back on the top of the glass.
- Coin cannot be seen through the side
of the glass? It's disappeared! Why?
Whats happening?
Images that we see are all light rays that reach our eyes. When these
light rays travel through air, they experience little or no
refraction/bending. That's why you can still see the penny through the
side of the empty glass.
When you poured water into the glass, it was just some bending light
rays. After traveling through the water and the side of the glass, none
of the rays were able to reach your eyes. Refraction occurs because of
the molecules in the substance that the light rays are passing through.
Gas molecules are spread out. This is why little to no refraction occurs.
However, when light rays pass through a substance such as water, the
refraction is greater because the molecules are closer together.
So when the light rays are traveling from the money through the
water, they are refracted and cannot make it to your eyes. In fact, the
glass also refracts the light even more! The image ends up being
projected near the top of the glass after the light refraction it has
undergone. You would be able to see it... if the saucer were not
strategically placed atop the glass.
Source:
http://www.stevespanglerscience.com/lab/experiments/disappearing-
money-sick-science#sthash.JgfdeXzd.dpuf
Appendix 3
Mathematical skills expected of students studying Physics
The Physics curriculum requires students to use the mathematical skills they have developed through the F-10 Australian Curriculum:
Mathematics, in addition to the numeracy skills they have developed through the Science Inquiry Skills strand of the Australian
Curriculum: Science.

It is assumed that students will be able to competently:
perform calculations involving addition, subtraction, multiplication and division of quantities
perform approximate evaluations of numerical expressions
express fractions as percentages, and percentages as fractions
calculate percentages
recognise and use ratios
transform decimal notation to power of ten notation
change the subject of a simple equation
substitute physical quantities into an equation using consistent units so as to calculate one quantity and check the
dimensional consistency of such calculations
solve simple algebraic equations
comprehend and use the symbols/notations <, >, , , , , ,
translate information between graphical, numerical and algebraic forms
distinguish between discrete and continuous data and then select appropriate forms, variables and scales for constructing
graphs
construct and interpret frequency tables and diagrams, pie charts and histograms
describe and compare data sets using mean, median and inter-quartile range
interpret the slope of a linear graph
calculate areas of right-angled and isosceles triangles, circumference and area of circles, areas and volumes of rectangular
blocks, cylinders and spheres
use Pythagoras theorem, similarity of triangles and the angle sum of a triangle.

Reference:
ACARA Australian Curriculum, Assessment and Reporting Authority. Location Physic, Senior Secondary curriculum,
Organization. Retrieved from
http://www.australiancurriculum.edu.au/SeniorSecondary/science/physics/links-to-foundation-to-year-10

Appendix 4
General capabilities
In the Australian Curriculum, the general capabilities encompass the knowledge, skills, behaviours and dispositions that,
together with curriculum content in each learning area and the cross-curriculum priorities, will assist students to live and
work successfully in the twenty-first century. There are seven general capabilities:
Literacy
Numeracy
Information and communication technology (ICT) capability
Critical and creative thinking
Personal and social capability
Ethical understanding
Intercultural understanding.
In the Australian Curriculum: Science, general capabilities are identified wherever they are developed or applied in
content descriptions. They are also identified where they offer opportunities to add depth and richness to student
learning through content elaborations. Icons indicate where general capabilities have been identified in Science content.
Teachers may find further opportunities to incorporate explicit teaching of the capabilities depending on their choice of
activities.
Literacy
Students become literate as they develop the knowledge, skills and dispositions to interpret and use language
confidently for learning and communicating in and out of school and for participating effectively in society. Literacy
involves students in listening to, reading, viewing, speaking, writing and creating oral, print, visual and digital texts, and
using and modifying language for different purposes in a range of contexts.
Students develop literacy capability as they learn how to construct an understanding of how scientific knowledge is
produced; to explore, analyse and communicate scientific information, concepts and ideas; and to plan, conduct and
communicate investigations. Scientific texts that students are required to comprehend and compose include those that
provide information, describe events and phenomena, recount experiments, present and evaluate data, give
explanations and present opinions or claims. Language structures are used to link information and ideas, give
explanations, formulate hypotheses and construct evidence-based arguments. By learning the literacy of science
students understand that language varies according to context and they increase their ability to use language flexibly.
Scientific vocabulary is often technical and includes specific terms for concepts and features of the world, as well as
terms that encapsulate an entire process in a single word, such as photosynthesis. Students learn to
understand that much scientific information is presented in the form of diagrams, flow charts, tables and graphs.

Numeracy
Students become numerate as they develop the knowledge and skills to use mathematics confidently across all learning
areas at school and in their lives more broadly. Numeracy involves students in recognising and understanding the role of
mathematics in the world and having the dispositions and capacities to use mathematical knowledge and skills
purposefully. Many elements of numeracy are evident in the Science Curriculum, particularly in Science Inquiry Skills.
These include practical measurement and the collection, representation and interpretation of data from investigations.
Students are introduced to measurement, first using informal units then formal units. Later they consider issues of
uncertainty and reliability in measurement. As students progress, they collect both qualitative and quantitative data,
which is analysed and represented in graphical forms. Students learn data analysis skills, including identifying trends and
patterns from numerical data and graphs. In later years, numeracy demands include the statistical analysis of data,
including issues relating to accuracy, and linear mathematical relationships to calculate and predict values.

Information and Communication Technology (ICT) capability
Students develop ICT capability as they learn to use ICT effectively and appropriately to access, create and communicate
information and ideas, solve problems and work collaboratively in all learning areas at school, and in their lives beyond
school. ICT capability involves students in learning to make the most of the technologies available to them, adapting to
new ways of doing things as technologies evolve and limiting the risks to themselves and others in a digital environment.
Students develop ICT capability when they research science concepts and applications, investigate scientific phenomena,
and communicate their scientific understandings. In particular, they employ their ICT capability to access information;
collect, analyse and represent data; model and interpret concepts and relationships; and communicate science ideas,
processes and information.
Digital technology can be used to represent scientific phenomena in ways that improve students understanding of
concepts, ideas and information. Digital aids such as animations and simulations provide opportunities to view
phenomena and test predictions that cannot be investigated through practical experiments in the classroom and may
enhance students understanding and engagement with science.