How do we see

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Philosophy of Science

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Additional information

Useful websites

1. Web interactives and additional information on Human Vision; Source: Olympus Microscopy Research
   This website has a lot of information on the structure of the eye, the mechanism of vision and eye problems.
   
2. TED Video on "How do we see colour"

Reference Books

1. NCERT Textbook Chapter Light
2. NCERT Textbook Chapter Reflection and Refraction
3. NCERT Textbook Chapter Human Eye and the Colourful World

Teaching Outlines

Concept #1 - The process of vision

Learning objectives

1. We see because of the eye and the brain
2. The eye has a lens, it processes images and the brain interprets
3. There are colour and depth sensors in the brain

Notes for teachers

What is vision

1. The human vision is a very complex process. Vision is a result of the two eyes working almost simultaneously with large portions of the brain to produce the sensation of vision.
2. The first step in the process is the stimulation of the light sensitive receptors in the eye. This information of the image is then converted into electrical signals which are transmitted by the optic nerve to the brain where it undergoes a lot of pre-processing before reaching the visual cortices in the cerebrum. It is at the end of this process that we have a sense of vision.
3. We must remember that the eye is actually an extension of the brain and is only one tool in the entire process of vision.

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Activity No #1 Our eyes can confuse us

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• Estimated Time - 20 minutes
• Materials/ Resources needed - None.
• Prerequisites/Instructions, if any - None. This is a set of two activities - not a full fledged experiment but a way of introducing the way our eyes can confuse us. This is to be done in the beginning of the unit.
• Multimedia resources
• Website interactives/ links/ simulations
• Process (How to do the activity)

1. Ask the children to bring their index fingers together in front of their eyes at a distance of about 5-6 cm from the eyes. They should focus on a distant point in front of them and then move their fingers towards and away each other.
2. They should be able to see a finger in the middle that seems to wiggle as they move the finger front and back or up and down!
3. Get the children to look at an object first with one eye and then the other. They will see the image shift slightly – this is because the angle at which we see with each eye is slightly different.

• Developmental Questions (What discussion questions)

1. How is it that illusions are able to fool us? Why do we see an extra finger when we know there is no extra finger?
2. We do not see only with our eyes –the eyes are only a part of the things that we need to see. We see because of our eyes, because of the nerves that connect our eyes to our brain and the brain itself.
3. The brain makes sense of all the information that the eyes have given to it. Of course as we see in the case of the optical illusions the brain can be fooled sometimes. But most of the time it makes complete sense of what we see.
4. Why do we have two eyes? They provide the brain with two different images which are separated by a small distance
5. The two images go to the brain and the brain is able to get a 3D image of the object because of this.
6. Remind them how we can fool the brain – we did that on the first day when we grew an extra floating finger!

• Evaluation (Questions for assessment of the child)
• Question Corner

Activity No #

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• Estimated Time
• Materials/ Resources needed
• Prerequisites/Instructions, if any
• Multimedia resources
• Website interactives/ links/ simulations
• Process (How to do the activity)
• Developmental Questions (What discussion questions)
• Evaluation (Questions for assessment of the child)
• Question Corner

Concept #

Notes for teachers

These are short notes that the teacher wants to share about the concept, any locally relevant information, specific instructions on what kind of methodology used and common misconceptions/mistakes.

Activity No #

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• Estimated Time
• Materials/ Resources needed
• Prerequisites/Instructions, if any
• Multimedia resources
• Website interactives/ links/ simulations
• Process (How to do the activity)
• Developmental Questions (What discussion questions)
• Evaluation (Questions for assessment of the child)
• Question Corner

Activity No #

Click to Comment

• Estimated Time
• Materials/ Resources needed
• Prerequisites/Instructions, if any
• Multimedia resources
• Website interactives/ links/ simulations
• Process (How to do the activity)
• Developmental Questions (What discussion questions)
• Evaluation (Questions for assessment of the child)
• Question Corner

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