Shed a Little Light on

Light and geometric Optics?

Jeffrey Major Science Department Head Thames Valley District School Board major.sciguy@gmail.com

THINK?
Many of the ideas you will explore in this chapter are ideas that you have already encountered. You may have encountered these ideas in school, at home, or in the world around you. Not all of the following statements are true. Consider each statement and decide whether you agree or disagree with it.

WHAT DO YOU

waters surface

diagram accurately shows light reflecting off the 1 This surface of very still water. Agree/disagree?

diagram accurately shows how an image appears 4 This in a makeup mirror. C11-F02-UDOS10SB.ai Agree/disagree?

Illustrator

laser

Joel and Sharon Harris

diagram accurately shows a laser beam reflecting off 2 This a curved mirror. Agree/disagree?

travel at the speed of light. 5 Microwaves Agree/disagree?

UDOS10SB 0-17-635528-6
Figure Number Company Creative Pass Approved 4th Pass (final) C11-F02-UDOS10SB.ai Nesbitt Graphics

A full-length mirror is necessary in Approved order for you to see Not your whole body in reflection. Agree/disagree?

luminous object such as a candle radiates light 6A in all directions. Agree/disagree?

NEL

What Do You Think?

461

Using Light Rays to Locate an Image

Light rays and the laws of reflection help determine how and where an image is formed in a plane mirror. A light source radiates millions of light rays in all directions, but you are only concerned with the rays that actually strike the mirror and are reflected into your eyes. These rays are reflected off the mirror, with the angle of incidence being equal to the angle of reflection. To learn more about producing multiple images of an object in plane mirrors, try the activity below.

T RY THIS

PRODUCIng IMAgES, AnD MORE IMAgES, AnD MORE IMAgES

SKILLS HANDBOOK

SKILLS MENU:Predicting,Observing,Analyzing Equipment and Materials: two plane mirrors; two mirror supports; ruler; protractor; a die; paper; pencil 1. Placethetwomirrorsatrightanglestoeachotheratthe topofthesheetofpaper.Placethediedirectlyinfrontof the right angle formed by the mirrors (Figure 3). Record how many images you see in the mirrors.

3.B.

A. How many images were visible when the mirrors were at right angles to each other? T/I B. Use your knowledge of light rays to explain why this number of images was formed. K/U T/I C. Whatwastheanglebetweenthemirrorsforfourimages? T/I D. What was the angle between the mirrors for five images?
T/I

E. Were your angle predictions correct for six, seven, eight, and nine images? If not, explain why. T/I F. What was the total number of images that you were able to count? Why were you not able to exceed this value? T/I G. A hall of mirrors in an amusement park seems to produce an infinite number of images when you look into it. This effect is also commonly seen in elevators that have two plane mirrors on opposite walls (Figure 4). T/I C A (a) Suggest a reason why elevator designers use this effect. (b) On a piece of paper, draw two plane mirrors that are parallel to each other. Add light rays to show how this set-up can produce multiple images.
Figure 3

2. Gently move one of the mirrors, changing the angle between the two mirrors, until you see four complete images. Draw lines on the paper at the base of the two mirrors. Measure and record the angle between them. 3. Now gently move one of the mirrors until you see five images. Again, draw lines on the paper at the base of the two mirrors. Measure and record the angle between them. 4. Based on your previous results, predict what angle between the mirrors would produce six images, then seven, eight, nine, and so on. 5. Continuemovingthemirrors,countingthetotalnumberof images, and measuring the angle between the mirrors as long as you are able to.

Figure 4 Multiple images produced by parallel plane mirrors

NEL

11.7 Images in Plane Mirrors

489

www.PrintablePaper.net

13.2

PERFORM AN ACTIVITY

Locating Images in Lenses

Lenses are used in many optical devices such as cameras and eyeglasses. In this activity, you will examine the images produced in converging and diverging lenses. Remember to pay particular attention to the four characteristics of images: size, attitude, location, and type (SALT).

SKILLS MENU

Questioning Hypothesizing Predicting Planning Controlling Variables

Performing Observing Analyzing Evaluating Communicating

Purpose
To explore the characteristics of images produced by converging and diverging lenses.

4. Mark these same positions on the opposite side of the lens, but mark them as F (secondary principal focus) and 2F respectively.

Equipment and Materials

converging lens with support diverging lens metre stick with two supports candle with holder paper screen and holder second sheet of paper or a small piece of cardboard chalk that can be easily erased

Part B: Locating Images in a Converging Lens

5. Place a lit candle at these five positions: beyond 2F , at 2F , between 2F and F , at F , and between F and the lens. Move the paper screen back and forth until you locate an image. Figure 1 shows the setup for this procedure. Describe the characteristics of each image (size, attitude, location, and type) that you were able to locate. Use 2F and F as reference points when describing the image location. Record your observations in a table similar to Table 1. Note that you may need assistance from your teacher for the last two object locations: at F and inside F .
When using a candle, tie back long hair and loose clothing. Place a piece of paper under the candle to catch any falling wax. Be careful when moving the candlethe wax is hot.
Table 1 Image Characteristics in Lenses Object location beyond 2F at 2F between 2F and F at F inside F Size of image Attitude of image Location of image Type of image

Procedure

SKILLS HANDBOOK

1.B., 3.B.

