FAKULTI PENDIDIKAN DAN BAHASA PROGRAM SARJANA MUDA PENGAJARAN (SMP)

HBSC4403 TEACHING SCIENCE FOR UPPER SECONDARY III SEPTEMBER 2012

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NO. MATRIKULASI : 740603035469002 NO.KAD PENGENALAN : 740603035469 NO.TELEFON : 017-6621353 E-MEL : mzul@ymail.com.my NAMA TUTOR : HUSSIN BIN MHD YUSUP

PUSAT PEMBELAJARAN : PUSAT PEMBELAJARAN NEGERI SEMBILAN

CONTENTS

1.0 2.0

Introduction Two phenomena related to refraction. 2.1 2.2 Real and apparent depth. Mirages

3 5 5 6

3.0

Suggest how to explain the phenomena with teaching Strategies A ray diagram for image formation from a convex lens Explain the image formation of ONE selected optical device

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4.0 5.0

6.0 7.0

State the application of the optical device selected Conclusion Reference

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1.0

Introduction Light is an electromagnetic wave. Visible light is the part of the electromagnetic

spectrum with wavelength between about 400 nm (ultraviolet) and 700 nm (red). Light, and all electromagnetic waves, regardless of wavelength, travel at a speed c = 3 x 108 m/s in a vacuum. In a transparent medium, light will travel slower than in a vacuum. Since light is a wave, it can exhibit interference effects similar to what can be observed for waves on a string or sound waves. Under certain conditions, light can also exhibit particle-like properties. Einstein proposed that light consists of quanta, which are the smallest units of light. These quanta have energy
E hf

and carry momentum

E hf h , c c

where f is the frequency, is the wavelength, and h = 6.63 x 10-34 Js is Plancks constant. Quanta have no rest mass (they are never at rest), but in certain experiments, they can collide with electrons and transfer energy and momentum to the electrons, much like what would occur for two particles with mass. In this chapter we will study what happens when a ray of light strikes a surface or travels from one medium to another. We assume that light travels in a straight line in a homogeneous medium. When light passes from a less dense to a more dense substance, (for example passing from air into water), the light is refracted or bent towards the normal.

The normal is a line perpendicular (forming a 90 degree angle) to the boundary between the two substances. The bending occurs because light travels more slowly in a denser medium. A demonstration of refraction can be conducted at home in a dark room. All that is needed is a flashlight, a clear glass filled with water and a small mirror.

Figure adapted from Ahrens, 1994

Figure (a): Shine the light directly into the glass. If the light strikes the water straight on (or parallel to the normal), no bending occurs and it simply passes directly into the water undisturbed, leaving only a straight beam of light all the way to the bottom of the glass.

Figure (b): Shine the light into the glass at an angle. As the light enters the water, it is refracted. Since the light is passing from air (less dense) into water (more dense), it is bent towards the normal. The beam of light would appear to bend at the surface of the water.

Figure (c): Place a mirror at the bottom of the glass of water and again shine the light into the glass of water at an angle. As light initially enters the water, it is refracted as in figure (b) and then reflected off the mirror (at the bottom of the glass). Upon exiting the water, the light is bent away from the normal as it passes from water (more dense) and into air (less dense). The light would leave the flashlight, bend at the surface of the water, reflect off the mirror at the bottom of the glass and move towards the surface, where it would bend outward at the same angle it bent in on the way in.

2.0

Two phenomena related to refraction. 2.1 Real and apparent depth.

The refraction of light at the surface of water makes ponds and swimming pools appear shallower than they really are. A 1m deep pond would only appear to be 0.75 m deep when viewed from directly above.(Figure D)

Apparent depth

Real depth

Figure D When light emerges from glass or water into air it speeds up again. If it meets the glassair boundary at any angle other than 0o it will refract away from the normal. This is true for small angles something else happens when the angles get larger. If you look at a stick that is poking into some water at an angle the stick looks bent because of refraction. The bottom of the stick seems to be nearer the surface of the water than it really is. It also explains why flat-based swimming pools appear to get shallower as you look towards the end furthest from you.There is a connection between the real and apparent depths of the water. It can be proved that:
Refractive index = real depth/apparent depth

2.2

Mirages A mirage occurs on very hot days when a layer of hot, low density air lies on the ground.

Light from the sky will be totally internally reflected at this layer and so you see what looks like a pool of water - its actually a reflection of the sky. You may often see a shimmering layer of reflecting air on a road on a very hot day that is a mirage. There is no sharp boundary between hot and cooler air and so the refraction is gradual.

cooler air

Very hot air

Figure E Mirages also occur in very cold countries. In the next diagram the mirage appears in the sky and the polar bear seems to be flying upside down.

image
warmer air

.
very cold air

Figure F

3.0

Suggest how to explain the phenomena with teaching strategies.

3.1

Suggested Teaching Steps: Contextual Learning

a.

Step One

Teacher discusses with the students their favourite drinks during a hot sunny day. (Focus on the drinks in a transparent glass with a straw).

b.

Step Two

Teacher demonstrates the typical phenomena of refraction using a glass of plain water with a straw submerged in it and ask students to explain the condition of the straw from their observation.

c.

