Unit Plan: Cluster 2 Optics

Science Methods
 Table of Contents
Essential Questions page 2

Instructional Sequence page 2

Lesson Plans page 3

Assignments page 7

Assignment Answer keys page 8

Culminating activity page 9

Unit Test page 10

Unit Test Answer key page 11

Review Resources page 12

Accommodations page 16

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Essential Questions:
In what ways can light be usefully manipulated in everyday life?

How does light relate to human biology?

Instructional Sequence
Section 1

-Diagnostic lesson and cursory look about lenses and light bending

-Reflection experiment

-Refraction experiment

-Lesson/Discussion about reflection and refraction, Explain glossary activity. Students are
expected to fill out a glossary of all the main terms in the class as the class goes along to be
handed in for a check mark, no grade.

5-Lesson about the implications about reflection and refraction

-Concave and convex mirror experiments

-Discussion about implications of mirror types

-Concave and convex lens demonstrations and intro to lenses

-Discussion about lenses and implications/uses

10-Review Section 1

Section 2

-Design Telescope Experiment, First Assignment due

-Build telescope

-Introduction to light: sources and light as energy

-Demonstrating light as energy, discussion about implications

15-Types of EM radiation and uses (continuation of previous lesson)

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-Introduction of wavelength and frequency

-Review Section 2

Section 3

-Demonstrating light splitting (relate to refraction) and discuss, Second Assignment due

-Additive theory of light

20-expansion and examples of the additive theory of light

-Subtractive Theory of light

- Expansion and examples of the subtractive theory of light

-Discussion about the eye, and colour perception,

-Continuation of previous lesson, the eye as a camera, Hand in Glossary activity.

25-Review all experiments as demonstrations

-Overview of the entire course, Third assignment due

-Continuation of previous lesson

-Culminating activity Day 1

-Culminating Activity Day 2

30-Unit Test

Lesson Plans
Lesson 1: Introduction
EQ: In what ways can light be usefully manipulated in everyday life?

GLOs: A1, B1, C2, C6, D3, D4, D5

SLOs: 8-2-01, 8-2-03, 8-2-11, 8-2-12
Because this is an introduction these topics will be covered in brief, and is meant to assess
primarily what students already know. Mostly discussion based regarding these topics.
Students will know that light can be bent and usually travels in a straight line, and that coloured
light bends at different angles.

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All assessments will be formative (specifically diagnostic) methods include: raise your hand if
you understand, and will be based on the answers given by the students during the discussion.
Activating (15 minutes):
Large group discussion question: I wear glasses, but how do they help me see?
Possible digressions: light bends (How?), how the eye works, and sees light, coloured lights bend
at different angles. Sources of light, and applications of bending light.
Acquiring (15 minutes): + 5 minute conclusion about what was discussed – Have the students
recap.
Discussion regarding how concave lenses work
Video: https://www.youtube.com/watch?v=fD1544bM_c4
This connects to how glasses work, and may be review depending on what students already
know.
Discussion regarding the fact that colours bend in different ways
Video: https://www.youtube.com/watch?v=Aggi0g67uXM
If time: Discussion regarding mirrors and how they bend light.
Terms in this section include: Reflection, Refraction: Convex lenses, and Focal Point.
Exit Slip (5 minutes):
Students will write: 1) At least 1 thing that was new
2) Anything that was review
3) Anything that interested them
4) Any questions they now have
Applying stage will happen next class in the form of an experiment with laser pointers and
mirrors.
Resources: Computer, projector, and sound system, chalkboard and chalk.

Lesson 2: Reflection experiment

EQ: In what ways can light be usefully manipulated in everyday life?

GLOs: A2, C1, C2, D4

SLOs: 8-2-01, 8-2-09

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Handout to students with the following information:
Materials: Mirror, red laser pointer, ruler, protractor, paper

1. Draw a straight line on a piece of paper.

2. Place the mirror directly parallel on top of the line.
3. Predict what you think will happen when the light is shined on the mirror.
4. Shine the light on the mirror at some angle, and using the pencil and ruler trace the beam
of light.
5. Measure the resulting angles between the line representing the mirror and each line
representing the beams of light.
6. Repeat steps 1-5 four or five times predict the result each time

Questions:

1) Did you notice a pattern, if yes: what was it?

2) What would happen if the light was perpendicular to the mirror?
3) How would you present your results to your colleagues? (e.g. graph, table, etc.) Why that
method?
4) Did prediction get easier with more trials?
5) Do you think you would get the same result with a different coloured laser? Why?
6) What conclusions can you make?