Part A: Locating Reference Positions for a Converging Lens

1. Place the two metre stick supports under the ends of the ruler. 2. Place the converging lens in the lens support and place the lens and lens support in the middle of the ruler (at the 50 cm mark). 3. Aim the metre sticklens assembly at a relatively distant object that is transmitting external light in the classroom when the lights have been turned off. Suitable objects are the slats of an open window blind, a window frame, or a door frame in a room with a window. Make sure that you are as far away as possible from this distant object. Move the sheet of paper back and forth behind the lens until you see as sharp an image of the distant object as possible. Mark this location on the ruler as F (principal focus). Also, mark in twice this distance (2F) from the lens.
554 Chapter 13 Lenses and Optical Devices

NEL

paper screen lens source

image

Figure 1

6. Move the candle back to its original position beyond 2F . Now cover half of the lens with the second piece of paper or cardboard. Locate and describe the image. 7. Move the second piece of paper or cardboard to cover half of the ame. Locate and describe the image.

(d) Where must an object be located for a converging lens to produce a virtual image?
T/I

T/I

(e) What were the characteristics of the image in the diverging lens for all object locations? (f) Why did you not have to follow the same procedure for the diverging lens as you did for the converging lens?
T/I

Part C: Locating Images in a Diverging Lens

8. Replace the converging lens with a diverging lens. Attempt to find an image on the screen. Now look into the diverging lens, locate the image of the candle, and describe its characteristics. Move the lens back and forth to see if there is any change in image characteristics. Record your observations.

(g) Why were you still able to see the object when half of the lens was covered? Why was the brightness of the image reduced?
T/I

(h) Why did you lose half of the image when you covered half of the object?
T/I

Apply and Extend

(i) List some optical devices that use a lens to produce a real image.
A

Analyze and Evaluate

(a) Where must an object be located for a converging lens to produce a real image?
T/I

(j) Name an optical device that uses a lens to produce a larger, virtual image.
A

(b) What happened to the size of the real image as the object was slowly moved toward the lens from its original position beyond 2F ?
T/I

(k) Suppose F for a converging lens is 23 cm, and a luminous source is placed at different positions in front of the lens. Predict the image characteristics for each position.
T/I

64 cm from the lens 40 cm from the lens 10 cm from the lens

13.2 Perform an Activity 555

(c) What was the only location where the converging lens did not produce an image?
NEL

T/I

Shed a Little Light on

Light and geometric Optics?

Jeffrey Major Science Department Head Thames Valley District School Board major.sciguy@gmail.com

Shed a Little Light on the Grade 10 Optics Unit (SNC2D & SNC2P) Time:12:30 PM - 1:30 PM Location: International C Are you new to optics? Explore how light interacts with mirrors and lenses. Use ray diagrams to predict image characteristics and test your predictions through hands-on inquiry. Computer simulations will be used to aid conceptual understanding. Support material will be provided. Presenter: Jeff Major Session Number: 2313

How do we engage students in

Light and geometric Optics?

Hands-On: Students are actually allowed to perform science as they construct meaning and acquire understanding.

How do we engage students in

Light and geometric Optics?

Minds-On: Activities focus on core concepts, allowing students to develop thinking processes and encouraging them to question and seek answers that enhance their knowledge and thereby acquire an understanding of the physical universe in which they live.

How do we engage students in

Light and geometric Optics?

Authentic: Students are presented with problem-solving activities that incorporate authentic, real-life questions and issues in a format that encourages collaborative effort, dialogue with informed expert sources, and generalization to broader ideas and application.

How do we engage students in

Light and geometric Optics?

simply "studying the content of science" is not the same as learning science. knowledge of facts is important, facts must be learned within the context of authentic experience

Shed a Little Light on

Light and geometric Optics?

Jeffrey Major Science Department Head Thames Valley District School Board major.sciguy@gmail.com

Rationale for Connecting to Outside World

Scientific literacy is achieved when studentsuse their knowledge and skills to purposefully plan and take action in the communities aimed at enhancing personal wellbeing and promoting the betterment of society and the environment.

Science Education: A Summary of Research, Theories, and Practice

Rationale for Connecting to Outside World

The science curriculum has a crucial role to play in teaching them [students] how to exercise the enormous power of technology responsibly, carefully and compassionately, and in the interest of all living creatures.

D. Hodson

Predict, Explain, Observe, Explain

YES
Amy

Steve Jeff

Jen Sue

Mark Mike

NO

http://www.uvm.edu/~mfuris/INTRO_PHYSLETS/contents/optics/applic ations/illustration36_1.html

Producing images with two plane mirrors.

http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=373

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

The following diagram illustrates that the minimum length of a plane mirror required for someone to view their entire image equals half their height. Note that the top of the mirror should be placed at eye level.

http://www.batesville.k12.in.us/Physics/PhyNet/Optics/Reflection/Mirror_Size.html

http://www.nelson.com/onsciencepd/

http://pages.physics.cornell.edu/courses/p101-102/p102/14/java/convex/index.html http://pages.physics.cornell.edu/courses/p101-102/p102/14/java/concave/index.html

http://www.phys.ufl.edu/~phy3054/light/lens/applets/convlens/Welcome.html http://www.phys.ufl.edu/~phy3054/light/mirror/applets/cavemir/Welcome.html http://www.phys.ufl.edu/~phy3054/light/mirror/applets/convmir/Welcome.html http://www.phys.ufl.edu/~phy3054/light/lens/applets/divlens/Welcome.html

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The Optics Bench from Physlets does it all: plane mirrors, curved mirrors, and lenses.

http://webphysics.davidson.edu/Applets/optics4/default.html

Where is the filament in a car headlight really located?

The Optics Bench at Physlets lets us answer this: http://webphysics.davidson.edu/Applets/optics4/default.html

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Other good optics simulations:

http://www.physics.uoguelph.ca/applets/Intro_physics/kisalev/

Gizmos also has optics simulations.

http://www.explorelearning.com/

Additive and subtractive colour theory.

http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=39.0

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Additive colour theory: producing any colour

http://javaboutique.internet.com/ColorFinder/

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