light waves project lesson plan

7/27/2019 Light Waves Project Lesson Plan

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UbD Lesson Plan Template

VITAL INFORMATION

Author Curtis Gay

*Subject(s)Honors Physics

Topic or Unit of

StudyLight Waves Group Project

*Grade/Level11th


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STANDARDS

Georgia Performance Standards

SP4-Students will analyze the properties and applications of waves.

a. Explain the processes that result in the production and energy transfer of electromagneticwaves.

b. Experimentally determine the behavior of waves in various media in terms of reflection,

refraction, and diffraction of waves.

c. Explain the relationship between the phenomena of interference and the principle of

superposition.

d. Demonstrate the transfer of energy through different mediums by mechanical waves.

e. Determine the location and nature of images formed by the reflection or refraction of light.

AASL

2. Draw conclusions, make informed decisions, apply knowledge to new situation, and create knowledg

2.1.1 Continue an inquiry-based research by applying critical thinking skills (analysis, synthesis,

evaluation, organization) to information and knowledge in order to construct new understandings

draw conclusions, and create new knowledge.

2.1.2 Organize knowledge so that it is useful.

2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas

real world situations, and further investigations.

2.1.4 Determine how to act on information (accept, reject, modify).

Big 6

4. Use of information

4.1 Engage (e.g. read, hear, view, touch) the information in a source.

4.2 Extract relevant information from a source.

National Educational Technology Standards

4c. Collect and analyze data to identify solutions and/or make informed decisions.

5a. Advocate and practice safe, legal, and responsible use of information and technology.


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STAGE 1 DESIRED RESULTS

Established Goals

Identify the components of the electromagnetic spectrum and relate each t

frequency and wavelength.

Describe how the brightness of a light source is affected by distance.

Distinguish between specular and diffuse reflection of light.

Apply the law of reflection to flat mirrors. Distinguish between the types of flat mirrors and describe the nature of image

formed by each.

Relate light to the color of light and how pigments affect the color of reflecte

light.

Describe how polarized light is formed and detected.

Describe refraction and recognize situations where refraction will occur.

Identify which direction light will bend when it passes from one medium to

another.

Compare types of lenses and describe the nature of images formed by each

Describe the result of light wave interference.

Describe the diffraction of light. Describe the properties and uses of lasers.

Explain the phenomena of optical illusions.

Understandings

Overarching

Understanding

Students will understand the basic properties and behaviors of light as a wave

Students will be able to communicate their knowledge to other students

through a well-designed lesson.

Students will be able to communicate their knowledge of a specific light-

related topic in a research paper based on information obtained from valid

online sources.

Essential Questions

Discuss the difference between the transfer of energy by sound waves and

light waves.

Distinguish between the following behaviors of light: reflection, refraction, anddiffraction.

Distinguish between images formed by flat, convex, and concave mirrors.

Explain how a change in medium alters the direction of light.

Distinguish between images formed by converging and diverging lenses.

Explain the possible outcomes of light wave interference.


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STAGE 2: Assessment Evidence

Performance Task Description: Each group will be given one light-related topic.

Goal #1- (GROUP)

Design a teachable lesson over this topic. Your lesson must include the following Explanation of concept with classroom presentation.

Demonstration of concept with presentation.

Evaluation questions. (5-10 questions to evaluate student knowledge of your topic.)

All notes must be copied for the students in your class period.

I will assist with making copies but I need the original at least one full day in advance.

Goal #2- (INDIVIDUAL)

Each student must write a research paper (500 words minimum) over the assigned topic. More tha

the textbook information is required. Any internet material must be cited appropriately.

Evaluation:

Each group will be graded based on their presentation of the material.

Peer evaluations will also be used to determine a portion of your overall project grade. Each individual will take a cumulative assessment based on the evaluation questions from each

group.

Each student will be assessed on their individual research paper over the topic.

See attached rubrics for grading.


