EiE - Lighten Up: Designing Lighting Systems Lesson 3 Part 1 in Fairfax, VT

Summary

In this interactive lesson, students explore the properties of light using mirrors and flashlights. They experiment with light reflection by angling mirrors and observing how light travels through different card slits. As they engage in hands-on activities, they learn key concepts such as the angle of incidence and the angle of reflection. The students also utilize protractors to measure angles, discovering the symmetry in light behavior. Through collaboration and experimentation, they gain a deeper understanding of light's characteristics, making connections to math and science in an exciting, practical context.

Takeaways

• 😀 Students explore how light travels using a flashlight and mirrors.
• 🔍 The angle of mirrors significantly affects the direction of reflected light.
• 💡 Students predict outcomes based on the number of slits in the cards used.
• 📏 Introduction of angles: angle of incidence and angle of reflection.
• 🔄 The angle of incidence matches the angle of reflection, demonstrating a fundamental principle of optics.
• 📊 Use of protractors allows students to measure angles accurately.
• 🎓 Students develop critical thinking skills through experimentation with light.
• 📝 Observations reveal that light behaves differently based on the setup (slits and mirrors).
• ✨ Reflection experiments encourage collaboration and discussion among students.
• 👩‍🏫 The activity combines science with math, showing real-world applications of both subjects.

Q & A

What are the main materials used in the activity described in the transcript?

The main materials used are a box containing two small mirrors and a flashlight.

How does the angle of the mirrors affect the direction of the light?

When the mirrors are angled, the light bounces off them and can hit different targets. If the mirror is straight, the light does not reflect.

What prediction do the students make regarding card A with two slits?

The students predict that the light will shine through both slits in card A.

What do the students observe about the light when using card B with one slit?

The students observe that the light does not pass through card B with one slit, as they expected.

What are the names of the angles discussed in relation to light reflection?

The angles discussed are the angle of incidence (when light hits the mirror) and the angle of reflection (when light bounces off the mirror).

How do students measure the angles in the experiment?

Students use protractors to measure the angles of incidence and reflection during the experiments.

What conclusion do the students reach about the relationship between the angle of incidence and the angle of reflection?

The students conclude that the angle of incidence and the angle of reflection are equal.

What alternative method do students suggest to confirm the angles without using a protractor?

Students suggest folding the paper along a line of symmetry to confirm that the angles match.

What mathematical concepts do the students apply during the activity?

Students apply concepts of symmetry and can identify angles as acute or obtuse.

What was the teacher's reaction to the students' understanding of the concepts?

The teacher was excited and impressed that the students could apply their math knowledge to the activity and identify angles correctly.