Learning objectives:

1. The Ray Model of light
2. Flat mirrors introduce us to terms such as image, objects and angles of incidence and reflection.
3. Measuring angles based on the Normal
4. Symbols such as Di, Do and their meaning

New Assignments: 

• The Flat Mirror Lab: Students placed flat mirrors upright on sheets of paper and then considered ‘lines of sight’ as they viewed the reflected images. From this we traced out where the image ‘appears’ to have come from and compare the distances from the mirror to the ‘object’ as well as from the mirror to the ‘image’. We then identified and traced out the Normal lines for reference from which we measured the ‘angles of incidence’ and the ‘angles of reflection’.
• Concave mirror lab: This lab involved students placing candles at several distances in front a concave mirror and then looking for the projected image on a screen. Once the images came into focus, we measured the image and object distances and then, using the Optics equation, calculated what the focal length, f must have been.

Wednesday, Mr. Clark simply met the students and spoke a bit about his own background.

Thursday we continued with some discussion about how to take notes and then jumped into the Flat mirror lab which primarily introduced students to the terms we would be using in our discussions of Optics. Students simply had to submit the notes from class and their first ‘Ray diagrams’ showing how and where and image forms in a flat mirror.

Friday, we continued with Geometric Optics but began exploring how concave mirrors form images which can be projected onto screens. As part of this discussion, new terms were introduced such as the Center of curvature and the focal point/plane/distance. Of special interest was the transition from ‘Real Images’ (if the object is OUTSIDE of the focal point and Virtual Images if the object is INSIDE the focal point. From these observations we then used the Optics equation to calculate the Focal length of these mirrors.

Learning objectives:

• The Lens equation and hot image distance, object distance, center of curvature and focal point are related to each other. 
• Using the Lens equation to solve for one element, given the other three. 
• Uncertainty in measurement and calculations.
• The evolution of our understanding of light and how we perceive it including the contribution of Euclid and Newton.
• How are cones and optic nerve are evolved to perceive color (why do we see Yellow when only Green and Blue are present?) 

Monday: Clark introduced ‘ray diagram’ ideas when considering concave mirrors. The concepts of Focal Point and Plane were introduced as well as how these lead to ‘rules’ for rays that pass through them. We then stepped outside to see for ourselves (and measure!) the focal point of the mirrors that students had been using. From here, we then traced out a ray diagram that would illustrate an object placed VERY CLOSE (ie, inside the focal length) of the mirror by using parallax (holding a pen next to the mirror at a position such that it APPEARED next to the image that we saw).

Tuesday: Clark introduced the concept of Uncertainty in measurement and how we carry these uncertainties forward into our calculations. As part of this, Clark demonstrated using his shoe, how to calculate the volume of a box and how to include Uncertainty estimates into the calculations. We then stepped into a mini-lab, which was simply to determine the volume of a tennis ball, and to include the Uncertainty in that calculation. (students took notes on the demo and then attempted their own calculations on that same sheet of paper for the tennis ball).

New Assignments: 

•  
• Determining the volume of a tennis ball, including the uncertainty! 
• Poster Project: Introduction to optics with ray diagrams and mirrors
• Video Notes: Light and Dark (first half this Friday, second half next Monday)

Wednesday, Clark continued the conversation on Uncertainty and challenged the students to go back to their earlier measurements with the concave mirror and then include ‘uncertainty’ into their measurements. He noted that we now have four different experiments that led to values of Focal Length. (two experiments in which images were projected onto screens, one of which was based on the Virtual Image, and one in which we attempted to measure the focal length directly). Form these FOUR calculations, we then look for ‘overlap’ of the values which then lead to a much more precise value of f.

Thursday: Students were given the entire period to work on their “Waldorf Light Poster Project”

Learning Objectives for this week

• The Socratic Seminar
• The speed of Light
• The Index of Refraction.
• How to use Snell’s Law to calculate the Index of Refraction for a substance.

Additional Topics of Interest

• Structure and Function of the Eye. 
• Chromesthesia  = see colors when hearing sounds
• True Facts about the Mantis Shrimp

Socratic Seminar Contributors for This week. (Friday, August 28)

• Willliam Burnett, Glendy Cab, Henry Clark, Dresden Ehle, Charley Erickson, Zayra Hurtado

And for Next week (Wednesday, Sept. 02) 

• Noemi Blacklock, Quinn Levison, Grace Martin, Glorie Martinez, Ammi Perez.