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STAGE 3: Learnin Plan

What learning experiences and instruction will enable students to achieve the

desired results? How will the design:

Day 1 The LMS will begin by having all students login on their laptops. We will visit

http://scc.losrios.edu/~library/tutorials/c/pretest.htmlto complete a pretest on knowledge ofwebsites.

After discussing and sharing the results of the pretest, the students will be directed to visit

http://www.lancerlibrary.org/website-evaluation.htmland read silently for the next 10 minutes. The LMS will then discuss the CARP Method for evaluating a websites potential for being used as

resource. The LMS will then provide the students with an electronic file that contains a template for

evaluating websites that they can use to record their information after it has been located. The content teacher will then present the students with the project instructions for the upcoming

task. The LMS will spend the remainder of the class discussing how to cite the information for the

research section of the task. The students will be introduced tohttp://bibme.com. The LMS will conduct a Google Search on light waves and have the class help him evaluate on

or two websites, then practice citing the web pages.

Day 2 The LMS will discuss various presentation tools that can be used for the presentation section of the

task. The LMS will first show a PPT on what makes an effective presentation. The students will complete a summarizing activity by listing two important keys about effective

presentations. The remainder of the class will be spent showing the students Google Presentations under their

Google accounts.

Day 3 The LMS will have all students create a Scribd account and demonstrate how to upload a Word fi

to the class webpage. They will do the same with Slideshare. The LMS and the content teacher will spend the remainder of the period circling the room and

assisting students as they begin the research process.

Days 4-8 The students will continue to research their assigned topics and work within their groups to create

their presentations under the guidance of the content teacher.

Days 9-10 The students will present their presentations to the class, while their classmates take notes and

complete evaluation questions created by each group.
http://scc.losrios.edu/~library/tutorials/c/pretest.htmlhttp://scc.losrios.edu/~library/tutorials/c/pretest.htmlhttp://www.lancerlibrary.org/website-evaluation.htmlhttp://www.lancerlibrary.org/website-evaluation.htmlhttp://bibme.com/http://bibme.com/http://bibme.com/http://bibme.com/http://www.lancerlibrary.org/website-evaluation.htmlhttp://scc.losrios.edu/~library/tutorials/c/pretest.html


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Light Project Topics and Objectives

{Each Group Will Receive a Different Topic}

haracteristics of Light (13.1)

Objectives:

Identify the components of the electromagnetic spectrum. Calculate the frequency or wavelength of electromagnetic radiation. (review)

Recognize that light has a finite speed.

Describe how the brightness of a light source is affected by distance.

eflection of Light: (13.2)

Objectives:

Distinguish between specular and diffuse reflection of light.

Apply the law of reflection for flat mirrors.

Describe the nature of images formed by flat mirrors.

Mirrors: (13.3) can be split into two groups (concave/ convex)Objectives:

Distinguish between the different types of mirrors.

Describe a simple ray diagram.

Distinguish between real and virtual images.

olor: (13.4)

Objectives:

Recognize how additive colors affect the color of light.

Recognize how pigments affect the color of reflected light.

Explain how polarized light is formed and detected.

efraction of Light (14.1)

Objectives:

Recognize situations where refraction will occur.

Identify which direction light will bend when it passes from one medium to another.

hin Lenses (14.2)

Objectives:

Compare diverging and converging lenses.

Relate concepts to eyeglasses and contact lenses.

Describe the positioning of lenses in compound microscopes and telescopes.

ptical Phenomena (14.3)

Objectives:

Recognize atmospheric conditions that cause refraction.

Explain dispersion and phenomena such as rainbows in terms of the relationship between the index of refraction and

wavelength.

Demonstrate internal reflection with fiber optics. ( I have a sample)

terference of Light (15.1)

Objectives:

Describe how light waves interfere with each other to produce bright and dark fringes.

Identify the conditions required for interference to occur.


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iffraction of Light (15.2)

Objectives:

Describe how light waves bend around obstacles and produce bright and dark fringes.

Describe how diffraction determines an optical instruments ability to resolve images.

asers (15.3)

Objectives:

Describe the properties of laser light.

