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Line 121: − * '''Evaluation (Questions for assessment of the child)''' − Draw a ray diagram to show how this theory explains reflection. − * '''Question Corner''' − − ===Activity No # 1C - Corpsucular Theory of Light === − {| style="height:10px; float:right; align:center;" − |<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;"> − ''[http://karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div> − |} − The objective is to study Newton's theory on light − * '''Estimated Time''' - 30 minutes − * '''Materials/ Resources needed''' − Computer, projector, power − * '''Prerequisites/Instructions, if any''' − * '''Multimedia resources''' − {{#widget:YouTube|id=uO2uyvf-E3k}} − * '''Website interactives/ links/ simulations''' − * '''Process (How to do the activity)''' − Watch the video and discuss with the student their understanding. − * '''Developmental Questions (What discussion questions)''' − #Can reflection and refraction be explained using this? How? − #Newton said that different colours can be caused by different sizes of particles. Knowing what you know of the eye, explain how this would have worked. − #What do you not understand about this theory based on your observations? Line 164:
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Line 232: − + + + + + + + + + + + + + − + − The teacher must reconcile the rays to the wave model.+ − + − + − + − + − Simulation of the double slit experiment+ + + + + + + + + + + + + + + + + + + + + + − + + − After discussing the simulation, explain the process of reflection and refraction in waves+ + − + − + − + − + + + + − Observe the student response to above questions+ + − + + Line 254:
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Line 324: − + + + + + + + + + + + + + − * '''Evaluation (Questions for assessment of the child)'''+ − * '''Question Corner'''+ + + + + + + − ===Activity No # === − {| style="height:10px; float:right; align:center;" − |<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;"> − ''[http://karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div> − |} − * '''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)''' + + + − + + + + + Line 295:
Line 372: − + − + + − ===Learning objectives===+ − ===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.'' − − + + − + − + + + + + + + + − + − − + + + + − + + + + + + + + + Line 343:
Line 436: − − #It is possible to look at light and other electro magnetic radiation as a wave or as a particle known as the photon. − #Light travels as electromagnetic radiation; with waves of different wavelengths − #Light interacts with material particles in discrete packets called photons − #Different wavelengths are associated with photons of different energies
→Concept Map
<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#ffffff; vertical-align:top; text-align:center; padding:5px;">
''[http://karnatakaeducation.org.in/KOER/index.php/ಬೆಳಕಿನ_ಸ್ವಭಾವ ಕನ್ನಡದಲ್ಲಿ ನೋಡಿ]''</div>
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= Concept Map =
= Concept Map =
[[File:Nature_of_Light.mm]]
__FORCETOC__
__FORCETOC__
{|class="wikitable"
{|class="wikitable"
|-
|-
|{{#ev:youtube| LCs8mK1rzc0|150|left}}<br>
|{{#ev:youtube|LCs8mK1rzc0|150|left}}<br>
Primary Additive Colours
Primary Additive Colours
|{{#ev:youtube| r8ejTUNwgTo|150|left}}<br>
|{{#ev:youtube|r8ejTUNwgTo|150|left}}<br>
Primary Subtractive Colours
Primary Subtractive Colours
|}
|}
===Activity No # 1A - Using a prism to split and combine white light ===
===Activity No # 1 - [[Nature_of_Light_white_light_and_colours_activity1|Using a prism to split and combine white light]] ===
{| style="height:10px; float:right; align:center;"
{| style="height:10px; float:right; align:center;"
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;">
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;">
* '''Question Corner'''
* '''Question Corner'''
===Activity No # 1B - What is colour ===
===Activity No # 2 -[[Nature_of_Light_what_is_colour_activity2|What is colour]] ===
{| style="height:10px; float:right; align:center;"
{| style="height:10px; float:right; align:center;"
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;">
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;">
#The higher the frequency the higher the energy; this is seen as different colours of the visible spectrum
#The higher the frequency the higher the energy; this is seen as different colours of the visible spectrum
#Can we break down these seven colours more? (No; demonstrate with a prism; these are pure colours)
#Can we break down these seven colours more? (No; demonstrate with a prism; these are pure colours)
* '''Evaluation (Questions for assessment of the child)'''
* '''Evaluation (Questions for assessment of the child)'''
Draw a ray diagram to show how this theory explains reflection.