Activating (5 minutes):
Ask students: What can light do? Have them write down a brief paragraph of their ideas.

Acquiring/Applying (35 minutes):

Students will conduct the lab, in groups of 4 or 5, on the handout. A safety warning will be given
in regards to the laser pointer. Any dangerous activity will result in the students observing the
lab, but not participating. A short demonstration of the lab procedure will be conducted to make
sure that everyone is aware of what is going on.

Accommodations:

Some students may need more help setting up the lab, thus requiring more teacher help. Some
students may work slower and need to extra time to complete it. Some students may struggle to
write down their thoughts, and therefore need to express their understanding in a conference.
Reading difficulties can be overcome by a group member, or the teacher reading the directions

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Lesson 3: Refraction experiment
EQ: In what ways can light be usefully manipulated in everyday life?

GLOs: A2, C1, C2, D4

SLOs: 8-2-01, 8-2-09

Handout to students with the following information:

Materials: Rectangular prism of glass, plastic, and red gelatin; a plastic box containing water; red
laser pointer, ruler, protractor, paper

1. Draw a straight line on a piece of paper, slightly larger than any of the rectangular prisms.
2. Place the rectangular prism of glass on centred on the line.
3. Predict what you think will happen when the light is shined on top of the line through the
object.
4. Shine the light through the object, on top of the penciled line.
5. Place the ruler on top of the resulting light beam. Measure the angle between the ruler
and the penciled line.
6. Repeat steps 1-5 with the various objects

Questions:

1) Did you notice a pattern, if yes: what was it?

2) What would happen if the light was perpendicular to the mirror?
3) How would you present your results to your colleagues? (e.g. graph, table, etc.) Why that
method?
4) Did prediction get easier with more trials?
5) Do you think you would get the same result with a different coloured laser? Why?
6) What conclusions can you make?

Activating (5 minutes):
Ask students: How can light be manipulated? Have them write down a brief paragraph of their
ideas.

Acquiring/Applying (35 minutes):

Students will conduct the lab, in groups of 4 or 5, on the handout. A safety warning will be given
in regards to the laser pointer. Any dangerous activity will result in the students observing the
lab, but not participating. A short demonstration of the lab procedure will be conducted to make
sure that everyone is aware of what is going on.

Accommodations:

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Some students may need more help setting up the lab, thus requiring more teacher help. Some
students may work slower and need to extra time to complete it. Some students may struggle to
write down their thoughts, and therefore need to express their understanding in a conference.
Reading difficulties can be overcome by a group member, or the teacher reading the directions

Assignments
Assignment 1:
1) A flat mirror is hit with light with an angle of incidence of 76.3 degrees. What is the
angle of reflection? Why?
2) A beam of light is passed from the air to two different mediums. It refracts more for the
second medium. Which medium is denser? Why?
3) Given the diagram below: draw the lens in the rectangular box that would produce that
refraction pattern. Note: Not perfectly to scale

4) What lens would you use to build a telescope? Why?

5) A ray of light refracts at a greater angle than it entered what does this tell you about the
two mediums?

Assignment 2:
1) An Electromagnetic (EM) wave has a frequency of 150Hz. Another EM wave has a
frequency of 500Hz. Which wave has a greater wavelength? More energy?
2) Why does the dentist shield your body when getting your teeth X-rayed?
3) A white light and a gamma ray reflect from a surface at an angle of 32 degrees. What is
the angle of incidence of the white light? The gamma ray?
4) Why do radios need to be tuned?

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Assignment 3:
1) Given a red light and a blue light entering a concave lens at the same angle, which
light refracts more? Why?
2) A student passes a green light through a Red, a Blue, and a Yellow filter. What
should he expect to see? Why?
3) A student needs white paint and only has Red, Green, and Blue paint. He mixes the
three and was shocked at the result. What was he expecting and Why? What did he
see? How would you explain what happened?
4) A painter needs Red and Blue paint, but only has Yellow, Magenta, and Green. Can
he mix the paint to get both colours? Why or why not?

Assignment 1 Answer Key:

1) Angle of reflection = 76.3 because the law of reflection states that the angle of incidence
is always equal to the angle of reflection.
2) The second medium because the denser the medium the greater angle of refraction.
3) Draw a diverging/concave lens.
4) Convex because it causes the light to spread out from the focal point into parallel lines
resulting in a greater apparent size.
5) The second medium is denser than the first medium.