Step Three

Teacher asks the student to draw the phenomena in a two dimension diagram.

d.

Step Four

Teacher gives feedback to the students response by giving the reason why the bending of the straw occurred. In addition state clearly the media of different density (water and glass), normal line, angle of incidence and angle of refraction based on students drawn diagram as shown in the diagram.

e.

Step Five

Once the students have mastered the concept of refraction well, you can gradually introduce another everyday experience to students to gauge their understanding of the concept. Introduce the scenario below to enhance the students understanding. Aiman lives beside his friends fish pond and one day noticed a big patin fish in the pond. He shoots the fish exactly at the angle of his apparent sight and was unsuccessful in catching the fish. Ask the students to explain the reason by drawing the scene.
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f.

Step Six

Teacher interacts with the students to share their understanding and finally conclude the discussion using the diagram.

g.

Step Seven

Teacher gives a few examples of refraction of light in students daily life experiences. Refraction phenomena Fish in an aquarium looks bigger and closer when seeing from the side. (Real and apparent depth) Immerse your hand in a plastic pail containing full of water. The hand will look bigger and closer. A 50 cent coin under a block of glass seeing bigger and closer when seeing from top of the glass.

h.

Step Eight (Conclusion)

Teacher concludes that refraction required the light to move between two different media of different density and refractive index.

4.0

A ray diagram for image formation from a convex lens. A converging lens is also called a convex lens because it is thicker at the centre than at the edges. As parallel light rays travel through a convex lens, they are refracted toward the principal axis. This causes the rays to move toward each other. The light rays cross at the focal point of the lens. Converging lenses are often used as magnifying glasses (Figure H).

Figure H
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Convex lenses are useful because they can form a real image on a screen. For example, the light rays coming from one point on the flame in Figure 11.57 diverge and strike the lens at different places. However, the lens redirects all those rays so that they converge at a single point. The screen must be placed so that the light rays strike it exactly as they converge. This way, when the light rays reflect off the screen, they are coming from a single point, just like when they originally left a single point on the candle.

At the same time, the lens must also redirect all light rays that come from a point at the base of the candle and send them to a single point on the screen. The rays then reflect off the screen in all directions, just like when the light rays from the base of the candle left the candle. When the rays from every point on the candle are sent to the screen, a complete image is formed. You can compare the type of image formed at different distances as well as some of the uses of convex lenses in Figure I.

screen candle
image (upside down)

Figure I. As you can see in this illustration, there is one drawback to convex lenses. The image is upside down!

Images Formed by Convex Lenses

Distance of Object Type of Image How Image Is Used from Lens Formed More than two focal Smaller, lengths inverted, real A camera uses this distance to make smaller images of an object.

Ray Diagram

Between one and two focal lengths

Larger, inverted, real

Photographic enlargers, slide projectors, and movie projectors use this distance. Magnifying glasses and reading glasses make use of this distance.

image object
F

image Less than one focal Larger, length away upright, virtual image

object
F

4.1

Drawing a Convex Lens Ray Diagram

You can follow the steps in Figure J to draw a ray diagram of a convex lens.

1. The first ray of a convex lens ray diagram travels from the tip of the object parallel to the principal axis (ray 1). When it emerges from the lens, it passes through the principal focus. 2. The second ray travels from the tip of the object through the optical centre of the lens and is not refracted (ray 2). 3. Draw the real image where the rays appear to intersect.

object

ray 1

ray 2 F image

Figure J Convex lens ray diagram

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5.0

Explain the image formation of ONE selected optical device.

5.1

A microscope

A basic microscope is made up of two converging lenses. One reason for using two lenses rather than just one is that it's easier to get higher magnification. If you want an overall magnification of 35, for instance, you can use one lens to magnify by a factor of 5, and the second by a factor of 7. This is generally easier to do than to get magnification by a factor of 35 out of a single lens. A microscope arrangement is shown below, along with the ray diagram showing how the first lens creates a real image. This image is the object for the second lens, and the image created by the second lens is the one you'd see when you looked through the microscope.

Note that the final image is virtual, and is inverted compared to the original object. This is true for many types of microscopes and telescopes, that the image produced is inverted compared to the object.

5.1.1

An example using the microscope

Let's use the ray diagram for the microscope and work out a numerical example. The parameters we need to specify are:

Distance between the two lenses = 20mm

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To work out the image distance for the image formed by the objective lens, use the lens equation, rearranged to:

The magnification of the image in the objective lens is:

So the height of the image is -1.8 x 1.0 = -1.8 mm. This image is the object for the second lens, and the object distance has to be calculated:

The image, virtual in this case, is located at a distance of:

The magnification for the eyepiece is:

So the height of the final image is -1.8 mm x 3.85 = -6.9 mm. The overall magnification of the two lens system is:

This is equal to the final height divided by the height of the object, as it should be. Note that, applying the sign conventions, the final image is virtual, and inverted compared to the object. This is consistent with the ray diagram.

6.0

State the application of the optical device selected.