Draw a ray diagram to show how this theory explains reflection.
#[http://www.youtube.com/watch?v=CN-wjj_phVA Thomas Young's Double Slit Experiment]
#[http://www.youtube.com/watch?v=CN-wjj_phVA Thomas Young's Double Slit Experiment]
===Activity No # 1 - Simulation of double slit experiment===
===Activity No # 1- Reflection, Refraction and Diffraction as waves===
{| style="height:10px; float:right; align:center;"
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;">
''[http://karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div>
|}
The objective is to demonstrate how we can explain the phenomena of light - reflection, refraction - through the wave model.
The teacher must reconcile the rays to the wave model.
* '''Estimated Time''' - 40 minutes
* '''Materials/ Resources needed'''<br>
Computer, Projector, Blackboard
* '''Prerequisites/Instructions, if any'''<br>
Students must have done simple optics experiments on reflection and refraction.
* '''Multimedia resources'''
* '''Website interactives/ links/ simulations'''
{|class="wikitable"
|-
|[[File:particle_refraction.png|300px|link=http://www.olympusmicro.com/primer/java/refraction/refractionangles/index.html]]
|[[File:particle_reflection1.png|300px|link=http://www.olympusmicro.com/primer/java/reflection/reflectionangles/index.html]]
|-
|[[File:Reflection_and_refraction.png|300px|link=http://www.olympusmicro.com/primer/java/reflection/huygens/index.html]]
|[[File:diffraction.png|300px|link=http://www.olympusmicro.com/primer/java/diffraction/index.html]]
|}
<br>Source:[http://www.olympusmicro.com/ Olympus Microscopy Centre]
* '''Process (How to do the activity)'''
After discussing the simulation, explain the process of reflection and refraction in waves
* '''Developmental Questions (What discussion questions)'''
#Have you seen any waves?
#When they encounter an obstruction what do they do? (They bounce back, they bend around, etc_
#In this image, what do you see happening to the wavefronts - they get reflected, they get refracted
#How can we represent this using a ray diagram?
* '''Evaluation (Questions for assessment of the child)'''
Observe the student response to above questions
* '''Question Corner'''
===Activity No # 2 - Simulation of double slit experiment===
{| style="height:10px; float:right; align:center;"
{| style="height:10px; float:right; align:center;"
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;">
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;">
* '''Multimedia resources'''
* '''Multimedia resources'''
* '''Website interactives/ links/ simulations'''
* '''Website interactives/ links/ simulations'''
[[File:Wave_Interference.png|link=http://phet.colorado.edu/en/simulation/wave-interference]]
[[File:Wave_Interference.png|300px|link=http://phet.colorado.edu/en/simulation/wave-interference]]
* '''Process (How to do the activity)'''
* '''Process (How to do the activity)'''
#Launch the simulation from the [http://phet.colorado.edu/en/simulation/wave-interference PhET] website or download it and run. #Discuss the simulation with the following questions.
#Launch the simulation from the [http://phet.colorado.edu/en/simulation/wave-interference PhET] website or download it and run. #Discuss the simulation with the following questions.
* '''Question Corner'''
* '''Question Corner'''
===Activity No # 2- Explain the double slit experiment===
===Activity No # 3- Explain the double slit experiment===
{| style="height:10px; float:right; align:center;"
{| style="height:10px; float:right; align:center;"
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;">
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;">
* '''Question Corner'''
* '''Question Corner'''
===Activity No # 3- Reflection and Refraction as waves===
==Concept #3 - Particle Nature of Light ==
===Learning objectives===
#One of the early theories of light was that light is made of particles
#Particle theory explains reflection and refraction; light travels in a straight line of particles
#Particle theory (corpuscular theory) did not explain diffraction especially at small, microscopic scale
#Discovery of photoelectric Effect provided the evidence for particle nature when all evidence was showing that light was a wave
===Notes for teachers===
The view among scientists on light was split between wave and particle nature of light. Issac Newton proposed his corpuscular theory while Christian Huygens proposed that light is a wave. Reflection and refraction can be explained using particle theory of light and geometric optics supported the particle theory of light.
Click [http://karnatakaeducation.org.in/KOER/en/index.php/Light_as_energy here] for more notes on the nature of light, visible light and colours.
