Light and geometric Optics? - Nelson Education

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paper screenlenssourceimageFigure 16. Move the candle back to its original positionbeyond 2F ʹ. Now cover half of the lens with thesecond piece of paper or cardboard. Locate anddescribe the image.7. Move the second piece of paper or cardboard tocover half of the flame. Locate and describe theimage.Part C: Locating Images ina Diverging Lens8. Replace the converging lens with a diverginglens. Attempt to find an image on the screen.Now look into the diverging lens, locatethe image of the candle, and describe itscharacteristics. Move the lens back andforth to see if there is any change in imagecharacteristics. Record your observations.Analyze and Evaluate(a) Where must an object be located for aconverging lens to produce a real image? T/I(b) What happened to the size of the real image asthe object was slowly moved toward the lensfrom its original position beyond 2F ʹ? T/I(c) What was the only location where theconverging lens did not produce an image? T/I(d) Where must an object be located for aconverging lens to produce a virtual image? T/I(e) What were the characteristics of the image in thediverging lens for all object locations? T/I(f) Why did you not have to follow the sameprocedure for the diverging lens as you did forthe converging lens? T/I(g) Why were you still able to see the object whenhalf of the lens was covered? Why was thebrightness of the image reduced? T/I(h) Why did you lose half of the image when youcovered half of the object? T/IApply and Extend(i) List some optical devices that use a lens toproduce a real image. A(j) Name an optical device that uses a lens toproduce a larger, virtual image. A(k) Suppose F for a converging lens is 23 cm,and a luminous source is placed at differentpositions in front of the lens. Predict the imagecharacteristics for each position. T/I• 64 cm from the lens• 40 cm from the lens• 10 cm from the lensNEL13.2 Perform an Activity 555

Shed a Little Light onLight and geometric Optics?Jeffrey Major – Science Department HeadThames Valley District School Boardmajor.sciguy@gmail.comShed a Little Light on the Grade 10 Optics Unit (SNC2D & SNC2P)Time:12:30 PM - 1:30 PMLocation: International CAre you new to optics? Explore how light interacts with mirrors andlenses. Use ray diagrams to predict image characteristics and test yourpredictions through hands-on inquiry. Computer simulations will be usedto aid conceptual understanding. Support material will be provided.Presenter: Jeff MajorSession Number: 2313How do we engage students inLight and geometric Optics?Hands-On: Students are actually allowed to perform science as theyconstruct meaning and acquire understanding.1

How do we engage students inLight and geometric Optics?Minds-On: Activities focus on core concepts, allowing students todevelop thinking processes and encouraging them to question and seekanswers that enhance their knowledge and thereby acquire anunderstanding of the physical universe in which they live.How do we engage students inLight and geometric Optics?Authentic: Students are presented withproblem-solving activities that incorporateauthentic, real-life questions and issues in aformat that encourages collaborative effort,dialogue with informed expert sources, andgeneralization to broader ideas andapplication.How do we engage students inLight and geometric Optics?•simply "studying the content of science" is not the same aslearning science.•knowledge of facts is important, facts must be learned within thecontext of authentic experience2

Shed a Little Light onLight and geometric Optics?Jeffrey Major – Science Department HeadThames Valley District School Boardmajor.sciguy@gmail.comRationale for Connecting to Outside WorldScientific literacy is achieved when students…use their knowledgeand skills to purposefully plan and take action in the communitiesaimed at enhancing personal wellbeing and promoting the bettermentof society and the environment.Science Education: A Summary ofResearch, Theories, and Practice3

Rationale for Connecting to Outside WorldThe science curriculum has a crucial role to play in teaching them[students] how to exercise the enormous power of technologyresponsibly, carefully and compassionately, and in the interest of allliving creatures.– D. Hodson4

Predict, Explain, Observe, ExplainSteveYESAmy JeffJenSueMarkMikeNO5

http://www.uvm.edu/~mfuris/INTRO_PHYSLETS/contents/optics/applications/illustration36_1.htmlProducing imageswith two planemirrors.http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=3736

How Large Does A Mirror Need To BeTo Show Your Entire Body?7

The following diagram illustrates that the minimumlength of a plane mirror required for someone to viewtheir entire image equals half their height. Note that thetop of the mirror should be placed at eye level.http://www.batesville.k12.in.us/Physics/PhyNet/Optics/Reflection/Mirror_Size.html8

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http://pages.physics.cornell.edu/courses/p101-102/p102/14/java/convex/index.htmlhttp://pages.physics.cornell.edu/courses/p101-102/p102/14/java/concave/index.htmlhttp://www.phys.ufl.edu/~phy3054/light/lens/applets/convlens/Welcome.htmlhttp://www.phys.ufl.edu/~phy3054/light/mirror/applets/cavemir/Welcome.htmlhttp://www.phys.ufl.edu/~phy3054/light/mirror/applets/convmir/Welcome.htmlhttp://www.phys.ufl.edu/~phy3054/light/lens/applets/divlens/Welcome.html10

The OpticsBenchfromPhysletsdoes it all:planemirrors,curvedmirrors,and lenses.http://webphysics.davidson.edu/Applets/optics4/default.htmlWhere isthefilament ina carheadlightreallylocated?The Optics Bench at Physlets lets us answer this:http://webphysics.davidson.edu/Applets/optics4/default.html11

Other good optics simulations:http://www.physics.uoguelph.ca/applets/Intro_physics/kisalev/Gizmos alsohas opticssimulations.http://www.explorelearning.com/Additiveandsubtractivecolourtheory.http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=39.012

Additivecolourtheory:producingany colourhttp://javaboutique.internet.com/ColorFinder/13