Assignment 2 Answer Key:

1) The EM wave with 150Hz has a greater wavelength and less energy.
2) Because X-rays have a higher frequency (and more energy) they can damage cells with
repeated exposure. Therefore, the dentist is taking a precaution by reducing exposure to
unnecessary areas of the body.
3) Both angles are 32 degrees. The law of reflection holds for all EM waves.
4) Because thousands of radio signals are being sent out and are read by a receiving antenna.
The tuning thus picks out one particular frequency of wave.

Assignment 3 Answer Key:

1) Blue refracts more because it has a smaller wavelength.
2) No light passes through the red or blue filter, but because Yellow is a combination of
green and red, green light passes unencumbered.
3) He expected to get white paint because when mixing red, green, and blue light you
get a white light. The paint actually turns black. This is because paint works by
reflecting colours that it doesn’t absorb. Therefore, blue light absorbs red and green
light, green absorbs blue and red, and red absorbs green and blue. Therefore, no light
is reflected and all colours are absorbed. Thus, yielding a black paint.

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 4) He cannot get both colours. Yellow = Red + Green, Magenta = Red + Blue, Green =
Green. Mixing Yellow and Magenta gets only Red. To get Blue the painter would
need to mix Magenta and Cyan.

Culminating Activity:
Given the models below move either the light source or add lenses, as directed, to get the light
inside the rectangular box. In the case where the light is moved it must hit at least one lens. Draw
this on the model, and justify why you made those decisions. When you have finished you must
use the models provided to test your work. If it didn’t work offer solutions to alter your plan to
try and make it work. If it did work reflect on how you may use fewer or different objects. There
may be more than one solution for each puzzle.

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 Unit Test
NAME:________________
There are TEN questions below. Make sure to answer every question. There is no penalty for a
wrong answer. Demonstrate your understanding. This is a closed book test, cheating will be
given an automatic mark of zero. If you have any questions ASK THEM. This test is not meant
to be a trick, if you are genuinely confused it is better to at least know what you are dealing with.
You may use extra loose-leaf provided by the teacher if you run out of space. You can also use
the back of the test. You have 40 minutes.

Short Answer (10 pts)

1) Define: wavelength

2) Define: Electromagnetic radiation

3) Fill-in-the-blank: An angler fish’s light is an example of _________

4) Fill-in-the-blank: A reflected angle is in the same ________ as the incident angle

5) If the incident angle of an X-ray is 15 degrees what is the reflected angle?

6) A microwave has a reflected angle of 90 degrees what is the incident angle

7) Arrange the following Electromagnetic waves by shortest to longest wavelength: blue

light, yellow light, microwaves, ultraviolet waves

Long Answer (20 pts)

1. Compare and Contrast the additive and subtractive theories of colours. Use the language
from the course and any diagrams to clarify your points. Provide at least one practical
example of each theory. (10 pts)
2. Draw the effect of a convex lens on rays of light. Include at least three rays (5 pts)

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3. Below indicate the incident angle, the angle of refraction, and which medium is denser,
justify your answer.

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Unit Test Answer Key
Short answer

1. The distance between two peaks, or trough of a wave.

2. Radiation that includes multiple different spectra including the visible spectrum, as well
as higher and lower frequency spectra (e.g. infrared, ultraviolet)
3. bioluminescence
4. plane
5. 15 degrees
6. 90 degrees
7. ultraviolet, blue, yellow, microwave

Long answer

1. The additive theory refers to the combination of Red, Green, and Blue to produce all of
the other visible colours. The subtractive theory has to do with how pigments absorb
specific colours of light and reflect the wavelengths that aren’t absorbed. The three
subtractive primary colours are Magenta, Cyan, and Yellow. An example of the additive
theory is in theatrical plays for lighting specific scenes. If they need, for example, yellow
then they can combine both Green and Red in equal proportion yielding a yellow light.
For the subtractive theory when mixing paint if the colour blue is required then they can
mix Magenta and Cyan.
2.

3. Incident angle = 54 degrees, refracted angle = 30 degrees. The first medium is denser
because the angle refracts at a smaller angle than it entered.

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Review Resources
Section 1: Direct questioning, class split into two groups. Each question is worth two points, if
the group gets it wrong the other group can steal for one point. Not necessarily read in the
following order.