Optical microscopes use visible light and a system of lenses to magnify small samples that are usually un-seen to the bare eye. The optical microscope is the first, oldest and simples type of microscope as opposed to the much more advanced electronic microscope. The first optical microscopes were created in the 18th century. Due to it's compact sizes, simplicity and relatively low price, the optical microscope is very popular, and can be found in use in many areas of biology. Optical microscopes mostly magnify objects for up to 1500 times.

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The first optical microscopes were structured in a way that is called "the simple microscope". This structure utilizes only one pair of lenses to create a magnified image of the sample. Today, the simple structure is in use only in the magnifying glass, hand lens and the loupe.

The more advances optical microscopes, and the ones that are popular today, are what's called "compound optical microscopes". These microscopes use a system of many lenses, in order to "compound" and multiply the magnification, and therefore maximize it. The two main lens systems in an optical microscope are the objective lens (near the examined object), and the eyepiece lens (up near the eye of the scientist). Modern optical microscopes use multiple lenses both in the objective part as well as the eyepiece part. The old optical microscopes also used a mirror to provide illumination below the object. The modern optical microscopes use a strong lamp to provide constant and strong illumination. So what are optical microscopes used for now a days?The main uses of compound optical microscopes include: The examining small pieces of material, or even a smear or a squash preparation. This is due to the fact that the optical microscope uses light to pass beneath the object and enter the lenses. That's why the item is better be half-transparent. In other uses the optical microscope may be used to examine metal samples, in order to study the metal's structure. At low power, microscopes can be used to examine small living animals and plants. At high power, they can be used to examine bacteria. It is important to note that the vast advancement in medicinal fields and biology in general, is owed to a large extent, to the invention of the optical microscopes. For example, the way the blood flows in our body was not fully understood until the microscope made in possible to examine small blood vessels behavior.

6.1

Practical Applications of Electron- and Ion-Beam Microscope.

Electron microscopes and ion beam microscopes are both amazing and incredibly complex scientific instruments used by research laboratories, universities, nanotechnology centers, and companies worldwide. Although few of us will ever own or use an electron microscope, their impact is pervasive, impacting our lives in a variety of ways, from the clothes
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we wear, to the tools and devices we use, and the food we eat. The applications for these instruments are diverse, ranging from particle analysis to material characterization to industrial failure analysis and process control. In the electronics industry, for example, semiconductor and electronics manufacturers use specialized microscopes for high resolution imaging and analysis required to develop and control the manufacturing process. Companies worldwide use electron microscopes in a variety of industrial applications including aeronautics, automotive manufacturing, clothing and apparel, machining, pharmacology, and many more. Forensic science, the application of science to law, is one example made popular by the television show "CSI" and others. Microscopic analysis of gunshot residue, blood samples, or clothing fibers to help solve crime is common on TV, and in real life. In life sciences, electron microscopes are being used to explore the molecular mechanisms of disease, to visualize the 3D architecture of tissues and cells, to unambiguously determine the conformation of flexible protein structures and complexes, and to observe individual viruses and macromolecular complexes in their natural biological context. In natural resources, the ability to characterize and analyze organic materials is critical for mining companies to analyze millions of micro-scale features in an automated, objective, quantitative, and rapid manner. In oil and gas exploration, similar analyses provide quantitative lithotype and porosity characteristics of reservoir, seal, and source rocks. The results enhance and validate seismic, wireline, and mud logs, providing input into geological models and reducing risk in exploration and extraction. You can learn more about applications in natural resources by visiting our dedicated natural resources website located at fei-naturalresources.com. Researchers worldwide are using electron microscopes in the pursuit of a deeper understanding of the structure-property-function relationships in a wide range of materials and processes such as next generation fuel cell and solar cell technologies, catalyst activity and chemical selectivity, energy-efficient solid-state lighting, and lighter, stronger, and safer materials.

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7.0

Conclusion From this we should have gathered that refraction is the bending of light as it enters a

new medium.The normal is an imaginary line perpendicular to the boundary.The angle of incidence is measured from the normal to the incident ray.The angle of refraction is measured from the normal to the refracted ray.If light enters a more optically dense material, the speed decreases and the light bends towards the normal.If light enters a less optically dense material, the speed increases and the light bends away from the normal.The angle of incidence that results in an angle of refraction of 90 degrees is call the critical angle.If the angle of incidence is greater than the critical angle total internal reflection occurs.

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References Dr Mohd Ali Samsudin,Assoc Prof Dr Syarifah Norhaidah Syed Idros,Tan Kee Yean and Haji Norawi Ali (2011). Hbsc4403 Teaching Science For Upper Secondary III, Meteor Doc. Sdn.Bhd .Seri Kembangan. http://homepage.usask.ca/~dln136/refraction/pages/first_process.html http://www.physicsclassroom.com/Class/refrn/U14L1b.cfm http://www.curriculumbits.com/prodimages/details/physics/refraction.html http://www.sd22.bc.ca/~tnenzen/Physics_11/Handouts/080116-Lab-Lenses.pdf http://courses.ncssm.edu/apb11/labs/L18/L18_focal_length.htm http://www.mscd.edu/~cfmsaee/PDFs/LENS http://www.thealy.com/LCPhysics/notes/lenses.htm

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