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
5. The Lens equation and hot image distance, object distance, center of curvature and focal point are related to each other.
6. Using the Lens equation to solve for one element, given the other three.
7. Uncertainty in measurement and calculations

Monday: Mr. Clark simply met the students and spoke a bit about his own background in Factory Automation and his journey through school and engineering.

Tuesday: we continued with some discussion about how to take notes (a Love Story!) 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.

Wednesday: We started with a short video highlighting a machine which uses Extreme Ultraviolet light to print microchips. Students were to take notes: We then 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.

Thursday: We set up our ‘lab apparatus’ to create Real Images with Candles and Spherical Mirrors. Clark walked through how to create Ray Diagrams to better understand where and how images will form. Students first simply looked for combinations which produced images on screens and then Clark brought in the Lens Equation so that we could Calculate what the Focal Length must be for that mirror. (note: Though the Object and Image distances CAN change, the Focal Length is fixed and is a function of the Radius of Curvature). Additionally, Clark introduced the concept of Uncertainty in Measurement and how we quantify the resulting Uncertainty in our final, calculated values.

Examples of student work: 

• Flat mirror lab

Additional Resources: 

The $200M Machine that Prints Microchips: The EUV Photolithography System

Learning objectives:

• Refraction of light as it passes through different substances.
• The Index of Refraction and Snell’s law.
• 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: We passed out the book Catching the Light and spoke about upcoming Socratic Seminars. Also reviewed was how to draw Ray Diagrams for Virtual Images (such as when someone holds an object within the focal length of a spherical mirror. Also highlighted was the on-line physics text by Giancoli, which students can (and should!) use as a reference for our study of Geometric Optics. (chapter 23 contains all of the examples of Ray Diagrams that Clark went through in class, for example).

Tuesday: The First half of class, Clark first demonstrated with a 3-color LED how our perceptions of light and color are more complicated than ‘first meets the eye’. This website, Structure and Function of the eye describes it all. From here, we watched the first 30 minutes of the BBC documentary; Light and Dark Students were required to take notes on the discussion and the film (we’ll finish the video tomorrow). (messy notes due on Friday).  The remaining time in the period was for students to work on the first Light and Reflection poster project (Due on Friday)

Wednesday: Clark first reviewed his Grading Rubric for all major projects (for students to keep in mind for this first, Poster Project on Light). Clark then introduced the concept of Refraction and how light rays, as they move from one medium to the next, will change speeds and as a result, will change direction. This then led to our refraction lab in which students looked at light as it passed through semispherical blocks of Lucite and through measurement and application of Snells Law, we calculated the Index of Refraction and then the speed of light through the material.

Thursday: Clark began by reviewing the concept of Refraction and how the speed of Light (C) is only Constant in the vacuum of Space. Once the light enters any material, the light must slow down as it interacts with the molecules of the material. In the video clip (at right): What is Total Internal Reflection, we can see how an incident ray will change directions as it enters or exits a new medium.

Friday: Class began with Clark discussing how neurons in the brain are pruned back when not utilized. The research around this comes mostly from studies of how we acquire language and can be seen in examples such as Japanese people having a hard time distinguishing between L sounds and R sounds. This is because the Japanese language doesn’t have either of these sounds.. so they literally can’t hear the difference or reproduce the sounds without years of practice (to grow new neurons). From here we discussed the upcoming Socratic Seminars on the book, Catching the Light. (see list of presenters below). The conversation then turned back to the Speed of Light, C and how Light is viewed by all observers at that speed, regardless of speed of the source or the viewer. This phenomena is best described in the 30 minute Video: What is Space? Narrated by Brian Green. Students were to take CWYC notes today (or Messy Notes on Monday for extra credit). 

• TUESDAY SOCRATIC SEMINAR people: Bryce & Tara, G.,  Alex P., Lillian P., Josie S., Abby S., Charlotte W., Ruby W.
• THURSDAY SOCRATIC SEMINAR people. Mila A., Jadyn C., Ace R. Isabella L., Camille R., Jenner S. Natalie T., Emma W.

Learning Objectives for this week

• The Socratic Seminar
• How does Very Long Baseline Interferometry work?

Additional Topics of Interest

• Why TON 618 is the scariest Black Hole in the Universe
• Chromesthesia  = see colors when hearing sounds
• True Facts about the Mantis Shrimp

Socratic Seminar Contributors for This week.

• Tuesday: Sept 29: Bryce & Tara, G.,  Alex P., Lillian P., Josie S., Abby S., Charlotte W., Ruby W.
• Thursday: October 01: Mila A., Jadyn C., Ace R. Isabella L., Camille R., Jenner S. Natalie T., Emma W.

Monday: On Monday, Clark first introduced the idea that Lenses, unlike Spherical Mirrors, have two focal points (equally spaced on each side of the lens).. and that it doesn’t matter to the lens which way light is passing through it. We then set up our Optical Benches in the same fashion as last time and had students repeat the same set of experiments, all designed to Calculate the Focal Length of the lens through multiple trials pairing Images generated by placing the Candle at different locations.

Tuesday: Today began with the Socratic Seminar (student presenters listed above).. Once finished, students took their respective lenses to measure directly, the focal length by pointing their lenses at the Sun and measuring the distance to the ‘bright spot’ (noting uncertainty again). As our last point of Interest today, we watched a 20 minute video showing how scientists recently took a photograph of a Black Hole using Very Long Baseline Interferometry. (Messy Notes required, due on Friday). 

Wednesday: We started with picking up the last 10 minutes of the 20 min. Video: How we photographed a Black Hole. From here, Clark demonstrated how to measure the Image distance to the Magnified and Virtual Image created by a magnifying glass so that students could start working on their next Poster Project, 

Thursday: We first began with our Socratic Seminar which took about 30 minutes. We then just had ‘work time’ to give students a chance to get caught up on missing work and make progress on the current, poster project from last week.

Friday: Clark announced next week’s Socratic Seminar participants for next Tuesday

• Tuesday, Oct. 6th: (should have read THROUGH chapter 6.) Malena C., Jadyn R, Olivia D, Abbey F, Luis F, Nahara G, Mary K, Charlie L, Paloma
• Wednesday, Oct 14th: (should have read THROUGH chapter 8) Allyn M, Scarlett M., Ursa M, Emily S, Nils T, Amelia W, Tristan W.

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).