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1. teeth Using the electrical tape cover all the spaces except for one in the middle Place the template on a level surface such as a tabletop Have one member of your group hold the mirror straight up and down along the line that says place mirror here on the template The Normal Line should look like it s going straight through the mirror If it appears bent where it strikes the mirror adjust the mirror so that the line is straight 3 Turn on the flashlight and lay it flat on the table Place it so that the comb is parallel with the line marked A on the activity sheet With a pencil trace the light ray as it strikes the mirror and bounces off Label this line A and repeat the procedure for B CT and D 4 After you have traced the lines remove the mirror and use the protractor to measure the angle that each line makes with the mirror line Measure the incident ray and reflected ray separately and record the angles on the data sheet M Place mirror here 0 E a Z w RECORDING YOUR DATA Set up a data table in your journal to record your measurements and other observations The data table should include the following kinds of information for each position for the test Position Angle of incident light Angle of reflected light Other observations WHAT DID YOU FIND OUT The law of reflection states that the angle of reflected light is equal to the ang
2. Other observations 3 Place the flashlight and the remote control on a desk They should both be pointed at the TV You may want to tape them down Experimenter Each time the facilitator places something between the devices and the TV test the flashlight then the remote control Turn the flashlight on and then off After the facilitator has removed the poster board press the power button on the remote control Facilitator First hold the pane of glass between the devices and the TV Make sure the posterboard is in front of the TV when the experimenter tests the flashlight and that it isn t there when the experimenter tests the remote control Data Recorder For each test record whether the light beam and the infrared beam passed through the substance that was blocking it and reached the target WHAT DID you FIND OUT How are infrared and regular light similar How are infrared and regular light different Did your results match those of other groups What might account for any differences What are some other ways you might test the ysy 5 properties of infrared radiation Copyright Twin Cities Public Television amp GPN Permission granted to reproduce for classroom use Activity 3 As Clear As Glass Why do plants grow in a greenhouse during the winter What happens inside a car with rolled up windows on a sunny day Does sunlight always pass through glass Does infrared radiation from the sun always
3. a wall if they wanted it to come straight back at them You would have to throw it straight so that it hit the wall at a 90 degree angle Ask what would happen if you threw the ball at the wall at a smaller angle The ball would bounce off in the opposite direction at the same angle Demonstrate angular rebound by throwing a ball against a wall at several different angles You may wish to perform this demonstration in a gym or outside Have two students stand 4 to 5 meters apart a meter or two from the wall Hand one of them the ball Tell them they are to bounce the ball off the wall so that it goes to their partner Ask how they decide what angle to throw the ball for it to bounce to the partner Explain that the way a ball bounces off a wall is very similar to the way light bounces off a mirror Explain that they are going to do an activity that will test this idea Explore Approximately 30 minutes For this activity you will need to enlarge the miniature template shown on Activity Sheet 2 The template should be large enough to fill a 8 5 x 11 sheet of paper The Place mirror here line should run all the way across the top of the sheet The Normal line is perpendicular to the mirror line and should be centered on the sheet Lines A B C and D should form angles of approximately 70 45 20 and 5 to the mirror line Make copies of the full sized template for each group Separate students into groups and ex
4. can be found in many books You may have noticed the word ambulance written in reverse on the front of emergency vehicles This is so the words appear correct when viewed through the rearview mirror of the car Mirror writing can be confusing but it also can be fun Try writing your name so that it appears correct when viewed in a mirror How does the law of reflection control the way the letters are printed View the video clip found under Resource Button A on the CD ROM Think of other ways mirrors could be used to set up optical illusions Try out some of your ideas and demonstrate them to the class In art symmetry involves repeated patterns of similar design Kaleido scopes are devices that use mirrors set at specific angles to produce symmetri cal images Investigate how kaleido scopes are made and then try making your own kaleidoscopic images Experiment with changing the size of the angle between the mirrors and the number of mirrors used Educational materials developed under a grant from the National Science Foundation 17 NEWTON S APPLE Multimedia Activity Sheet 2 NAME WHAT YOU RE GOING TO DO ANGLE TANGLE CLASS PERIOD You re going to build a light ray device and use it to explore the law of reflection How TO DO IT l Work with your group and assemble the light ray device by placing a comb over the E front of a flashlight lens so VAN that light shines through the
5. end of each activity Think about it 1 The angle at which a ball hits a flat surface is the same angle that the ball will bounce off the surface provided the ball is not spinning The same is true for light bouncing off a reflective surface The virtual image will appear to be the same distance from the surface of the mirror as the real object The size s of the virtual object and the real object are the 4 A mirror does not change the lettering in any way The mirror merely obeys the laws of reflection sending the images back to your eyes as they hit the mirror The image appears reversed because you turn the image around to show it to the mirror A virtual image appears reversed to a person viewing it in a mirror It appears reversed because you must lt a turn the original image around so it faces the mirror The light rays leaving the surface of a concave mirror will converge The light rays leaving the surface of a What would you say convex mirror will spread apart The light rays leaving a 7 a g c 9 c 10 a the surface of a flat mirror neither spread nor converge A photo graphic image is not reversed Educational materials developed under a grant from the National Science Foundation 9 Unit Assessment What do you know about mirrors and reflection Answer these questions in your journal or on a separate sheet of paper Think about it 1 In what way is light reflecting off a mirror si
6. experi ment with distances from the flashlight to the different reflectors Sliding the reflector back an forth they should note any changes in the ray patterns Evaluate 1 What did you observe about the light ray pattern from the convex reflector compared to the light reflected from the flat mirror The light rays from the convex mirror spread out more 2 What happened to the ray patterns for the three reflectors as you changed the distance between the light and the surface of the reflector The flat mirror stayed the same the convex reflector spread out more and the concave reflector brought all the rays together 3 Based on this activity what can you conclude about the law of reflection and curved mirrors The angle of incidence still equals the angle of reflection however these angles are determined by how much the surface of the mirror is curved Try This Curved mirrors can be used to spread light rays out or to concentrate them into a single focal point In the 1700s Isaac Newton developed a telescope using concave mirrors instead of lenses to magnify images of stars and planets Today some of the most powerful telescopes including Hubbell use this technology to see farther into space than ever before Investigate the development of reflecting telescopes and see how they have changed over the years What are some of the biggest scopes and what new active optics are being used in the future Educ
7. it loads you ll see the first frame of the video segment The video must be started with the arrow at the left end of the scroll bar As you play the video you can pause reverse or advance to any part of the video with the scroll bar You can return to the Clips Menu by clicking on the Video button Multimedia Tools The Newton s Apple staff wants you to have a product that is flexible so that you can use itin many different ways All of the video clips used in the program are avail able to you for display outside the pro gram You may combine them with other resources to create your own multimedia presentations You will find all the video clips in folders on the CD ROM You are free to use these clips in any way you like for classroom use only They cannot be repackaged and sold in any form without written permission of Newton s Apple You will also find a folder for UGather and UPresent These two pieces of software were developed by the University of Minnesota They allow you to create and store multimedia presentations All of the information for installing and using the software can be found in the folder There isan Adobe Acrobat file that allows you to read or print the entire user s manual for the software We hope you will use these valuable tools to enhance your teaching Students may also wish to use the software to create presentations or other projects for the class Educational materials devel
8. materials developed under a grant from the National Science Foundation 25 Unit Assessment What do you know about Infrared Radiation Write the answers to these questions in your journal or on a separate sheet of paper Think about it 1 How could you tell if someone had a fever by using an infrared camera 2 How would you make yourself look invisible to an infrared camera 3 Can you think of any new uses for an infrared cameras What would you say 6 The gray filament of an oven that is heating up would appear a dark gray to an infrared camera b red to an infrared camera c nearly white to an infrared camera d invisible to an infrared camera 7 As the temperature of an object increases the frequency of the infrared radiation it emits a increases b decreases c stays the same d decreases then increases 8 A person hidden in smoke can be seen by an infrared camera unless a it is a hot summer day b the smoke is at the same temperature as the person s body c the camera is pointed directly at the smoke d bright light is shining on the smoke 26 Infrared 4 What kind of animals depend on infrared radiation for survival 5 What would a sidewalk and a nearby lawn look like through an infrared cam era on a sunny day 9 A light bulb produces more infrared radiation than a a toaster b an oven c a theater spotlight d a fluorescent light 10 Ult
9. 44 12 to 44 58 Shelly Duvall discusses the law of that the image in a mirror is the same distance from reflection and demonstrates how the angle of inci the front of the mirror as the real object 1 min 28 sec dence always equals the angle of reflection for a ray of light 46 sec Video Clip 2 Video Clip 4 43 18 to 44 12 Shelly Duvall explains how the image 44 59 to 46 13 Shelly Duvall shows how a curved in a mirror appears to be reversed 54 sec mirror also follows the law of reflection but because of the shape of its surface the image produced is warped 1 min 14 sec Multimedia Resources Button A Button C Video Newton s Apple host Peggy Knapp demon Video A simple animation from Newton s Apple show strates optical illusions with symmetry and mirrors ing how light reflects off a curved surface Button B Button D Video Newton s Apple host Peggy Knapp uses Illustration Mirrors on the Hubble Space Telescope billiard balls and a pool table to demonstrate the law of reflection Unit Assessment Answer Key The Unit Assessment on the following page covers the basic concepts presented in the Newton s Apple video segment and the background section in this guide The assessment does not require completing all of the activities The Unit Assessment may be used as a pre or post test However students should view the complete Newton s Apple video before doing this assessment There is additional assessment at the
