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Arizona STEM

Acceleration Project

Apple of My Eye - Part 2

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Apple of My Eye

Part 2

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A HS Physics STEM lesson

Sara Howell

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6/27/23

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Notes for Teachers

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  • This lesson takes place in a classroom for 60 minutes.
  • Students should work in small groups (optimal sizes 3 - 4 students).
  • Exploration and “play” is encouraged.
  • Facilitate discussions about application of the scientific method.
  • A general understanding of lenses and their corresponding vocabulary is imperative for student success.
  • Part 1: Click here
  • Part 2: Click here
  • Part 3: Click here
  • Part 4: Click here

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List of Materials:

  • Varying lenses

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  • Lasers (individual laser pens w/ stands may also be used)

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  • Small Group Presentation Platform
    • Whiteboards w/ markers
    • Google Slides & Projector
    • Poster board w/ markers

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  • General Lab Supplies
    • Rulers, Protractors, Pencils, etc.

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Arizona Science Standards

Science Standards:

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HS.P4U1.10: Construct an explanation about the relationships among the frequency, wavelength, and speed of waves traveling in various media, and their applications to modern technology.

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Science and Engineering Practices

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  • Asking questions
  • Planning & carrying out investigations
  • Obtaining, evaluating, and communicating information
  • Analyzing & interpreting data
  • Constructing explanations

Arizona Ed Tech Standards

9-12.4.a Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.

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9-12.4.d Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.

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9-12.6.b Students create original works or responsibly repurpose or remix digital resources into new creations.

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9-12.6.c Students communicate complex ideas clearly using various digital tools to convey the concepts textually, visually, graphically, etc.

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I can explore the relationship between light and the shape of a lens.

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I can apply my knowledge of incident rays, refracted rays, concave lenses, convex lenses, focal lengths, and focal points.

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I can communicate the behavior of light as it moves through a lens.

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  • What’s on your table?

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  • Ray Tracing

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  • Linking Lenses and Light

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  • Show What You Know!

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What’s on your table?

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Identify the materials!

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Ray Tracing

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Let’s Explore!

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Linking Lenses & Light

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Let’s Summarize!

At your tables, create a “tweet” about the relationship between lenses and light.

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  • Pretend it’s 2016: you only get 140 characters!
  • How does the focal length change based on the lens type?
  • How does the distance from the lens to the light source affect the focal length?
  • What is 1 image that you could include with your tweet?

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Show What You Know!

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Let’s Share!

  • What is your vision technology & how is your vision technology new?

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  • What is your plan?

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  • What materials do you intend to use?

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  • What further research might you need to conduct?

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Differentiation Notes

  • Offer students who are having trouble getting started some examples from previous years
  • Provide additional characters for the tweet (suggested: 280)
  • Offer a video for students who have trouble understanding any of the vocabulary or lens types

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Remediation

Extension/Enrichment

  • Students can complete the exploration with double convex or concave lenses.
  • Students can research lenses in real-world instruments (such as telescopes, microscopes, etc)
  • Students can explore the math associated with multiple lens systems

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