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LIGHT IN OUR WORLD

LIGHT IN OUR WORLD

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LIGHT IN OUR WORLD

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  1. LIGHT IN OUR WORLD JOSHUA O. OLADIPO CRANE HS

  2. A Measurable Goal www.kamsewunique.com

  3. Illinois State Goals and Standards • 7.B.4 : Estimate and measure the magnitude and directions of physical quantities (e.g. velocity, force, slope) using rulers, protractors and other scientific instruments including timers, calculators, and computers. • 12.C.5b : Analyze the properties of materials (e.g. mass, boiling point, melting point, hardness) in relation to their physical and/or chemical structures.

  4. OBJECTIVES • To introduce the students to optical devices, and systems • To reinforce their mathematical skills via scientific data analysis • To improve their social skills, and college readiness • To broaden their career choices

  5. Background & Motivation • Critical thinking, data interpretation and drawing inferences – essential skills • Cutting edge science is “alien” to most high school classrooms • Photonics have wide applications www.syntronics.net www.theoutdoorstores.com www.stvincent.ac.uk rst.gsfc.nasa.gov

  6. Sources of light and Vocabularies • Models and objects to show sources like sun, stars, bulb, flashlight, e.t.c. • Internet usage : key terms paraphrased and examples identified. • Outcomes presented as tables and discussed in a teacher led mode.

  7. Light Source Sample in clear plastic cup. Transmitted Light Why do objects appear the way we see them? – Part I • A model of spectrophotometer set up

  8. Why do objects appear the way we see them? – Part II • Studied the absorption and transmission of different light colors in coke • Tabulated observations to ensure understanding and attention to details • Used observations to answer critical thinking questions, and also to draw conclusions.

  9. A laboratory Spectrophotometer Simple dilution: http://www.stanford.edu/group/Urchin/simple.htm

  10. Student Activities • Produced a working circuit • Measured the intensity of light at various wavelengths for classic coke and similar liquids • Plot a graph of intensity versus peak wavelength – spectra analysis of liquid under test • Answer questions including what they think real life applications may be

  11. Voice transmission using light light source sound detector Speaker with amplifier Figure 2: A block diagram of an optical communication system

  12. Electronic Assembly A whole class – teacher led activity: • assembled the transmitter and the receiver of a fiber optical communication system electronics • discussed each step of this project, and also tried to respond to students’ questions and comments • trouble shooting not completed for voice modulation demonstration

  13. Culminating Activities – Extra Credits • Web based research into careers in optical studies • Internet, and community based research into instruments containing photonic devices • Report writing • Poster presentation

  14. Rubric • assess not judge • promotes enthusiasm, learning, and sustainability • focused on participation, task completion, conceptual understanding, critical thinking, and accuracy • point scale from 4 to 2 for high to low ratings • overall percent contribution to grade is 10% along with stock market project fairness and justice

  15. Acknowledgement • National Science Foundation for their financial support of the RET Summer program and materials for classroom teaching modules. NSF EEC-0502272 • Prof. S. Ghosh and his research group • Directors, and staff of UIC RET Site.