10. ONS j Tr PLE EY dia M Multime Teacher s Guide Table of Contents Introduction How to use the CD ROM Reflection ieee Unit Overview and Bibliography Background Video Segments Multimedia Resources Unit Assessment Answer Key Unit Assessment _ Activity One Front and Back Lesson Plana Activity Sheet Activity T wo The Angle Tangle Lesson Plan Activity Sheet Activity Three Throwing a Curve Lesson Plan Infrared Unit Overview and Bibliography Background o Video Segments eseseseses i ii Multimedia Resources B Unit Assessment Answer Key _ Unit Assessment eee Activity One Focus on Radiation Lesson Plan Activity Sheet eee Activity Two Infrared Ray Gun Lesson Plan Activity Sheet Activity Three As Clear As Glass Lesson Plan Introduction Welcome to the Newton s Apple Multimedia Collection Drawing from material shown on public television s Emmy award winning science series the multime dia collection covers a wide variety of topics in earth and space science hysical science life science an health The Newton s Apple Multime dia Collection contains a CD ROM a printed Teacher s Guide a video with two Newton s Apple segments and a scientist profile and a tutorial video The Teacher s Guide provides three inquiry based activities for each of the topics background informa tion assessment
11. TA Set up a table like this one in your journal and record the following information Readings at minutes into experiment Thermometer 1 degrees Thermometer 2 degrees Thermometer 3 degrees WHAT DID you FIND ouT Which thermometer showed the greatest increase in temperature Did infrared radiation from the sun penetrate the glass How do you know How was the setup in front of the pane of glass different from the one inside the jar What does this tell you about high and low frequency infrared radiation Graph your data Does this help you analyze your results CD ROM PROJECT STAFF KTCA TV NEWTON S APPLE MULTIMEDIA Dr Richard Hudson Director of Science Unit David Heath Lee Carey Curriculum Development Managers Cori Paulet Paddy Faustino Curriculum Development Coordinators Edward Voeller Lesson Editor Jeffrey Nielsen Additional Resources Coordinator Michael Watkins Susan Ahn Sandy Schonning David Yanko Production Managers Lisa Blackstone Erin Rasmussen Producers Steve Flynn Producer Editor Videographer Lesley Goldman Danika Hanson Kim MacDonald Associate Producers Janet Raugust Screen Designer Ben Lang Production Assistant Linda Lory Blixt Field Test Coordinator Michael Johnston Joe Demuth Short Course Facilitators Nick Ghitelman Intern NEBRASKA EDUCATIONAL TELECOMMUNICATIONS John Ansorge Interactive Media Project Manager Andy Frederick Interacti
12. ace has to be extremely smooth This type of reflection is known as regular or specular reflection You may have noticed your reflection in a still pond or a puddle ona calm sunny day That s because the surface of the water is smooth If the wind starts blowing your image begins to break up because the little waves on the surface make the water rough In scientific terms the light that was reflecting in a specular manner became diffuse When the water calms down again your image will reappear Water isn t the only material that occasionally reflects light like a mirror Smooth shiny metal a clean plate a freshly polished table top and the screen of your television set all make fairly good mirrors from time to time Whether it s a mirror a window or the bumper on your friend s car all smooth polished surfaces reflect light according to the law of reflection This rule is often stated that when a light ray strikes a mirror surface the angle of incidence equals the angle of reflection Simply put whatever angle a ray of light hits a mirror it will bounce off the mirror at the exact same angle but in the opposite direction So the next time you pass a mirror reflect for a moment on how it works Video amp Stills Video Segments Introduction 41 10 to 41 43 Newton s host Dave Huddleston reflects about the images in mirrors 33 sec Video Clip 1 Video Clip 3 41 50 to 43 18 Movie actress Shelly Duvall observes
13. approx 20 min prep 45 min class time How do individual light rays reflect off a mirror Are there any special laws that control the bounce of a beam of light off a shiny surface Students discover the law of reflection using a flat mirror a protractor and a light ray simulator 3 Throwing a Curve approx 20 min prep 45 min class time Why do curved mirrors distort a reflection Is there any way to predict how an image will change in a curved mirror Students use a light ray simulator and a curved reflector to discover the relationship between the bend in a mirror and the angle of reflection Reflection Teacher s Guide More Information Internet Newton s Apple http www ktca org newtons The official Newton s Apple web site with information about the show and a searchable database of science ideas and activities Laws of Reflection Saskatchewan Education Dept http www sasked gov sk ca docs physics u3b12phy html Good resource on the background of the laws of reflection Includes teaching suggestions activities and demonstra tions Diffuse Reflection Items Hamburg Technical University http uranus mt2 tu hamburg de rb Docs povray node122 html Excellent overview on the subject of the diffuse reflection of light Light and Optics University of Oregon http guernsey uoregon edu phdemo demo Light_and_Optics LO Optics html Good demonstrations on the reflection of light and
14. asure the distance from the center line to the point marking the loca tion of the virtual image Record the measure ment in your journal Repeat the activity with the penny at the 8 and 12 cm marks RECORDING YOUR DATA Set up a data table in your journal to record your measurements and other observations The data table should include the following kinds of information for each trial Distance of the penny from the front of the mirror Estimated distance distance of pencil mark of virtual image behind mirror Observed distance of the virtual image behind e mirror WHAT DID YOU FIND OUT How does the distance of a penny in front of a mirror compare to the depth of its virtual image in the mirror How accurate were your estimations Was there a difference in accuracy as the distance of the penny from the mirror increased What might account for the difference between the estimate and the observed distance Repeat the experiment using other objects of different sizes Does each of them produce the same relationship Copyright Twin Cities Public Television amp GPN Permission granted to reproduce for classroom use Activity 2 The Angle Tangle How does light reflect off a mirror What is the law of reflection What happens to light that strikes a mirror at a 90 degree angle Getting Ready Overview angle of incidence The angle at Students learn how the law of reflection works Using a simple light pa
15. ational materials developed under a grant from the National Science Foundation 21 Activity Sheet 3 NAME WHAT YOURE GOING TO DO EE THROWING A CURVE CLASSPERIOD You re going to compare how light rays reflect off both curved and flat mirrors You will test a concave reflector a convex reflector and a flat mirror and measure the angle of incidence and reflection for each How TO DO IT I Work with your group Your teacher will explain how to make a light ray simulator from a flashlight On a sheet of paper place the light ray simulator 10 cm from a flat rectangu lar mirror Have a classmate trace the incident and reflected light rays This set of rays will be the standard to which the other rays will be compared Repeat the procedure using a convex mirror Fol low the same with concave mirror 3 Next use a protractor to measure the angles on the three sets of ray pat terns If time permits experiment with distances from the flashlight to the reflectors and note any changes in the light ray patterns WHAT DID YOU FIND out RECORDING YOUR DATA Set up a data table in your journal to record your measurements and other observations The data table should include the following kinds of informa tion for each of the reflector types you are using for the test Type of reflector _ Position Angle of incident light Angle of reflected light _ Other observations How do the angles of incide
16. ch other practical uses of infrared technology Report your findings to the class Educational materials developed under a grant from the National Science Foundation 33 Activity Sheet 2 NAME WHAT YOURE GOING TO DO ee INFRARED RAYGUN CLASS PERIOD You re going to test an infrared beam anda light beam under similar circumstances to see how they re the same and how they re different How TO DO IT 1 Work with your group Select an experimenter a facilitator anda data recorder Gather the materials needed for the activity 2 Prop the mirror up on a desk or table Make sure it s facing the televi sion Place the poster board in front of the TV and mark the spot directly in front of the TV s remote sensor Experimenter Aim the flashlight so C FF that the beam reflects off the mirror and hits the mark on the poster board Then be vary careful not to move Once the remote control is in your hands aim it in the exact same direction and pressthe power button Facilitator Once the experimenter has aimed the flashlight properly carefully take it from his or her hand Place the remote control in the experimenter s hand in exactly the same position Then take the posterboard away from the TV RECORDING YOUR DATA Set up a table like this one in your journal and record the following information Blocking substance Lightbeam passed didptpass_ Infrared beam passed didpmt pass _
17. e Middle School Russellville TN Elizabeth Cordle Montgomery Middle School El Cajon CA David Eggebrecht Kenosha Unified Kenosha WI Dennis L Engle East Lawrence High School Trinity AL Dave Fleischman Spring Valley Middle School Spring Valley CA John Frugoni Hillsdale Middle School El Cajon CA Linda Furey Rising Star Middle School Fayetteville GA Rosemary Gonzales Greenfield Middle School El Cajon CA Liz Hendrickson Driver Middle School Winchester IN Bruce M Jones The Blake School Hopkins MN Dave Kahl Wadena Dear Creek High School Wadena MN Theresa Kistner Helen C Cannon Middle School Las Vegas NV Craig Klawitter Wadena Dear Creek High School Wadena MN Linda Love Hillsdale Middle School El Cajon CA Virginia Madigan Montgomery Middle School El Cajon El Cajon CA Steven D McAninch Park Forest Middle School State College PA Robert J Nicholson Von Tobel Middle School Las Vegas NV Jim Parker Spring Valley Middle School Las Vegas NV Joyce Perkins Whatcom Day Academy Bellingham WA Sharon Reynolds Independence Secondary School Christiansburg VA Judy Stellato Jerling Jr High Orland Park IL Ralph V Thomas Helen C Cannon Middle School Las Vegas NV Robin Tomasino Masconomet Regional Jr High Topsfield MA Donna Treece East Ridge Middle School Russellville TN Darrell Warren Von Tobel Middle School Las Vegas NV Janis Young Montgomery Middl
18. e School El Cajon CA SPECIAL THANKS Partners American Psychological Association 750 First Street NE Washington DC 20002 202 336 5500 http www apa org Minnesota Department of Children Families and Learning Capitol Square Building 550 Cedar Court St Paul MN 55101 651 296 6104 http clf state mn us Fender Musical Instruments Corporation 7975 North Hayden Road Suite C 100 Scottsdale AZ 85258 606 596 7242 http www fender com W L Gore amp Associates Inc 551 Paper Mill Road PO Box 9206 Newark DE 19714 9206 302 738 4880 http www gore com National Science Foundation 4201 Wilson Boulevard Arlington VA 22230 703 306 1234 http nsf gov Regents of the University of Minnesota Twin Cities General Biology Program http biomedia umn edu Waltham Consumer Affairs PO Box 58853 Vernon CA 90058 800 525 5273 http www waltham com Consultants Dave Arlander John Marshall High School Rochester MN Bobbie Faye Ferguson NASA Chuck Lang University of Nebraska Maynard Miller Juneau Ice Field Research Project John Olson Arlington High School St Paul MN Dr Helen M Parke East Carolina University NEWTON S APPLE Multimedia AT LAST a supplemental middle school science curriculum that helps you meet the challenges of today s science classroom The program engages students by incorporating segments from the award winning Newton s Apple televis