Explain how laser light has particular advantages in certain application.

ptical Illusions (other)

Objective:

Explain the idea of optical illusions and their cause.

Show examples.


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Light Project Group Evaluation Rubric

SELF-EVALUATION Your Name ________________________________Poor Good Excellent

nvolvement Not involved in the work. Didnot attempt to read theinstructions or offer anysuggestions.

Somewhat involved in thework. Read some of theinstructions and gave limitedsuggestions.

Somewhat involved in thework. Read all of theinstructions and made most ofthe suggestions on how tocomplete the project.

espect Did not respect othermembers of the group.

Somewhat respected othermembers of the group.

Always respected others in thegroup. Listened to others andrespected their ideas.Compromised and co-operated.

taying onask

Never stayed on task. Decidedother things were more

important than the project anddid those instead.

Somewhat stayed on task.Lost focus on the project at

times.

Always stayed on task. Usedall available time to work on

the project.

ttitude Negative attitude about theassignment.

Was somewhat positive aboutthe assignment.

Had a positive attitude aboutthe assignment.

haring theWorkload

Involved in less than 50% ofthe work.

Involved in at least 50% ofthe work.

Involved in at least 90% of thework.

verall Grade that you would give yourself (1-10): _____________________________

PEER-EVALUATION Partners Name ________________________________Poor Good Excellent

nvolvement Not involved in the work. Didnot attempt to read theinstructions or offer anysuggestions.

Somewhat involved in thework. Read some of theinstructions and gave limitedsuggestions.

Somewhat involved in thework. Read all of theinstructions and made most ofthe suggestions on how tocomplete the project.

espect Did not respect othermembers of the group.

Somewhat respected othermembers of the group.

Always respected others in thegroup. Listened to others andrespected their ideas.Compromised and co-operated.

taying on

ask

Never stayed on task. Decidedother things were moreimportant than the project anddid those instead.

Somewhat stayed on task.Lost focus on the project attimes.

Always stayed on task. Usedall available time to work onthe project.

ttitude Negative attitude about theassignment.

Was somewhat positive aboutthe assignment.

Had a positive attitude aboutthe assignment.

haring theWorkload

Involved in less than 50% ofthe work.

Involved in at least 50% ofthe work.

Involved in at least 90% of thework.

verall Grade that you would give them (1-10): _____________________________


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rading Rubric Name _____________________________________Period______

ight Project Presentation Group Member(s): ___________________________________

Average Score Received from Group Points Earned (10 pts)

elf-Peer Evaluation

asic Requirements

ategory Points Possible Points Earned (30 pts)

l Materials Turned in on time andresented on correct date (______)opy of Presentation, Evaluation Questionsth Answers, etc)

10

tudent was present duringreparations and present forresentation1 for each day missed or tardy)

10

aterials turned in on time for printingOn time=1 day in advance)

10

resentation of MaterialCategory/Requirements

Excellent

(10 - 8)

Average

(7 - 4)

Needs Improvement

(3 - 0)

Points Earned

(60 pts)

ye Contact/ Poise Speaker made eyecontact with theaudience and spokewith confidence.Easy to hear.Practice is evident.

Speaker read directlyoff of note cards orpaper and made littleeye contact. Neededto speak up. Limitedpractice evident.

Student made almost noeye contact and couldbarely be heard. Showedlittle confidence in theirwork. Indicates little to nopractice.

resentation/nowledge ofaterial

Group membersseemed at ease withthe material thusshowing knowledgeof the content.

Group membersseemed relativelycomfortable with thematerial. May haveappeared unsure ofcontent on occasion.

Group members did notshow knowledge of thecontent. Seemedconfused could notexplain it properly.

ontent Correct topic is used.Topic is explainedusing all necessarydetail and allinformation is correct.

Correct topic is used.Topic is explainedwith limitedinformation.Information is correct.

Topic is explained withlittle information and/orsome information isquestionable.

emonstration Demonstrationeffectively illustratedthe concepts.