Monday: We first passed out the two, next books which students could read (instead of Catching the Light). These are Desert Solitaire and Zen and the Art of Motorcycle Maintenance. Students who began reading Catching the light at the start of school would be ‘first up’ for the Socratic Seminars, later this week. We also finished watching the film, Light and Dark which we started last week.

Tuesday-Wednesday Clark identified the students who would start our Socratic Seminar Series, this Friday. (see list above). We then considered a device Clark has, which allows complete control over three, LEDs. Red, Blue and Green, each putting out a fixed and singular wavelength of light. The discussion then, was how our eyes have evolved to ‘See Yellow Light’ when none is actually present.

Introduction to Lenses and Snell’s Law. Clark then passed out prisms and semi-circular lenses for the students to consider. This began our discussion of Refraction through a material. Interesting stories included the College Students who wore ‘upside down’ glasses for several weeks and how their brains ‘adapted’ (as our brains to all of the time!). The lab then, had students tracing out the shapes of the semi-circles and then, with a series of ‘push pins’, identifying ‘lines of sight through the lens. From these, we used Snell’s Law to determine the index of refraction and the speed of light through the Lucite.

Thursday: We first reviewed a couple of websites that showed more clearly, Snell’s Law in action as well as introducing students to the concept of Critical Angle and Total Internal Reflection. This is the primary physics behind fiber-optic cables. (see the links at right). On Friday, the bulk of the period was our first Socratic Seminar in which students discussed the book Catching the Light. The discussion brought up several interesting questions such as; how can we know if we all see the same colors? The topic was addressed by considering the three websites listed above (Structure and Function of the eye and Chromesthesia and True Facts about the Mantis Shrimp

Learning Objectives: Continuing to refine our understanding of:

• the “lens equation”
• refraction in Action to form images both Real and Virtual
• Uncertainty in Measurement and calculations
• Transmission of light through the Atmosphere as a function of wavelength.
• How Earth’s atmosphere interacts with solar radiation both incoming and outgoing back into Space.

Monday-Tuesday.  began with our first Socratic Seminar. 6 students sat in the ‘fish bowl’ while the remainder of the class observed the conversation and took notes on the members contributions. We then came back into the lab for our first experiments with lenses. Using Candles, meter-sticks and screens, we observed how images were produced based on various placements of the lens and candle combinations. (see assignment above). Clark also showed students a slide illustrating how various frequencies of light can penetrate or be absorbed by the atmosphere highlighting how the Green House Effect actually is a function of frequency of light and atmospheric composition.

Wednesday-Thursday: Wednesday began with our 2nd Socratic Seminar. We then returned to class and Clark introduced the concept of Significant Figures. Significant figures and their correct interpretation are the basis for how scientists and engineers communicate the Uncertainty in their work. The discussion starts with the action of measurement. Every measurement we make is limited to the precision of the tool (what is the finest increment of measure?). This value is captured in the value we record by the number of digits we choose to write down. From here, we keep track of those ‘significant figures’ through our math as well. (see links above for discussion and examples) As a lab activity, we determined the volume of the Styrofoam inserts in Clark’s class set of Calorimeters. (see notes above in New Assignments). 

Friday: Students used class time to gather final data for our most recent lens lab (we went outside and lit things on fire using our lenses.. in order to measure the Focal Length, including the ‘uncertainty’ in that measurement). 

Learning Objectives: 

• How to determine image location when using lenses in combination. 

Monday was Labor Day. Tuesday students were given the whole period to catch up on any late work (marked missing in Aeries). Clark made a point that there is no penalty for submitting work late, just the fact that it says ZERO until it comes in. Also, Clark encouraged students to prepare a set of hand-written notes in response the review guide he passed out and noted that they would be worth extra credit on the exam itself if handed in BEFORE the test begins.

Wednesday we first had our Third Socratic Seminar with students discussing the book Desert Solitaire.. afterwards we returned to the classroom and Clark used the On-line Giancoli text book to illustrate how we can understand lenses in combination (such as a telescope). From here we went back outside to try this for ourselves! 

(note to Clark: Create a guided handout for this lab).