19. e more challenging We don t expect that every teacher will use every activity You choose the ones you need for your educational objectives Educational materials developed under a grant from the National Science Foundation 3 P Multimedia Teacher s Guide We suggest you take a few minutes to look through this Teacher s Guide to familiarize yourself with its features Each lesson follows the same format The first page provides an overview of the activity learning objectives a list of materials and a glossary of important terms The next two pages present a lesson plan in three parts ENGAGE EXPLORF and EVALUATE e ENGAGE presents discussion questions to get the students involved in the topic Video clips from the Newton s Apple segment are integrated into this section of the lesson e EXPLORE gives you the information you need to facilitate the student activity e EVALUATE provides questions for the students to think about following the activity Many of the activities in the collection are open ended and provide excellent opportunities for perfor mance assessment GUIDE ON THE SIDE and Try THIS are features that provide classroom manage ment tips for the activity and extension activities 4 Introduction Usina THE CD ROM When you run the Newton s Apple CD ROM you will find a main menu screen that allows you to choose either of the two Newton s Apple topics or the scientist p
20. edge Label the line Place the mirror here Next about 10 cm from the mirror line draw a 3 cm line at an angle of about 20 to the mirror line Label the line A Have students work with classmates in small groups Demonstrate how to set up the light ray simulator by taping a comb onto the lens of a flashlight see Explore Activity Two Tell students that each team is going to observe how light rays behave as they bounce off three different surfaces a convex reflector a flat reflector and a concave reflector Using a pencil they will trace the light ray patterns and draw some conclusions about the law of reflection Activity 3 Have students place the template on a desktop Have them place the flashlight and comb on the sheet at line A Students place the mirror on its edge on the mirror line and have one group member hold it steady Students have another member of the group trace the incident and re flected light ray on the activity sheet This set of rays will be the standard to which the other rays will be compared Students repeat the procedure holding a convex mirror on the mirror line Have students make sure that they hold the mirror steady on its edge so that the reflected rays are projected onto the paper Have students repeat the same steps with the concave side of the mirror Next have students use the protractor to measure the angles on the three sets of ray patterns If time permits have the students
21. eling clay to hold the thermometer in the clamp Bunsen burner Important Terms electromagnetic spectrum The entire known range of electromagnetic radiation frequency The number of times an electromagnetic wave oscillates each second The frequency of a light wave determines its color infrared radiation The portion of the electromagnetic spectrum with a frequency less than that of visible light and greater than that of radio waves Educational materials developed under a grant from the National Science Foundation 27 NEWTON S Multimedia Video Clip 1 47 14 to 49 02 David Heil and Dr Paul Kruse take a look at infrared radiation 1 min 12 sec Guide on the Side e You may wish to begin the lesson by viewing the Introduction from the Video Menu on the CD ROM 46 28 to 47 11 Find out what students already know about infrared radiation AS a class discuss the questions posed by Eileen Galindo e Caution students to follow estab lished classroom safety procedures when working with the Bunsen burner and red hot nail Lenses with a5 cm focal length can be obtained from most science equipment supply companies e It helps to blacken the silver bulb of the thermometer with a washable marker This will allow it to absorb more infrared radiation e Heat sensitive strips made from thermochromic liquid crystal may replace thermometers in this activity They may be obtained from the Exploratori
22. er William Herschel He found infrared radiation with a thermometer and a prism but today infrared cameras are used Warm objects appear brighter than cooler objects when seen through an infrared camera Infrared cameras are used extensively in police helicopters to search for missing persons Similar cameras permit nighttime navigation and enemy location in military combat vehicles Weather satellites use such cameras to better monitor changing weather patterns and the Hubble Space Telescope can study newly formed stars through a special infrared camera The more you learn about infrared radiation the more you begin to realize that science covers a whole spectrum of ideas Vid o amp Stills Video Segments Introduction 46 28 to 47 11 Newton s Apple host Eileen Galindo poses some interesting questions about infrared radiation 43 sec Video Clip 1 Video Clip 3 47 14 to 49 02 David Heil and Dr Paul Kruse take 50 08 to 51 04 May Matt Ferrin shows film of a look at infrared radiation 1 min 12 sec moving vehicles taken through an infrared thermal sight on a tank 56 sec Video Clip 2 Video Clip 4 51 04 to 53 17 David Heil and Paul Kruse discuss 49 02 to 50 03 David Heil and Paul Kruse discuss practical applications of infrared radiation infrared radiation visible light and the electromag 2 min 13 sec netic spectrum 1 min 1 sec Additional Resources Button A Button C Diagram A chart show
23. front of the TV by setting up a mirror that would reflect the infrared beam onto the VCRs remote sensor 2 Why doesn t a remote control use a beam of visible light instead of a beam of infrared radiation Infrared light is invisible If a remote control used visible light turning on a light in the room could activate the television 3 How might you have determined whether infrared radiation will pass through glass without using a remote control Answers will vary Possible answer Place a thermometer just inside a window and another one just outside the window Compare the readings Try the same activity and shine the beams of visible and infrared light through a puff of talcum powder What are the results Explore the reflection of light and infrared radiation in more depth Set up the mirror flashlight and poster board on a desktop covered with paper The flashlight should reflect off the mirror and onto the poster board Draw lines to represent the angle of the light beam approaching the mirror and leaving the mirror Repeat with the flashlight at different angles What rule can you discover Test the remote control and the flash light further Try blocking the beams with other materials such as tracing paper construction paper clear plastic etc Can you find a material that blocks the light beam but not the infrared beam Can you find a material that blocks the infrared beam but not the light beam Resear
24. he proper ties of infrared and visible light 3 As Clear as Glass Approx 10 min prep 70 min class time Why does the interior of a car get superheated in the sunlight Why is it always warm inside a greenhouse Students explore how infrared radiation passes or doesn t pass through glass Infrared Teacher s Guide a More Information Internet Newton s Apple http www ktca org newtons The official Newton s Apple web site with information about the show and a searchable database of science ideas and activities Infrared Astronomy NASA http www ipac caltech edu Outreach Edu outreach html A complete site on the subject of infrared ACEPT Patterns in Nature Arizona State University http acept la asu edu PiN mod light colorspectrum pattLight30bj3 html Learn about infrared and how it s used Electromagnetic Spectrum NASA http observe ivv nasa gov nasa education reference reflect ir html A good site on understanding the structure of the electromagnetic spectrum Internet Search Words infrared infrared astronomy infrared satellites electromagnetic spectrum Educational materials developed under a grant from the National Science Foundation 23 Books Ford Brian J First Encyclopedia of Science New York Random House 1993 A good discussion of the relationship between infrared radiation and heat Lafferty Peter Heat and Cold New York Be
25. her materials such as transparent plastic and opaque plastic As certain gases build up in the atmosphere they change the properties of the atmosphere Specifically they change the way the atmosphere lets certain frequencies of radiation through and doesn t let others through This is sometimes called the Greenhouse Effect Describe based on this experi ment how you think the Greenhouse Effect works Check your answers by doing research on the Greenhouse Effect Invite the manager of a local green house to speak to the class about how the greenhouse works Educational materials developed under a grant from the National Science Foundation 37 AME AS CLEAR AS GLASS Activity Sheet 3 NAME CLASS PERIOD WHAT YOURE GOING TO DO You re going to test how infrared radiation passes through glass in different situations Which one gets the hottest How TO DO IT Work with your group Open the window so the sun shines on the sill without passing through the window glass Place a thermometer on the window sill Prop a pane of glass up in the window opening and place a second thermometer behind it Sunlight should pass through the glass to reach the thermometer Place a third thermometer in a glass jar with a lid and set it on the window sill Data Recorder Record the temperature on all three thermometers as soon as they are put in place Check and record the temperatures every five minutes for an hour RECORDING YOUR DA
26. ible e If possible the first step could be done with the flashlight and later the remote control resting on a desk or table However this requires that the TV s remote sensor be at the same height e If only one television and remote control are available split the class into larger groups and assign a single experiment to each group e If any students have any respira tory problems they should avoid breathing in concentrated airborne talc e If itis appropriate view the entire Newton s Apple video segment on infrared after completing the activity 32 Infrared Infrared Here s How Preparation e Set up the computer to play the CD ROM or set up the VCR and cue the tape Gather the materials for each team of students Set up the televisions and remote controls Test the remote controls and penlight flashlights to make sure they work Make a copy of Activity Sheet 2 for each student Review the information in the Background on page 24 Engage Approx 10 minutes Hold up a TV remote control and ask the students what it is Ask them if they know how it works Encourage them to develop and discuss different theories Ask students if they can think of some other practical applications for infrared radiation Play Video Clip 2 51 04 to 53 17 Discuss some of the applications shown in the clip Remind the students that infrared radiation is a form of electromagnetic radiation It is exactly like l
