Title: Glass and Refraction Grade level: 5 Objectives: Students will explore refraction through different mediums.

Transcription

1 Title: Glass and Refraction Grade level: 5 Objectives: Students will explore refraction through different mediums. Ohio s New Learning Standards Science- Physical Topic: Light, Sound and Motion Content Statements: Science- Light and sound are forms of energy that behave in predictable ways. Light travels and maintains its direction until it interacts with an object or moves from one medium to another and then it can be absorbed, reflected or refracted. Scientific Inquiry and Application Use appropriate mathematics, tools and techniques to gather data and information; Analyze and interpret data; Develop descriptions, models, explanations and predictions; Think critically and logically to connect evidence and explanations; Recognize and analyze alternative explanations and predictions; and Communicate scientific procedures and explanations. Technology- Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: a. identify and define authentic problems and significant questions for investigation. 1

2 b. plan and manage activities to develop a solution or complete a project. c. collect and analyze data to identify solutions and/or make informed decisions. d. use multiple processes and diverse perspectives to explore alternative solutions. 21 st Century Skills: Communication Collaboration Critical Thinking Creativity Pre visit: clear glass water sunlight or other light source measuring cup Colored piece of paper (or a plastic chip, something they can hold up to a light. This will represent absorption) small mirror or shiny coin Procedures 1. Put students into small groups. Supply each group with a set of the listed materials. 2. Students should put water (in any amount they choose without going all the way to the edge) into their glass. 2

3 3. Students should experiment with holding different objects near the light source and record what they observe in words and by drawing a picture of what they see with the object and the light. 4. As a whole class, share and discuss results of the observations. 5. After the students share their observations with the class, the teacher should hold each item up to the light and discuss with the students what the light is doing. This would be a good time to talk about the vocabulary words with each demonstration. Sample questions before or during explanation: 1. (When holding up the mirror) What do you notice? What is the light doing? 2. (When holding up the glass) What do you notice? How is it like the mirror? How is it different from the mirror? 3. (When holding the colored object) What do you notice? How is this different from the mirror and the glass? What do you think is happening? 6. Show Bill Nye Video on refraction of light: While at The Works: Glass bottles of various size or Optic Suit Case (glass version) pencil paper *Glass blowing demonstration with discussion on why we see color when the frit is added and compared to when there is no coloring. 3

4 *Students will take a tour of upstairs and hear a brief history on the various size glasses used by former Newark glass bottling companies. *Exploration with refraction-present students with several glass bottles of various shapes (or glass version of optic suit case). Ask students to recall some of the neat properties of glass they learned about during the glass blowing demonstration. Something else makes glass really neat If I hold this glass up to my face (or eye). What happens? (your face looks funny) Why is that? If students have watched the video prior to coming to the Works, they may recall the term refraction. Discuss with students what it means for light to refract (the light slows down when it reaches the glass and bends). Pass out materials (glass shapes or bottles, pencil and paper to record observations). Guide students through an exploration of the various glass solids. Have students choose a figure and hold it up to a light source. On their papers they should draw and label the glass object, the light source, and the direction of light from the air, through the solid, and back out. Ask students to share their drawings and explain what is happening to the light as it passes through the glass solid. Let students experiment with both glass and plastic solids and note the difference. Outreach (for students who can t go to The Works): Glass bottles of various size or Optic Suit Case (glass version) pencil paper 4

5 computer and Smart Board Watch video on glass blowing at the Works as an introduction to the lesson The same refraction experiment can be done in the class room using a mobile version of the optical lab. Post visit: cardboard boxes aluminum foil plastic water bottles water duct tape Ask students how the things they learned about refraction can be useful in everyday life. Watch video of light refraction in the Philippines: <- There are also instructions and pictures on this site for the following project. Help students create their own water bottle refraction box: 1. Give small groups of students one box. 2. Fill the bottles with water. You may also allow them to put color in each bottle to experiment. 5

6 3. Trace the bottom of the bottle in two places on top of the box and cut them out. 4. Tape a sheet of aluminum foil over the holes ( the sheet of aluminum should almost be the size of the top of the box). 5. Cut a hole in the side of the box- a small window or eye holes. 6. Push the bottles through the aluminum foil. 7. Let groups of students explore each other s boxes and record what they see happening. 8. Conclude by asking students to share what they saw. Why does the light fill the entire box? How does the water affect the light? ( When light hits the water in the bottle, it bends in all different directions. It bends because the water makes the light slow down. This is called refraction. The water makes the light spread out in the box.) Post Assessment: Jello glass of water and pencil solid piece of plastic magnifying glass and paper light source Set up stations with each of the materials. At the stations with Jello, a solid piece of plastic, and the magnifying glass use a light source to create a flow of light from the air to the object. Students should then draw a picture depicting the flow of light and explain what is happening. At the station with the glass and pencil, have students use what they know about refraction to explain why the pencil looks broken (remember the eye from Bill Nye?) 6

7 Resources for Teachers: student books, resource books, websites 7