UNIT: BC Grade 8 Physics - Geometric Optics

Materials: Handouts/Transparencies:
https://phet.colorado.edu/en/simulation/ge ● Lab Workbook
ometric-optics

Reserve (A/V, field trips, etc.): HWK:

● Computer and projector or
smartboard are preferred for
teacher modeling when needed.
● Computer lab, chromebooks, or
other technology capable of running
the PhET simulation.
● Review of previously covered
concepts including optics vocabulary
such as focal point, normal, convex,
ray, marginal, and principal

Task:
● No Task to maximize time for lab

What are students to learn?

● Students will develop an understanding of how convex lenses create images

● Students will develop an understanding of how ray diagrams are used to
determine image locations
● Students will improve their inquiry skills through T-GEM

Enduring Understanding(s):

● The entire convex lens contributes to the creation of images

● A near infinite number of light rays come from each part of the object and can all
be used to determine the location of the created image

Overall Expectation(s):

● Observe, measure, and record data (qualitative and quantitative) using equipment,
including digital technologies, with accuracy and precision
● Use scientific understandings to identify relationships and draw conclusions
● Communicate ideas, findings, and solutions to problems using scientific language,
representations, and digital technologies as appropriate

Specific Expectation(s):

● Behaviours of light: images formed by lenses and mirrors

Lesson:
Background information for teacher
● Test the simulation of the devices beforehand to ensure functionality
● All times are estimates and should be adjusted based on each class
● This lesson is designed as a guided inquiry and students should move to each
new step as a class
○ This is set up to ensure students take sufficient time to analyse each round
of T-GEM and modify their findings as needed
○ Teachers can provide all instructions in writing at the initial set up if they
would prefer to have students work at their own pace
0-5min
● Introduce simulation
○ Students need to be told to only change settings when told. The sliding
toggles should never be touched after initial set up
● Initial settings for all students
○ Minimum curvature radius and refractive index; maximum diameter; turn on
virtual image; select no rays
5-20min
● Students move the object to different positions on the screen and report on the
image
○ Observations should include position, size, and orientation of object and
relative image.
○ Ask them at which locations they believe real images are created vs. virtual
images
○ If no rays are shown, why does the image exist?
● Have them generate a set of rules on what happens to the image based on object
location
20-30min
● Turn on Principal rays
○ Repeat process, but focus should be on the rays.
○ Ask to describe where rays are? Where are they going? Is there a way to
differentiate between real and virtual rays?
○ What are the rays in the simulation representing?
● Relate results back to first evaluation. Add rules on rays and modify any previous
rules if needed
30-40min
● Turn on Marginal Rays
○ Repeat process and describe new ray locations in relation to lens. Are there
any changes in the image?
● Relate results back to the modified evaluation. Modify any previous rules if needed
40-50min
● Turn on Many Rays
○ Repeat process and describe new ray locations in relation to lens. Are there
any changes in the image? Are all the rays required to make the image?
 How many are required? Are those rays making the entire image or just
part?
● Relate results back to modified evaluation. Modify any previous rules if needed
50-60min
● Position the object at about twice the focal length. Have students consider what
would happen if an opaque screen was placed halfway down the lens and
between the lens and the object.
○ Some of the rays would be blocked. What would happen to the image? If it
still existed, what would be its intensity relative to the original image? How
many rays are needed to create a full image?
■ We’re looking for something such as: a single ray from each point on
the object that passes through the lens
● Relate results back to modified evaluation. Modify any previous rules to include
amount of lens and number of rays needed to create image

Assessment:

● Students will summarize their modified and refined rules for submission. A
subsequent lab using hands-on materials can be done as a follow-up to confirm
what would happen to an image with half the lens covered.

Reflections (what worked): Reflections (improvement/replacement):