27. ight except it has a lower frequency Ask the students how they might determine if the infrared radiation coming out of a remote control behaves in the same way that light does Ask the students if they have remote controls at home Does the remote control have to be pointed directly at the TV to change channels no Have the students give suggestions as to how the remote control might work without being pointed directly at the TV Have the students discuss the properties of light What do they know that light does and doesn t do Ask them to suggest ways that they could test infrared radiation to see if it does or doesn t do the same things Suggest using a remote control as a source of infrared radiation Explore Approx 40 minutes Tell students they are going to experiment with a remote control anda flashlight to see how infrared radiation is similar to or different from light Students work in small groups Each group should select an experimenter a facilitator and a data recorder One or more students in the group can set up each of the activities Students find the remote sensor on the front of the television Then they prop the poster board up in front of the TV and make a mark on the part of the posterboard that covers the sensor Activity 2 Students prop the mirror up on a chair or desk facing the TV The experi menter aims the pencil flashlight at the mirror so the reflection of the light beam strikes the poster b
28. ildings to learn other applications of mirrors in architecture Report your findings to the class Educational materials developed under a grant from the National Science Foundation 13 Activity Sheet 1 NAME WHAT YOURE GOING TO DO et FRONT AND BACK CLASS PERIOD You re going to investigate how the depth of a virtual image in a mirror relates to the distance of the real object from the surface of the mirror How TO DO IT I Work with your group Begin by folding a blank sheet of paper in half Next draw a line across the paper at the fold Using a metric ruler measure and draw lines at 2 cm incre ments from the center line to the end of the sheet of paper The lines will be at 2 4 6 8 10 and 12 cm Place the sheet of paper on a level surface like a table Hold the mirror on the center line of the paper so that the mirror is perpen dicular to the paper and table Leave a 4 cm margin along the right edge of the paper so that you can see the edge of the paper as it extends behind the mirror You will be able to see the virtual scale in the mirror gt Put a penny at the 4 cm mark in front of the mirror Lay the pencil flat on the paper so that it is in line with the mirror Then slowly roll the pencil back along the right hand side of the paper and stop when you think that the pencil is in direct line with the virtual image of the penny behind the mirror Mark this point on the paper Me
29. ing the electromagnetic spectrum Picture Infrared photo of a person holding a lit match Button B Button D Picture Satellite photos of San Antonio TX taken by an Video Infrared image of David Heil s face infrared camera Unit Assessment Answer Key The Unit Assessment on the following page covers the basic concepts presented in the Newton s Apple video segment and the Background section in this guide The assessment does not require completing all of the activities The Unit Assessment may be used as a pre or post test However students should view the complete Newton s Apple video before doing this assessment There is additional assessment at the end of each activity Think about it All cold blooded animals are dependent on 1 View the person with the camera if someone had infrared radiation for survival they must warm a fever his or her face would glow brighter themselves in the sun to become active than other people s taces because it would be A hot sidewalk would be glowing brightly and the warmer Clothing that covers your entire body head and hands included and insulates well would What would you say make you less visible to an infrared camera bc Fa 8b Id I lt Answers will vary but should deal with the infrared camera s sensitivity to heat radiation rather than to light Sample answer An extermi nator could use it to find a mouse nest inside a wall cool grass would look dark Educational
30. ion show into hands on minds on activities Each lesson plan helps you integrate the technology using an inquiry based approach A variety of assessment options allow you to gauge student performance And the entire program 1s corre lated to the National Science Education Standards EACH CURRICULUM MODULE CONTAINS e a CD ROM with two Newton s Apple segments a video profile of a working scientist and additional audio visual resources e ateacher s guide with lesson plans for six inquiry based activities a Newton s Apple videotape 38 topics in 19 modules Choose the curriculum modules that benefit your needs Physical Science Life Science and Health Earth and Space Science Air Pressure Domed Stadiums Antibiotics Cancer Clouds Weathering Electric Guitars Electricity Blood Typing Boner Dinosaur Extinction Earthquakes Gravity Rockets DNA DNA Fingerprinting Everglades Sewers Infrared Reflection Hearing Human Eye Geothermal Energy Glaciers Nicotine Smiles Greenhouse Effect Ozone Sports Physics Meteors Solar Eclipses Hang Gliders Surfing Phases of the Moon The Sun High Wire Skateboards Spinning Water skiing Individual Packages 49 95 To order by mail To order by phone call toll free Four CD collection 159 95 Fax your order to 1 800 306 2330 P O Box 80669 epn unlinfo unl edu Lincoln NE 68501 0669 Three CD collection 119 45 F 1 800 228 4630 EE will E mail your order to Order today Distributed by Bo
31. king work well for this activity e If it is appropriate you may wish to view the entire Newton s Apple video segment on reflection after completing the activity 20 Reflection Make a copy of Activity Sheet 3 for each student Review the information in the Background on page 8 Engage Approx 15 min Hold up a large rectangular plastic mirror and move among the students so that they can see their reflections As they are looking gently bend in the two sides of the mirror so that the mirror is curved Ask students what they observed Ask the students if they think the law of reflection applies to both curved mirrors and flat mirrors Accept all answers View Video Clip 4 44 59 to 46 13 in which Shelly Duvall shows how the law of reflection applies to a curved mirror Ask if anyone can explain why Shelly appears upside down in the spoon Review how the curved reflector obeys the same law of reflection as a flat mirror Ask students if they can think of any situations where a curved mirror might be better than a flat mirror In stores and in elevators Also the side view mirrors of cars are curved Explain to students that they are going to use light rays and curved reflectors to explore the law of reflection and its application to curved mirrors Explore Approx 30 min Prepare and photocopy this template for students On an 8 5 x 11 sheet of paper draw a line the length of the paper about 3 cm from the left
32. l there Starting with the shortest high frequency waves and moving to the longest low frequency waves the electro magnetic spectrum consists of Gamma rays X rays ultraviolet light visible light infrared radiation microwaves and finally radio waves Although we can t see much of this radiation there are instruments we can use to make it visible Infrared radiation is an important form of radiation that is used by everyone from astronomers to police Infrared radiation is connected to heat in a very special way As an object gets warmer its atoms vibrate with increasing speed A rapidly vibrating atom emits infrared radiation waves like a wiggling tadpole creates waves in a pond When something is struck by infrared radiation the object s atoms start to vibrate faster and faster The object gets warmer Increase the expo sure and it goes from warm to hot As atoms vibrate faster and faster the frequency of the electromag netic waves increases and the radiation moves up the spectrum from the infrared region into visible light You can see this phenomenon in a toaster As electricity flows through the heating coils the atoms in the coils begin to vibrate As they heat up they emit infrared radia tion The heat grows and the vibration rate increases Soon the fre quency of the radiation is in the range of visible light and the coils appear to glow red Infrared radiation was discovered around 1800 by British astronom
33. l what happens inside a car parked in the sun with the windows rolled up Have students tell why this might happen Is it for the same reason that the vehicles in the video were hot No because those vehicles engines were running A car in a parking lot is not producing heat it s being heated by infrared radiation from the sun What would happen in the same car with the windows rolled down It wouldn t get as hot Why Begin a discussion as to what role the window glass plays in the heating of the car Ask students to think of a greenhouse Plants can grow in a greenhouse in the winter because the interior of the greenhouse stays quite warm The glass in the greenhouse serves the same purpose as the windows in the car Play Video Clip 4 49 02 to 50 03 Lead students to understand that all objects emit infrared radiation but that hotter objects emit more infrared radiation and radiation with a higher frequency Have students discuss how that fact combined with the properties of glass might allow a greenhouse to heat so well Explore Approx 60 minutes Tell students they are going to experiment with glass to determine how it affects heating Students work in small groups Each group should select a data recorder One or more students in the group can set up the activity Each group should be assigned a section of window sill Activity 3 If possible students should open the window slightly so the glass in the window does
34. le Ay OAN KESAN Sanacee ray device a protractor and a flat mirror students make observations and take measurements to test the law of reflection angle of reflection The angle at l l which a ray of light bounces off the Objectives surface of a mirror After completing this activity students will be able to lain the law of reflection as it applies to mirrors eee ae oe peas PP f of parts on either side of a line or center e measure the angles of incidence and reflection for light point e predict the angle of reflection for a beam of light striking the surface of a flat mirror Time Needed Preparation approximately 20 minutes Classroom approximately 45 minutes Materials For the teacher e smooth flat wall e handball or similar bouncy ball e metric ruler For each group of students flashlight protractor comb 6 inches of duct tape or electrical tape pencil small flat rectangular mirror copy of the template Educational materials developed under a grant from the National Science Foundation 15 Reflection APPLE FHere s How Video Clip 3 Preparation 44 12 to 44 58 e Set up the computer to play the CD ROM or set up the VCR and cue the tape Prepare and copy the template for the student activity Movie actress Shelly Duvall explains the law of reflection and demonstrates how for a ray of light the angle of incidence always equals the angle of Gather the materials for each team of s
35. le of incident light Did your group find this to be true Explain Compare your results with other groups results What might have caused any differ ences in your results Copyright Twin Cities Public Television amp GPN Permission granted to reproduce for classroom use Activity 3 Throwing a Curve Why does a curved mirror make your face look funny Do curved mirrors reflect light the same way that flat mirrors do Does the law of reflection apply to curved mirrors too Do curved mirrors have any practical uses Getting Ready Overview concave A surface that is curved Students discover how acurved mirror not only changes the reflection nen of an image but follows the same law of reflection as a flat mirror cone A aceia ened outward Objectives After completing this activity students will be able to focal length The distance to the focal e explain how a curved mirror reflects light poun demonstrate how the law of reflection works with a curved focal point The point at which a mirror number of light rays converge after passing through a lens or reflecting off Time Needed a mirror Preparation 20 minutes Classroom 45 minutes Materials For the teacher e large flexible plastic mirror at least 30 cm square e metric ruler For each group of students flashlight pocket comb small flexible plastic rectangular mirror small flat rectangular mirror pencil metric ruler pr