Demonstration wasbasic and may havebeen hard to connectwith the concept.

Demonstration wasinsufficient in explainingthe concept. Connectionwas almost impossible tomake to concept.

me Group occupied

between 10 and 12minutes for entirepresentation.

Group occupied

between 8 and 10minutes for entirepresentation.

Group occupied less than

8 minutes for entirepresentation.

resentation Design Presentation isadequately designed/formatted withappropriate amountof content on eachslide. Backgrounds,colors, animations,and graphics areappropriate.

Presentation issomewhatadequately designed/formatted. Somebackgrounds, colors,animations and/orgraphics may not beappropriate.

Presentation is poorlydesigned/ formatted. Toomuch information may beon each slide. Mostbackgrounds, colors,animations and/orgraphics areinappropriate.

ee reverse side for specific commentary/ feedback.


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Websites used during lesson

Pretest

ttp://scc.losrios.edu/~library/tutorials/c/pretest.html

valuation Website

ttp://www.lancerlibrary.org/website-evaluation.html

Website Examples Used for Citing

ttp://www.howstuffworks.com/light.htm

ttp://missionscience.nasa.gov/ems/09_visiblelight.html

ttp://micro.magnet.fsu.edu/primer/lightandcolor/particleorwave.html

lideshare PPT for Google

ttp://www.slideshare.net/christinaschmidt04/google-presentation-265794
http://scc.losrios.edu/~library/tutorials/c/pretest.htmlhttp://scc.losrios.edu/~library/tutorials/c/pretest.htmlhttp://www.lancerlibrary.org/website-evaluation.htmlhttp://www.lancerlibrary.org/website-evaluation.htmlhttp://www.howstuffworks.com/light.htmhttp://www.howstuffworks.com/light.htmhttp://missionscience.nasa.gov/ems/09_visiblelight.htmlhttp://missionscience.nasa.gov/ems/09_visiblelight.htmlhttp://micro.magnet.fsu.edu/primer/lightandcolor/particleorwave.htmlhttp://micro.magnet.fsu.edu/primer/lightandcolor/particleorwave.htmlhttp://www.slideshare.net/christinaschmidt04/google-presentation-2657941http://www.slideshare.net/christinaschmidt04/google-presentation-2657941http://micro.magnet.fsu.edu/primer/lightandcolor/particleorwave.htmlhttp://missionscience.nasa.gov/ems/09_visiblelight.htmlhttp://www.howstuffworks.com/light.htmhttp://www.lancerlibrary.org/website-evaluation.htmlhttp://scc.losrios.edu/~library/tutorials/c/pretest.html


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ame: Assigned Topic:

Website Evaluation Templates

irections- Feel free to use the search engine with which you feel most comfortable (bing.com, google.com, etc.). When you fte with useful facts for your project, use the templates below to evaluate it. You must have a totalof ten facts between the t

tes. You may include any number of facts from each site (better to have too many than too few).To include more than five f

or one site just press tab while your cursor is in the bottom right-most cell.

Substance Facts

Fact #1

Fact #2

Fact #3

Fact #4

Fact #5

Website #1

Title of website: URL (web address):

Date website was last updated: What does the URL tell you?

Creator/sponsor of site (if available): Date website was created (if available):

Explain why this site is a good one to use (focus on the sites CARP):

Use the information atwww.lancerlibrary.weebly.com/website-evaluation.html
http://www.lancerlibrary.weebly.com/website-evaluation.htmlhttp://www.lancerlibrary.weebly.com/website-evaluation.htmlhttp://www.lancerlibrary.weebly.com/website-evaluation.htmlhttp://www.lancerlibrary.weebly.com/website-evaluation.html


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Substance FactsFact #1

Fact #2

Fact #3

Fact #4

Fact #5

Website #2







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Substance FactsFact #1

Fact #2

Fact #3

Fact #4

Fact #5

Website #3







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Key Out the Door

Key Out the Door

light waves project lesson plan

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