Look up and study the important vocabulary words for Chapter 3 Nature of Light as well as understand these important topics.
Week 1: Test on Friday
- Electromagnetic wave
- Radiation
- Electromagnetic Spectrum
- Infrared Waves
- How are electromagnetic waves are individually different?
- What are the uses for radio and microwaves?
- How are frequency and wavelength different in the electromagnetic spectrum and specifically in the visible light spectrum?
- Who discovered light? What led them to those discoveries? What did they find specifically? What experiments of theirs could you recreate to help you understand light? How did they discover how fast light traveled?
- How is lightning produced? Why does it occur? Does it have different colors? Why do you see lightning first before thunder? Describe how weather men use lightning during their forecasting?
- Compare and contrast any THREE types of waves on the electromagnetic spectrum. What are they used for in real life? Can they harm you? When were they discovered?
- What is a prism? How does it work? When can you see this the best? What does it have to do with visible light? How can we see colors?
Week 2: Test on Friday
- White Light
- Reflection
- Absorption
- Scattering
- Refraction
- Diffraction
- Transmission
- Compare and Contrast: Pick two appliances from the list below and explain how each makes use of the electromagnetic spectrum to do its job. (Appliances: microwave, police scanning radar, heat lamps, television, x-ray machines)
a.
Terms: electromagnetic spectrum
- Compare and Contrast: reflection and refraction are very different. Explain, to an 8-year old, the difference between the two. Which presents the truer representation to the viewer?
a.
Terms: reflection, refraction
- Explain: how do the headlights on a car function? Why would you be told not to use high beams headlights or “brights” when it is foggy outside? What prevents headlights from doing the job they’re meant to do?
a.
Terms: reflection, absorption, scattering,
diffraction, interference
- Scenario/Create: I had a student once who loved art, but when she painted, she was frustrated when we didn’t have the color she wanted. She knew nothing about colors, other than what she could already see (like a bottle of red paint). If she wanted to paint a color on top of another, but still see both, she was upset when she couldn’t. Create a booklet for her to explain how colors work, like with paint. Think about their properties, how colors are absorbed and reflected, and how colors can be created. *Note – if it helps, think about explaining a painting you select to her and how that painting may have been created in terms of color.
a.
Terms: transmission, visible light (spectrum),
transparent, translucent, opaque, pigment
Week 3: Benchmark on Friday
- Transparent
- Translucent
- Opaque
- Pigment
- Cornea
- Pupil
- Iris
- Optic Nerve
- Sclera
- Retina
- Lens (Concave and Convex)
- Nearsightedness and Farsightedness
- What are the parts of the eye?
- How do you correct vision problems like nearsightedness and farsightedness?
- Explore the parts of the eye. How do they work with your brain? What is the real image that you see? Make a diagram or a real life model to show how the parts work together. For example, how do the muscles around the lens work?
- What are common vision problems that people have and how are they fixed? What is the most common vision problem with children or with adults? What is the best way to prevent vision problems? You may choose one disease or problem and research fully.
- What is it like to be color blind? What happens to their genes? Is there any way to fix this problem? What colors do they see? How do you find out that you are color blind? Take a survey in our class about the amount of people that are color blind?