36. lecting Time Needed Preparation approximately 15 minutes Classroom approximately 45 minutes Materials For the teacher large flat rectangular mirror For each group of students small flat rectangular mirror penny 30 cm ruler with mm gradations pencil plain sheet of 8 5 x 11 paper Educational materials developed under a grant from the National Science Foundation 11 APPLE Multimedia Video Clip 1 41 50 to 43 18 Movie actress Shelly Duvall observes that the image in a mirror is the same distance from the surface of the mirror as the real object 1 min 28 sec Video Clip 2 43 18 to 44 12 Shelly Duvall explains how a mirror appears to reverse an image 54 sec Guide on the Side e You may wish to begin the lesson by viewing the Introduction from the Video Menu on the CD ROM 41 10 to 41 49 Find out what students already know about reflection As a class discuss the questions posed by Dave Huddleston e Remind students to hold the mirror perpendicular to the paper Ask them to think of what might happen to their results if they were to tilt the mirror forward or backward e Judging the distance of an object behind the mirror is a bit tricky Ask students to think of some way that might help them make their measure ment e All the measurements are done on a horizontal plane Could students conduct the experiment with the mirror lying flat on the table and holding the penny ab
37. m a straight line Approximately 5 cm 2 in of space should be between the nail and the lens and 5 cm between the lens and the thermometer The optimum postion depends on the exact focal length of the lens Activity 1 e Hold a flashlight by the nail head and hold a sheet of paper by the thermometer bulb Shine the flashlight through the lens Adjust the location of the flashlight and paper until the light beam is focused on a sheet of paper Adjust the thermometer so that the bulb is at the exact focal point e On the ring stand mark the location of the lens clamp Move the clamp about 15 cm 6 in up or down the ring stand so that the lens is no longer between the nail and the thermometer e Light the Bunsen burner and heat the nail head until it is red hot Record the temperature on the thermometer e Move the lens back to its original position so that the focal point is again on the thermometer After several minutes record the temperature on the thermometer e Move the lens up or down the ring stand again and record the temperature after several minutes When the infrared radiation is focused on the thermometer the tempera ture should be several degrees higher than when the lens is moved away After all groups are finished discuss the results of the activity Ask how much temperature variation students observed Was the range the same for all groups What might have caused the differences in ranges from group to group Di
38. magnetic radiation radio waves microwaves ultra violet radiation infrared radiation X rays and gamma rays Show students a diagram of the electromagnetic spectrum A diagram of the spectrum can be found at Resource Button A on the CD ROM Discuss the different forms of electromagnetic radiation in the spectrum Point out that visible light is only a very small part of the spectrum Play Video Clip 1 47 14 to 49 02 Discuss Sir William Hershel s famous experiment Ask students about other ways that they could verify the existence of infrared radiation They can feel heat from an object even though it appears normal not glowing hot etc Explore Approx 45 minutes Explain that students can detect infrared radiation in ways that can be measured Students should work in small groups You may wish to set up the ring stands with thermometers and lenses in advance Use the illustra tion on Activity Sheet 1 as a reference Students are going to focus infrared radiation through a lens onto a thermometer Students should follow these directions for the set up e Clamp a 16d nail to a ring stand so that the nail head can be heated by a Bunsen burner Attach a5 cm focal length lens to a second ring stand The lens should be approximately the same height as the nail head e To a third ring stand ump a thermometer so that the bulb is at the same height as the lens and nail head The nail head lens and thermometer should for
39. ment that will answer these questions Collect data and analyze it Report your findings to the class Educational materials developed under a grant from the National Science Foundation 29 NEWTON S APPLE Multimedia DXZ FOCUS ON RADIATION NAME CLASS PERIOD WHAT YOURE GOING TO DO Yow re going to explore how infrared radiation can be focused and measured How TO DO IT Work with your group 1 Clamp a 16d nail to a ring stand so that the nail head can be heated by a Bunsen burner 2 Attach a5 cm focal length lens to a second ring stand at the same height as the nail gt To a third ring stand clamp a thermometer so that the bulb is at the same height as the lens and nail head The nail head lens and thermometer should form a straight line Approximately 5 cm of space should e bees ie nail and the lens and 5 cm between the lens and the thermometer 4 Hold a flashlight by the nail head and hold a sheet of paper by the thermometer bulb Shine the flashlight through the lens Adjust the location of the flashlight and paper until the light beam is focused on the sheet of paper Adjust the thermometer so that the bulb is at the exact focal point On the ring stand mark the location of the lens clamp Move the clamp about 15 cm up or down the ring stand so that the lens is no longer between the nail and the thermometer Light the Bunsen burner and heat the nail head until it is red hot Record the tem
40. milar to a ball bouncing off a wall How is a virtual image in a flat mirror similar to the real object How is the reflection off a curved mirror different than the reflection off a flat mirror What would you say 6 If you look into a mirror and your face appears to be stretched out what s probably wrong withthe mirror a The mirror is dirty b The mirror is curved c The mirror is cracked d The mirror is made out of plastic If you re standing 5 feet in front of a mirror how far should your reflection appear to be behind the mirror a 5 feet b 10 feet c Your reflection should be in front of the mirror d 25 feet If you shine a flashlight directly into a mirror at a 90 degree angle which way will the beam of light be reflected a To the left b To the right c Straight back at the flashlight d It won t be reflected at all 10 Reflection 4 What does a mirror do to make letters appear reversed How is a photographic image different from a virtual image in a mirror Which statement best describes the law of reflection a The angle of incidence is less than the angle of reflection b The angle of incidence is greater than the angle of reflection c The angle of incidence equals the angle of reflection d Light can only reflect off of flat mirrors 10 Which of the following statements is false When you press your hand on a mi
41. mirrors Excellent diagrams included Educational materials developed under a grant from the National Science Foundation 7 Internet Search Words mirrors optics reflection of light Books and Articles Cassidy J Explorabook Palo Alto CA Klutz Press 1991 A super source of fun activities using mirrors and light waves DiSpezio M Visual Foolery Reading MA Planet Dexter Addison Wesley 1995 Many hands on activities with mirrors and optical illusions Evans H 1996 May Ray Tracing With Hinged Mirrors The Physics Teacher v34 n5 Deals with the law of reflection Gardner R Experiments With Light and Mirrors Springfield NJ Enslow Publishers 1995 A fine source of hands on experiments dealing with mirrors and the reflection of light National Council of Teachers of Mathematics 1996 May Mirror Mirror on the Wall Teaching Children Mathematics Magazine v2 n9 A great lesson on the use of mirrors in plane geometry Tomecek S Bouncing amp Bending Light New York W H Freeman 1995 Reviews the basics of how mirrors work the law of reflection the history of mirrors and common uses of mirrors Zubrowski B Mirrors Finding Out About the Properties of Light New York Morrow Junior Books 1992 A good basic resource on mirrors and reflection Community Resources Science museums Local college or university physics departments 8 Reflectio
42. n Multimedia Reflection Background Mirror mirror on the wall why do you bother to reflect at all Over the years mirrors have been thought of as bringers of both good luck and bad luck They were often looked at as being the window to the soul But the reflection you see in a mirror is merely the result of light waves interacting with a very smooth shiny surface When light hits a surface one of four things can happen 1 It can pass through the surface 2 it can be absorbed or soaked up by the surface 3 it can bend or refract as it passes through a surface 4 it can reflect or bounce off of the surface back toward the observer In fact most people don t realize it but without reflection you couldn t see anything Have you ever been in a totally dark room with absolutely no light Everything in the room is invisible because there is no light to reflect back to your eye So if light is reflecting off everything you see why can t you see your reflection in the page of a book or in the palm of your hand It s because these surfaces are rough When light hits them all of the rays bounce off in different directions and are scattered Scientists call this type of reflection diffuse reflection because the light bouncing off the surface is diffused or spread out In order for an object to reflect like a mirror all of the light rays that hit it have to bounce off at the exact same angle To do this the surf
43. nation about the reversal of an image ina mirror Explore Approx 30 minutes Tell students that they will work in groups to measure the distance to the virtual image in a mirror By using an object to sight on the virtual image they will be able to estimate how far behind the mirror the virtual image appears to be Have the students work together in small groups Begin by folding a blank sheet of paper in half so that there are two equal sections 8 5 x 5 5 in size Tell students to draw a line across the paper at the fold and hold the paper so that the line in the fold crosses from left to right Using the metric ruler have the students measure and draw lines at 2 cm increments from the center line to the end of the sheet of paper The lines will be at 2 4 6 8 10 and 12 cm Activity 1 With the paper lying flat on a table have the students place the mirror on the center line so that the mirror is perpendicular to the paper and table Students will see a virtual scale in the mirror Tell students to leave a 4 cm margin along the right edge of the paper so that they can see the edge of the paper as it extends behind the mirror Tell students to place the penny at the 4 cm mark in front of the mirror Have them lay a pencil flat on the right edge of the paper so that it is in line with the mirror Next using their depth perception to guide them students slowly roll the pencil back along the right hand side of the paper and s
44. nchmark Books Marshall Cavendish Corporation 1996 Contains a good infrared scan of a human brain and a nice description of infrared radiation The Exploratorium Science Snackbook San Francisco The Exploratorium 1991 Contains a few good descriptions of infrared experiments and museum exhibits White Laurie nfrared Photography Handbook Amherst NY Amherst Media 1996 A practical guide to using Infrared film in your camera Contains a number of infrared photographs Wood Robert W Physics for Kids 49 Easy Experiments with Heat Blue Ridge Summit PA Tab Books Inc 1990 Contains a variety of simple experi ments that can be done with household items 24 Infrared Multimedia Infrared Background Infrared radiation carries information from a remote control to a TV helps us see in the dark and keeps food warm in restaurants What is it In the late 1600s Isaac Newton discovered that white light was a mixture of colors on a spectrum It was the first step in understanding the electromagnetic spectrum the very broad band of radiation that accounts for much of what we experience in the universe around us Visible light the part of the spectrum that humans can see with the naked eye is only one type of radiation It makes up only a very small part of the broad electromagnetic spectrum Our eyes aren t sensitive to the other parts of the electromagnetic spectrum but the entire spectrum is stil
