EDU 528 Tech Lesson 2

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Lesson Title: Multimedia Light Presentation Teacher: Steve Propheter Subject: Physics Time Required: 2 weeks Topic: Light Grade Level: 11/12 Essential Question: What is Huygen’s Principle? What is diffraction and where is it found? What is Young’s double slit experiment? What is the difference between constructive and destructive interference? What is white light made of? What is refraction of light? What is spectrum of light? ROYGBIV What is interference by thin films? Prerequisites (Prior kn
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  © Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe)) 1 Lesson Title: Multimedia Light PresentationTeacher: Steve Propheter Subject: Physics Grade Level: 11/12Time Required: 2 weeksTopic: LightEssential Question: What is Huygen’s Principle?What is diffraction and where is it found?What is Young’s double slit experiment?What is the difference between constructive and destructive interference?What is white light made of?What is refraction of light?What is spectrum of light? ROYGBIVWhat is interference by thin films? Prerequisites (Prior knowledge) Students should have a good understanding of waves and different propertiesof waves at this time. They should be able to determine the velocity,frequency, and wavelength of a wave.   Stage 1 – Desired ResultsContent Area Standard(s) (include complete standard, not just standard #) NYS Science Standards Standard 4: The physical settingKey idea 4:Energy exists in many forms, and when these forms change energy is conserved.4.3 Explain variations in wavelength and frequency in terms of the source of thevibrations that produce them, e.g., molecules, electrons, and nuclear the characteristics of two transverse waves such as amplitude,frequency, wavelength, speed, period, and phaseii.draw wave forms with various characteristicsiii.identify nodes and antinodes in standing wavesiv.differentiate between transverse and longitudinal wavesv.determine the speed of sound in air vi.predict the superposition of two waves interfering constructively anddestructively (indicating nodes, antinodes, and standing waves)vii.observe, sketch, and interpret the behavior of wave fronts as theyreflect, refract, and diffractviii.draw ray diagrams to represent the reflection and refraction of wavesix.determine empirically the index of refraction of a transparent mediumKey Idea 5: Energy and matter interact through forces that result in changes in motion.5.3 Compare energy relationships within an atom’s nucleus to those outside thenucleus.i.interpret energy-level diagramscorrelate spectral lines with an energy-level diagram Intended Learning Outcome (Should define what students will know and be able to do and at whatlevel of mastery they should be able to do it.)  © Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe)) 2 Students will know… Huygen’s PrinciplePrimary Colors of lightSecondary Colors of lightPrimary Colors of PigmentSecondary Colors of PigmentReflectionSnell’s Law and refractionTotal internal reflection Student will be able to… …explain wave fronts and Huygen’sprinciple accurately 100% of the time…mix colors of light and determine theresultant color correctly 100% of the time…explain the difference between colors of light and colors of pigments…determine the angle of incidence andangle of reflection correctly 95% of the time…determine the angle of incidence, angle of refraction, indices of refraction and materialof mediums using snell’s law, correctly 90%of the time.…determine the critical angle for twomediums correctly 90% of the time  © Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe)) 3 Stage 2 – Assessment Evidence Students will demonstrate their learning/understanding in the following way(s): Teacher-Created Assessments Pre-test: Students will take a 30 question pretest prior to initiating the unit on light. Post-test: Students will take the same exam as a post test to measure learning/understanding of content (Performance Assessments: ) HW ProblemsMultimedia presentation (Other Assessments: Peer, Self) Students will be required to hand in a rubric along with their Multimedia presentation thatreflects how they think they did on the project. Categories on rubric will reflect actualgrading procedure with a specific explanation of how to earn points for each category. (Assessment Adaptations) All accommodations will be made for 504 and IEP’s that are required. Students will bepaired heterogeneously according to physics ability for the multimedia presentation.Students will work closely with the teacher so progress is assessed often.The teacher will intervene and make adaptations where needed for individuals.Each day the teacher will review a different technology to assure students know how toused them.Students will have access to computers throughout the entire project so spelling andgrammar can be corrected.The blog will be checked in class everyday by the teacher to address any concerns.  Stage 3 – Learning PlanLearning Activities Instructional Strategies/Learning Activities: Students will be paired and assigned a topic on light to create a power point to present to the classfor review prior to the unit exam. Introducing the lesson: After the pre-test the teacher will begin the unit by using an exercise to get the students toexplain what they know and think about light:  The students have stumbled across a civilization that has no eyes. The civilizationhears them discussing “seeing” and thinks it is some kind of black magic. They areholding the class captive and their only hope is to explain what light is. This is agood way to get the students involved in the content. Next the teacher explains the multimedia project and the expectations:.Each group will be expected to create a presentation utilizing various technologies toexplain the main topics, including any mathematical formulas, of their assigned sub topicof light.Students will be expected to use two of the three following technologies to aid them inpresenting their material (imovie, powerpoint or keynote, iphoto)Their presentation should include real word examples of their topic in photo or video formfor analyzing during their presentation.Students will use the wiimote smartboard to interact with their presentation to explainand/or diagram their main conceptions.Students will be expected to blog, on our class website, about their topic and/or presentation at least 3 times each week. This includes questions and answeringquestions to help others.Each presentation will be incorporated into the final podcast that will be available on theclass website for review before the post exam.  Instructional Sequence:(representing the content: teaching/learning activities, connecting to students’ prior knowledge, etc.)   Teacher activity ( The teacher is doing…. ) Student activity ( The student is doing…) © Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe)) 4
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