Questions/Answers:

1. Given an angle of reflection of 25.6 degrees what is the angle of incidence?

25.6
2. A beam of light entering a denser medium will have what effect on the angle of
refraction?
It will be greater than the angle of incidence
3. Why is convergent lens another name for a convex lens?
Because the rays of light converge on a single point
4. (Draw/Show a divergent/concave lens on the board) What is the name of this type of
lens?
Divergent/concave
5. Name a use for a convergent lens
Multiple answers: one is magnifying glass, would except others
6. What is the law of reflection?
It states that any electromagnetic radiation will reflect at the same angle of incidence on
the same plane.
7. In what direction does light travel?
The shortest distance.
8. Name one useful effect of reflection
Multiple answers: one is mirrors to get ready for work.
9. Name one thing that is caused by Refraction.
Multiple answers: one is mirages.
10. Why do mirrors flip left and right?
They don’t. The light bounces across and then reflects into the eye only making it appear
to flip the two sides.

Depending on how fast these questions get answered, may need to add more questions on the
fly.

Section 2: Class is split into three groups. One person sits faced away from the board. A word is
written on the board and then the first team tries to explain the word so that their teammate can

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get the answer. If they get it right they get a point otherwise the same word is moved to the next
team. If a team says the word there is an automatic disqualification. Not necessarily read in the
following order.

Words:

Frequency, Ultraviolet, X-Ray, Gamma Ray, Refraction, Reflection, Microwave (appliance),

Solar Sail, Convex, Concave, Electromagnetic radiation, Visible Spectrum, Spectrum, Rainbow,
Divergent, Convergent, Focal point, Wave, Fluorescent, Bioluminescent, Chemiluscent,
Phosphorescent, Light, Medium.

Section 3: Jeopardy Game, in three groups, each group sends a student in front (alternating), a
question is asked and then they each try and grab a ball. Whoever, gets it there team gets to
consult for 15 seconds and then they must answer. If they get it wrong another person can try and
get the answer.

Categories/Questions/Answers:

Reflection and Refraction:

200 Light always travels this way.

What is a straight line?

400 This angle is the result of a light hitting a mirror at an incident angle

What is the angle of reflection?

600 Refraction happens when passing between two different ______

What is medium?

800 The law of reflection is true for __________?

What is all electromagnetic radiation?

1000 Light refracts more if it has a lower _______?

What is wavelength?

Lenses:

200 Another name for a concave lens.

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What is divergent lens?

400 A magnified image is caused by this lens.

What is convex/convergent lens?

600 Light passing from air to another medium will refract more if it is _______

What is denser?

800 A convex lens converges at this point.

What is the focal point?

1000 These lenses are used in a refracting telescope.

What is convex?

Phenomenon:

200 The sky’s colour is caused by this effect.

What is refraction? (Technically Rayleigh scattering more advanced concept not covered would
accept as an answer)

400 These lights appear in the north during the night time.

What is Aurora Borealis?

600 A visual phenomenon caused by the reflection of ice crystals that are nearly horizontal
parallel planar surfaces.

What is a light pillar?

800 An optical illusion caused by atmospheric condition

What is a mirage?

1000 A roughly triangular diffuse glow caused by light refracting off of space dust.

What is Zodiacal Light?

Colour:

200 A mixture of red and green light.

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What is yellow?

400 A mixture of Magenta and Cyan paint?

What is Blue?

600 The absence of any visible light.

What is black?

800 This theory deals with the mixing of paints to obtain particular colours.

What is the subtractive theory?

1000 This is the domain that explains how pixels display colour on the computer.

What is the additive theory?

Biology:

200 The human eye uses this type of lens to see.

What is a convex/convergent lens?

400 This type of EM wave is used to take pictures of bones.

What are X-Rays?

600 The functional operation of a camera is similar to this body part.

What is the eye?

800 This condition is caused by light converging past the retina.

What is hyperopia?

1000 EM radiations with these properties can cause cancer.

What are high energy and frequency?

Final Jeopardy:

Category: Technology

Q: Infrared radiation is commonly used for this type of device commonly found in households.

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A: What are television remotes (sensors)?

Accommodations:
A lot of the review activities are down large group and as games. Some students may struggle
with anxiety, and thus not be able to participate. Written reviews are one possible way to
alleviate this concern. Some people may struggle to express their ideas on paper, such as in labs,
therefore, a conference approach may be necessary to properly assess their understanding. Timed
tests can be difficult if a person struggles with reading, as such more time may need to be
granted. Alternatively, someone may need to read the questions explicitly. There is the same
concern for the assignments. Other accommodations will have to be determined on a lesson by
lesson/student by student situation.

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