45. nfrared radiation visible light and the electromagnetic spectrum 1 min 1sec Guide on the Side e You may wish to begin the lesson by viewing the Introduction from the Video Menu on the CD ROM 46 28 to 47 11 Find out what students already know about infrared radiation As a class discuss the questions posed by Eileen Galindo e Make sure that none of the edges of the glass pane are sharp If they are cover them with masking tape Remind students to handle the glass carefully e Ifthe sun is not shining on the classroom s window sill you can have students place their setups under lamps containing 100 watt or 150 watt bulbs All three thermometers should be an equal distance from the bulb and as close as possible to it Even if the window sill is sunny you might have one or two groups use lamps instead then compare the results of the various groups e If it is appropriate view the entire Newton s Apple video segment on Infrared after completing the activity 36 Infrared Engage Approx 10 minutes Hold your hand near a sunny window or a burning light bulb Ask students to explain why you feel heat Infrared radiation from the sun or from the bulb is striking your hand and you feel it as heat Show Video Clip 3 50 08 to 51 04 Ask why the vehicles show up so brightly on the infrared viewer Objects that are hot show up brightly and the vehicles are producing a lot of heat Have students recal
46. not affect the experiment Students first place one thermometer on the window sill Then they prop the pane of glass up in the window opening They should place the second thermometer so that sunshine must pass through the pane of glass to reach it Students place the third thermom eter inside the glass jar and invert it on the window sill All three thermom eters should be at about the same angle to the sun The recorder notes the reading on all three thermometers at the beginning of the experiment He or she then rechecks the readings every five minutes for an hour Discuss the results of the activity Ask team members which thermometer registered the highest temperature the one in the jar Did the presence of glass alone affect the reading of the thermometers The thermometer behind the pane of glass may have read slightly higher than the first thermometer but it wasn t nearly as high as that of the thermometer inside the jar Have students discuss why the glass jar caused a much greater increase in temperature than the pane of glass Ask whether infrared radiation from the sun can penetrate the glass yes What happens when that radiation strikes the thermometer and the air around it They get warmer so they emit more infrared radiation How is infrared radiation from the sun different from infrared radiation emitted by the thermometer and the air around it Infrared radiation from the thermometer is weaker and has a lower frequenc
47. nt and reflected light from a flat surface compare with those from a curved surface What patterns did you observe Do these patterns follow the law of reflection Explain Copyright Twin Cities Public Television amp GPN Permission granted to reproduce for classroom use Infrared Radiation What is infrared Is infrared light the same as infrared radiation Is infrared radiation dangerous Is infrared radiation red Why cant we see infrared radiation What can you use infrared radiation for How do you know infrared radiation exists if it is invisible Themes and Concepts electromagnetic radiation electromagnetic spectrum wavelength and frequency visible light infrared radiation heat National Science Education Standards Content Standard A Students should develop abilities necessary to do scientific inquiry Content Standard B Students should develop an understanding of the transfer of energy Content Standard G Students should develop an understanding of the nature of science Activities 1 Focus That Radiation Approx 20 min prep 45 min class time How do we know infrared radiation exists if we cannot see it Stu dents measure the heat generated by infrared radiation that is focused through a lens 2 Infrared Ray Gun Approx 20 min prep 50 min class time How is infrared radiation similar to visible light How is it different Students use a TV remote control unit to explore and compare t
48. o compare the characteristics of infrared light and visible light Students also investigate reflection and transmission of infrared light Objectives After completing this activity students will be able to e describe physical laws that infrared radiation obeys e discuss the practical aspects of an infrared remote control e design a similar experiment relying on different properties of electromagnetic radiation Time Needed Preparation Approximately 20 minutes Classroom Approximately 40 minutes Materials For each group of students e penlight flashlight mirror infrared remote control and the television or VCR it controls piece of black poster board pane of glass Educational materials developed under a grant from the National Science Foundation 31 APPLE Video Clip 2 51 04 to 53 17 David Heil and Paul Kruse discuss practical applications of infrared radiation 2 min 13 sec Guide on the Side e You may wish to begin the lesson by viewing the Introduction from the Video Menu on the CD ROM 46 28 to 47 11 Find out what students already know about infrared radiation As a class discuss the questions posed by Eileen Galindo e Make sure that none of the edges of the glass pane are sharp If they are cover them with masking tape Remind students to handle the glass carefully e This activity will be more success ful if you can darken the room to make the light from the flashlight more vis
49. oard exactly on the mark The experimenter does not move The facilitator takes the flashlight out of his or her hands and replaces it with the remote control The experimenter aims the remote control at exactly the same place The facilitator removes the poster board and the experimenter presses a button on the remote control Next students exchange the roles of experimenter and facilitator They place the remote control and the flashlight on a desk pointed in the same direction Both should be aimed at the TV The facilitator places the poster board in front of the TV then holds the pane of glass in front of the flashlight The experimenter turns on the flashlight The recorder notes whether the flashlight beam travels through the glass The facilitator then removes the poster board and the experimenter presses the power button on the remote control The recorder notes whether the infrared beam travels through the glass Discuss the results of the activity Ask team members whether the infrared beam reflected off the mirror in the same way the light beam did yes Did any substances block the light beam but not the infrared beam yes the talcum powder Have students discuss why this might be Remind them that infrared radiation is exactly like visible light except it has a lower frequency Evaluate 1 The TV in one room is hooked up to a VCR in the next room How could you use the remote control to fast forward the VCR while you sat in
50. oped under a grant from the National Science Foundation 5 Technical Information Refer to the notes on the CD ROM case for information concerning system require ments Directions for installing and run ning the program are also provided there Make sure you have the most current ver sions of QuickTime and Adobe Acrobat Reader installed on your hard drive The installation programs for QuickTime 3 QuickTime Pro and Acrobat Reader 3 0 can be found on the CD ROM Double click on the icons and follow the instruc tions for installation We recommend in stalling these applications before running the Newton s Apple Multimedia program Trouble Shooting There are several Read Me files on the CD ROM The information found there covers most of the problems that you might en counter while using the program 6 Introduction INTEGRATING MULTIMEDIA We suggest that you have the CD ROM loaded and the program running before class Select the video and allow it to load The video usually loads within a couple of seconds but we recommend pre loading it to save time All of the video segments are captioned in English The captions appear in a box at the bottom of the video window You can choose to play the clips in either English or Spanish by clicking one of the buttons at the bottom right of the screen You can choose Spanish or English soundtracks for the scientist profile The Resources b
51. otractor copy of the template Educational materials developed under a grant from the National Science Foundation 19 Reflection Fere s How APPLE Multimedia Video Clip 4 44 59 to 46 13 Actress Shelly Duvall shows how a curved mirror also follows the law of reflection but because of the shape of its surface the image produced is Preparation e Set up the computer to play the CD ROM or set up the VCR and cue the tape Prepare and copy the template for the activity Gather the materials for each team of students warped 1 min 14 sec Guide on the Side e You may wish to begin the lesson by viewing the Introduction from the Video Menu on the CD ROM 41 10 to 41 49 Find out what students already know about reflection As a class discuss the questions posed by Dave Huddleston e The diagram found at Resource Button C provides a useful illustration of how light reflects off a curved surface e Before beginning the explore section be sure students understand the terms concave and convex e Inthe 1400s Leonardo da Vinci developed a new type of art called anamorphic art In this art form a curved mirror is used to change a distorted image into a clear image Have students use the information they have discovered in this activity about how curved surfaces reflect light to make an anamorphic drawing that becomes a clear virtual image e Flexible mirrors used for camping and backpac
52. ou Mongler Mexico High School Mexico MO Educational materials developed under a grant from the National Science Foundation 39 Candy Musso Vineland Elementary School Pueblo CO John Musso Pueblo Technical Academy Pueblo CO Debbie Nelson Bay Trail Middle School Penfield NY Jack Netland Maple Grove High School Maple Grove MN Joyce Nilsen Technology Learning Campus Robbinsdale MN Ingrid Novodvorsky Mountain View High School Tucson AZ Jon Pedersen East Carolina University MaryBeth Peterson Roosevelt Elementary Minot ND Alberto Ramirez Spanish Translator Miami FL Bev Ramolae Technology Learning Campus Robbinsdale MN Brad Randall Osseo Area Schools North Maple Grove MN Gina Roetker Strickland Middle School Denton TX Fernando Romero University of Houston Dr Lawrence Rudnick University of Minnesota Hank Ryan Mounds View High School Arden Hills MN Jan Serie Maclester College St Paul MN Larry Silverberg North Carolina State University Jaine Strauss Ph D Macalester College St Paul MN Thomas Walsh Ph D University of Minnesota Steve Wartburg Fortuna Elementary Fortuna CA Randy Yerrick East Carolina University FIELD TESTERS Scott D Bell Chaminade College Prep St Louis MO Laura S Berry Orland Jr High Orland Park IL Lance Brand Driver Middle School Winchester IN 40 Credits Multimedia Credits Lorene A Chance East Ridg
53. ove it What would be some of the drawbacks associated with doing the experiment in this fashion Have them try it and compare the results to the first set of data e If itis appropriate view the entire Newton s Apple video segment on reflection after completing the activity 12 Reflection Reflection FHere s How Preparation e Set up the computer to play the CD ROM or set up the VCR and cue the tape Gather the materials for each team of students Make a copy of Activity Sheet 1 for each student Review the information in the Background on page 8 Engage Approx 15 minutes Hold up a large mirror and ask students to describe some of the character istics of reflections in the mirror Have them pay particular attention to the size shape and color of the reflections compared to the objects making them Ask students for similarities and differences between the image and the real object Accept all responses Show Video Clip 1 41 50 to 43 18 in which Shelly Duvall observes that the image in a mirror the virtual image appears the same distance from the surface of the mirror as the real object Ask the students to think of how they could check if this is true Accept all suggestions Ask them how Shelly Duvall proves it to herself Ask students if they have ever tried to read anything in a mirror Ask them what happens to letters of the alphabet Show Video Clip 2 43 18 to 44 12 Discuss Shelly s expla
54. pass through glass What is the greenhouse effect Getting Ready Overview eo Ea greenhouse A small glass building Students compare the transmission of infrared radiation through a in which plants are grown pane of glass with the transmission of infrared radiation in and out of a closed glass container Objectives After completing this activity students will be able to e conduct an experiment using a control and analyze the results e discuss how wavelength affects the transmission of infrared radiation e explain why plants can grow in greenhouses in cold weather Time Needed Preparation Approximately 10 minutes Classroom Approximately 70 minutes Materials For each group e 3 thermometers e small pane of glass e wide mouthed glass jar large enough to completely hold and enclose one of the thermometers Educational materials developed under a grant from the National Science Foundation 35 Infrared APPLE Multimedia Here s How Video Clip 3 50 08 to 51 04 Maj Matt Ferrin shows film of moving vehicles taken through an infrared thermal sight on a tank 56 sec Preparation Set up the computer to play the CD ROM or set up the VCR and cue the tape Gather the materials for each team of students Make a copy of Activity Sheet 3 for each student Video Clip 4 aa ae Review the information in the Background on page 24 49 02 to 50 03 David Heil and Paul Kruse discuss i
55. perature on the thermometer Move the lens back to its original position so that the focal point is again on the thermometer Record the temperature on the thermometer every minute for five minutes Move the lens up or down the ring stand again and record the temperature every minute for five minutes 0o N 6 Ul O RECORDING YOUR DATA Record these variables in a table in your journal along with any other observations you make during the experiment Beginning temperature reading Temperature reading with lens WHAT DID you FIND OUT a SN What was the range of temperatures you recorded a tee What effect did the lens have on temperature How Minute 3 do you explain this Temperature reading with lens removed What might be another way to test for infrared Mi Mi radiation inute inute 4 l Compare your data with the data of other groups Minute2 Minute What might account for any differences Minute 3 Copyright Twin Cities Public Television amp GPN Permission granted to reproduce for classroom use Activity 2 Infrared Ray Gun How does a remote control work What kind of signal does the remote control use to communicate with the TV How is an infrared remote contro similar to a flash light Can infrared radiation pass through glass like visible light does Important Terms Getting Ready digital signal A series of electric or Overview light pulses Students use an infrared remote control t
56. plain that they are going to use a protractor to measure the incident and reflected light from a specially adapted flashlight Activity 2 Have the groups assemble the light ray device by placing a comb over the front of a flashlight lens so that light shines through the teeth Using the electrical tape have students cover all the spaces except for one in the middle This light should project a single light ray across the table when the flashlight is lying flat Have students place the template on a desktop Have one member of the group hold the mirror straight up and down along the line that says Place mirror here The black line that says Normal Line should look like it s going straight through the mirror If it appears bent where it strikes the mirror students should adjust the mirror so that the line is straight Have students in each group turn on the flashlight and lay it flat on the table Place it so that the comb 1s parallel with the line marked A on the activity sheet With a pencil have them trace the light ray as it strikes the mirror and bounces off Label this line A and repeat the procedure for spots B C and D Students should trace down the center of the light ray After students have traced all four light rays they should remove the mirror and use the protractor to measure the angle that each line makes with the mirror line Have them measure the incident ray and reflected ra
57. raviolet radiation is probably located on the electromagnetic spectrum a between infrared radiation and visible light b next to infrared radiation on the other side from visible light c above visible light next to the violet end of the visible spectrum d all the way at one end Copyright Twin Cities Public Television amp GPN Permission granted to reproduce for classroom use Activity 1 Focus on Radiation If you cant see infrared radiation how can it be measured How is infrared radiation like visible light How is it different Is there an easy way to detect infrared radiation Getting Ready Overview Students find the focal distance for a small lens and then focus infrared radiation through the lens onto a thermometer Students measure how removing the lens and moving it back changes the temperature Objectives After completing this activity students will be able to e discuss the relationship between visible light and electromagnetic radiation e describe the relationship between electromagnetic radiation and heat e demonstrate how infrared radiation can be detected and measured Time Needed Preparation Approximately 20 minutes Classroom Approximately 45 minutes Materials For the teacher e slide projector e large prism e diagram of the electromagnetic spectrum For each group of students 3 ring stands with clamps common 16d iron nail 5 cm focal length lens thermometer mod
58. rofile Simply click on one of the pictures to bring up the menu for that topic Main Menu Once you have chosen your topic use the navigation buttons down the left side of the screen to choose what information you want to display DOWN To EARTH Topic Menu The Background button brings up a short essay that reviews the basic science con cepts of the topic This is the same essay that is in the Teacher s Guide PLAYING THE VIDEO The Video button allows you to choose several different clips from the video segment We have selected short video clips to comple ment active classroom discussions and promote independent thinking and inquiry Each video begins with a short introduction to the subject that asks several questions These introductory clips can spark discussion at the beginning of the lesson The Teacher s Guide for each activity presents specific strategies that will help you engage your students before showing the video Each of the indi vidual clips are used with the lesson plans for the activities The lesson plan identifies which clip to play with each activity Bevis Her op fe ee ee TERS eee STOPS ited Pade I OCH Rei Tee ESTES FALI PRIH a ee ee TEEN WATU ET ey ee E ae ati LLTI Ft aie E eT Dezir Han sya lee es ee ee ee CPP DST BT ee ee b HEE HIE 15 PF ECT eee FLI barista uae Finer ter er Tes aaaea 7 Coma Vicar ee E VIBES Lo EEE Video Menu Once you select a video and
59. rror a the image of your hand will be smaller than your hand b your hand appears opposite the way your friend would see it if you were holding it up to them c the image of your hand will be the same size as your hand d the image will appear smaller as you move our hand away from the surface of the mirror Copyright Twin Cities Public Television amp GPN Permission granted to reproduce for classroom use Activity 1 Front and Back What is a virtual image How does the size of a virtual image compare to the size of the object in front of the mirror Are the real object and the virtual image the same distance from the surface of the mirror E Important Terms Getting Ready reflection The image of an object Overview that you see in a mirror Mirrors are able Students investigate the properties of mirrors and virtual images Pi images DECAS CNI ONEEC Using a flat mirror a ruler and a penny students discover the i relationship between the virtual image in a mirror and the real refract To bend light When light object passes from one substance to an other such as from water to air or Objectives through a prism it refracts or bends After completing this activity students will be able to Viftualiinage The image halvor e compare the qualities of a real object and its virtual image een ina mio e explain how the distance to the virtual image in a mirror relates to the real object it is ref
60. s and a bibliogra phy of additional resources The CD ROM holds a wealth of information that you and your students can use to enhance science learning Here s what you ll find on the CD ROM e two full video segments from Newton s Apple e additional visual resources for each of the Newton s Apple topics e background information on each topic e avideo profile of a living scientist working ina field related to the Newton s Apple segments e an Adobe Acrobat file contain ing the entire teacher s manual along with student reproducibles e UGather and UPresent software that allows you and your students to create multime dia presentations oe QuickTime 3 0 QuickTime 3 Pro and Adobe Acrobat Reader 3 0 installers in case you need to update your current software The Newton s Apple Multimedia Collection is designed to be used by a teacher guiding a class of students Because the videos on the CD ROM are intended to be integrated with your instruction you may find it helpful to connect your computer to a projection system or a monitor that is large enough to be viewed by the entire class We have included a videotape of the segments so that you can use a VCR if it is more convenient Although the CD ROM was designed for teachers it can also be used by individuals or cooperative groups With the help of many classroom science teachers the staff at Newton s Apple has developed a set of les
61. scuss what the experiment reveals about how heat travels Evaluate 1 A piece of metal is so hot it glows yellow As it cools it turns red and finally stops glowing Is it still hot Explain Yes it s still hot While the metal is too cool to emit electromagnetic radiation in the visible spec trum it is still emitting infrared radiation so it is still hot 2 Could infrared radiation have been discovered before the invention of the thermometer Why or why not Yes the discovery required that someone notice that the area beyond the red end of the visible spectrum is warmer Being able to measure temperature and seeing a spectrum with a prism helped scientists understand and quantify the effect 3 The lamp of a slide projector converts electrical energy into light energy Does it do it efficiently Why or why not No the bulb pro duces a fair amount of heat infrared radiation that is not necessary for viewing slides Try This Research Sir William Hershel s famous experiment Using a prism a thermom eter and sunlight measure the tem perature along the spectrum of visible light Compare it to the temperature just beyond the red Record your observa tions and data Report your findings to the class Obtain three light bulbs standard incandescent fluorescent and halo gen that shine with comparable brightness Which one emits more infrared radiation Which one is more energy efficient Devise an experi
62. sons activities and assessments for each video segment The content and pedagogy conform with the Na tional Science Education Standards and most state and local curriculum frameworks This Teacher s Guide presents lessons using an inquiry based approach If you are an experienced teacher you will find material that will help you expand your instructional program If you are new to inquiry based instruction you will find information that will help you develop successful instructional strategies consistent with the National Science Education Stan dards Whether you are new to inquiry based instruction or have been using inquiry for years this guide will help your students succeed in science NATIONAL SCIENCE EDUCATION STANDARDS The National Science Education Standards published by the National Research Council in 1996 help us look at science education in a new light Students are no longer merely passive receivers of infor mation recorded on a textbook page or handed down by a teacher The Standards call for students to become active participants in their own learning process with teachers working as facilitators and coaches Our goal is to provide you with sound activities that will supplement your curriculum and help you integrate technology into your classroom The activities have been field tested by a cross section of teachers from around the country Some of the activities are more basic other activities ar
63. tertown MN Zan Austin Strickland Middle School Denton TX Jon Barber North Oaks MN Rebecca Biegon Macalester College St Paul MN Juan Cabanella University of Minnesota Rolando Castellanos St Paul Academy and Summit School St Paul MN Sarah Chadima South Dakota Geological Survey Dr Orlando Charry University of Minnesota Dept of Surgery Kristine Craddock Mexico High School Mexico MO Ruth Danielzuk American Cancer Society Steve Dutczak Ph D NASA Richard Erdman Venice High School Los Angeles CA Bruce Fisher Fortuna Elementary Fortuna CA Mike Garcia University of Hawaii Chris Gregg A B O C Inver Grove Heights Family Eye Clinic Inver Grove Heights MN Rick Grigg University of Hawaii Deborah Harden San Jose State University Gloriane Hirata San Jose Unified District Margaret K Hostetter M D University of Minnesota Neil F Humphrey University of Wyoming Lisa Hunter Ph D University of Minnesota Sally Jenkins Roosevelt Elementary Minot ND Bruce Jones The Blake School Hopkins MN Leslie Kline Metcalf Junior High Burnsville MN Tom Krinke Maple Grove Junior High Maple Grove MN Frank Lu University of Texas Arlington Cynthia MacLeod Sabin Early Childhood Education Center Portland OR Robert March University of Wisconsin Madison Shannon Matta Ph D Minneapolis Medical Research Foundation Ken Meyer Coon Rapids High School Coon Rapids MN L
64. top when they feel that the pencil is in direct line with the virtual image behind the mirror Students mark this point on the paper and use a ruler to measure the distance from the center line Tell students to record the measurement in their journals and then repeat the activity with the penny at the 8 and 12 cm marks Evaluate 1 What happens to the size of the virtual penny as you move the real penny further away from the mirror The virtual penny gets smaller 2 How does the distance measured to the virtual penny compare with the distance that the real object is in front of the mirror The two distances are equal 3 If you placed the penny head side up which direction would Abraham Lincoln be facing The virtual image would be facing left Try This Construct mirrors using aluminum foil plastic plates or other shiny surfaces Do these mirrors follow the same rules for a virtual image as a real mirror How are they different Try to produce multiple reflections by using two mirros Experiment with the mirrors to create different effects such as the appearance that the reflections go on forever Figure out how the virtual image rule applies to your discovery Share your experiment and observations with the class Architects and designers have used mirrors to change the appearances of a room For example mirrored walls are often used to make a small room look larger Investigate the use of mirrors in bu
65. tudents reflection 46 sec Make a copy of Activity Sheet 2 for each student Guide on the Side e You may wish to begin the lesson by viewing the Introduction from the Video Menu on the CD ROM 41 10 to 41 49 Find out what students already know about reflections As a class discuss the questions posed by Dave Huddleston e During the Engage portion of the lesson you may wish to show the video clip found at Resource Button B This clip shows the angles of inci dence and reflection using a billiard table e Before starting the activity you may wish to review how to measure angles using a protractor e lo have the activity work most effectively make the room as dark as possible e Ask the students to think about how the results might change if the mirror were not placed directly on top of the line Would the angle readings be accurate Why or why not e Once the students have traced and measured a few light rays have them try the opposite Have them draw a line to the mirror representing incident light and then predict where the reflected ray will go Use the flashlight to check the predictions e If itis appropriate view the entire Newton s Apple video segment on Reflection after completing the activity 16 Reflection Review the information in the Background on page 8 Engage Approx 15 minutes Ask students how many of them have played tennis or handball Ask them how they would bounce a ball off
66. um store in the form of postcards or from Edmonds Scientific You should purchase strips that turn red at 80 F e Students may wish to set up other variables to test the flow of infrared radiation such as blocking the lens with a sheet of paper e If time allows you may wish to have students view the entire Newton s Apple video segment on infrared radiation after completing this activity 28 Infrared Infrared Here s How Preparation e Set up the computer to play the CD ROM or set up the VCR and cue the tape Gather the necessary materials for the student experiments Set up the slide projector and prism Make copies of Activity Sheet 1 for each student Review the information in the Background on page 24 Engage Approx 15 minutes Before class set up the slide projector and prism Place the prism about a foot in front of the projector so that the light passes through it and forms a bright spectrum on a nearby wall Begin class by dimming the lights and having students observe the spectrum Ask students where the colors come from They are part of the white light Where in nature do we see these colors f rainbow Explain that the colors in the spectrum make up all of the electromagnetic radiation that the human eye can sense Lead the students to a discus sion about the portion of the electromagnetic spectrum that isn t visible to the human eye Find out if they are familiar with other forms of electro
67. utton provides you with four additional resources There are addi tional video clips charts graphs slide shows and graphics to help you teach the science content of the unit EV TR Tr PT GG HR ee 3 Breis BL gaa eT oe ll SSA LR A 3 Se Teen E N j TECHT 18 AA IUA Resources Menu The other navigation buttons on the left side of the window allow you to go back to the Main Menu or to exit the program Here s Looking at Me What is a mirror What is the difference between the image you see in the mirror and the real object How does a mirror reflect light What is the law of reflection and how does it apply to different tyoes of mirrors Themes and Concepts e light and light waves e reflection e properties of reflective surfaces National Science Education Content Standards Content Standard A Students should develop abilities necessary to do scientific inquiry Content Standard B Students should develop an understanding of motions and forces and transfer of energy Content Standard G Students should develop an understanding of the nature of science Activities 1 Front and Back approx 15 min prep 45 min class time How does the virtual image in a mirror relate in size to the real object How far is a virtual image from the real object Using a flat mirror a ruler and a penny students discover the relationship between the virtual image in a mirror and the real object 2 The Angle Tangle
68. ve Media Designer Christian Noel Interactive Media Project Designer Kate Ansorge Intern GREAT PLAINS NATIONAL Tom Henderson Jackie Thoelke Diane Miller Diedre Miller Guide Design and Production NATIONAL ADVISORY BOARD Rodger Bybee National Academy of Sciences Richard C Clark Minnesota Department of Education Retired Credits Dave Iverson Imation Enterprises Corporation Vadnais Heights MN Dr Roger Johnson University of Minnesota Dr Mary Male San Jose State University Dr Carolyn Nelson San Jose State University Lori Orum Edison Language Academy Santa Monica CA Janet Walker B E T A School Orlando FL Michael Webb New Visions for Public Schools New York NY SENIOR ADVISORS David Beacom National Geographic Society Dr Judy Diamond University of Nebraska State Museum Dr Fred Finley University of Minnesota Greg Sales Seward Learning Systems Inc Minneapolis MN LESSON WRITERS Jon Anderson Fred Bortz Sara Burns Pam Burt Jim Dawson Russ Durkee Vickie Handy Lorraine Hopping Eagan Sheryl Juenemann Cheryl Lani Juarez Mike Maas Mike Mogil Bruce T Paddock Linda Roach Phyllis Root Zachary Smith Sheron Snyder Caren Stelson Steve Tomecek Edward Voeller Anne Welsbacher REVIEWERS Charles Addison Minnesota Earth Science Teacher s Association Micheal John Ahern Mentor Teacher Science and Math Redwood CA Scott Alger Watertown Mayer Middle School Wa
69. x 80669 Lincoln Nebraska 68501 800 228 4630
70. y How might that account for the higher temperature inside the jar The low frequency infrared radiation cannot penetrate the glass so it stays inside the jar increasing the temperature Evaluate 1 What purpose did the first thermometer serve in this experiment It was a control to show the temperature with no glass involved in order to provide a basis for comparison 2 A group of scientists is setting up an experiment involving low frequency infrared radiation The lab is refrigerated so only the apparatus will produce much infrared radiation They need to make sure that no low frequency infrared radiation enters the lab and confuses their readings The lab has a window Do they need to block it off Why or why not If they do what should they use They don t need to block the window off because low frequency infrared radiation does not penetrate glass 3 How does a greenhouse keep plants warm in the winter High frequency infrared radiation from the sun enters the greenhouse It is absorbed by the air the plants the dirt and the floor making them warmer They emit an increased amount of low frequency infrared radiation This radiation cannot penetrate the glass so it stays in the greenhouse It is reabsorbed by the air the plants the dirt and the floor making them even warmer Repeat the experiment using glass bottles and jars of different colors Which color traps the most infrared radiation inside Test ot
71. y sepa rately and record the angles on the data sheet If time permits have students try several additional ray angles of their own Ask students what they discovered Conclude by showing Video Clip 3 44 12 to 44 58 in which Shelly Duvall explains the law of reflection and demonstrates that the angle of incidence of light always equals the angle of reflection An additional video clip demonstrating this principle can be found at Resource Button B Evaluate 1 How do your measurements for the incident and reflected rays compare with each other What are some of the sources of error that might be skewing the results The two measurements should be about equal Errors usually result from the mirrors not being exactly parallel to the line or from incorrectly traced lines 2 What would happen to a light ray that was directed into the mirror from a line perpendicular to the mirror It would come directly back into the flashlight 3 How does changing the distance from the flashlight to the mirror affect the way the light is reflected It should have no effect on the angle however the light ray becomes wider as the distance is in creased Try This Periscopes are devices that use two mirrors set at angles parallel to each other so that a person can see an object around a corner or from below the surface of water Construct a periscope of your own using two small mirrors and a quart size paper milk container The directions

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