===Activity No # 1 - Corpsucular Theory of Light ===
{| style="height:10px; float:right; align:center;"
{| style="height:10px; float:right; align:center;"
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;">
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;">
''[http://karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div>
''[http://karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div>
|}
|}
The objective is to demonstrate how we can explain the phenomena of light - reflection, refraction - through the wave model.
The objective is to study Newton's theory on light
* '''Estimated Time''' - 30 minutes
* '''Estimated Time''' - 40 minutes
* '''Materials/ Resources needed'''
* '''Materials/ Resources needed'''<br>
Computer, projector, power
Computer, Projector, Blackboard
* '''Prerequisites/Instructions, if any'''
* '''Prerequisites/Instructions, if any'''<br>
* '''Multimedia resources'''
{{#widget:YouTube|id=uO2uyvf-E3k}}
* '''Website interactives/ links/ simulations'''
* '''Process (How to do the activity)'''
Watch the video and discuss with the student their understanding.
* '''Developmental Questions (What discussion questions)'''
#Can reflection and refraction be explained using this? How?
#Newton said that different colours can be caused by different sizes of particles. Knowing what you know of the eye, explain how this would have worked.
#What do you not understand about this theory based on your observations?
* '''Evaluation (Questions for assessment of the child)'''
Draw a ray diagram to show how this theory explains reflection.
* '''Question Corner'''
===Activity No # 2- Reflection, Refraction and Diffraction as particles===
{| style="height:10px; float:right; align:center;"
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;">
''[http://karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div>
|}
* '''Estimated Time''' - 45 minutes
* '''Materials/ Resources needed'''
Computer, projector, power
* '''Prerequisites/Instructions, if any'''
Students must have done simple optics experiments on reflection and refraction.
* '''Multimedia resources'''
* '''Multimedia resources'''
* '''Website interactives/ links/ simulations'''
* '''Website interactives/ links/ simulations'''
[[File:Reflection_and_refraction.png|link=http://www.olympusmicro.com/primer/java/reflection/huygens/index.html]]
[[File:particle_reflection.png|300px|link=http://www.olympusmicro.com/primer/java/particleorwave/refraction/index.html]]
[[File:particle_wave_reflection.png|300px|link=http://www.olympusmicro.com/primer/java/particleorwave/reflection/index.html]]
<br>Source:[http://www.olympusmicro.com/ Olympus Microscopy Centre]
<br>Source:[http://www.olympusmicro.com/ Olympus Microscopy Centre]
* '''Process (How to do the activity)'''
* '''Process (How to do the activity)'''
#Demonstrate the tutorial and discuss the following questions 1-5
#Show the diffraction tutorial and discuss the other questions
* '''Developmental Questions (What discussion questions)'''
* '''Developmental Questions (What discussion questions)'''
#Have you seen any waves?
#When particles hit a surface, what do you expect to see? (Bounce, reflection)
#When they encounter an obstruction what do they do? (They bounce back, they bend around, etc_
#When particles enter a surface, what do you expect to see? (They slow down, change direction, etc)
#In this image, what do you see happening to the wavefronts - they get reflected, they get refracted
#Can you visualize reflection and refraction as particles?
#How can we represent this using a ray diagram?
#If in a dark room there is a single bulb on the wall and we put a partition in front of the light, will the room be completely dark behind the partition?
#What happens in the light bulb case? How is the light getting spread in the room? Can light (travelling in a straight line) bend around the partition?
#If you imagine waves of light, how would you explain this (think of waves of water)?
#Now what is your conclusion about the theory of light?
* '''Evaluation (Questions for assessment of the child)'''
* '''Evaluation (Questions for assessment of the child)'''
#Can you draw a ray diagram for reflection and refraction of light for particles and waves?
#Based on the evidence so far - reflection and refraction, which theory of light better explains the behaviour of light
* '''Question Corner'''
* '''Question Corner'''
==Concept # 3- Dual Nature of Light==
==Concept # 4- What is Light - Wave particle duality ==
===Learning objectives===
===Learning objectives===
#Light is an electromagnetic radiation
#It is possible to look at light and other electro magnetic radiation as a wave or as a particle known as the photon.
#It is possible to look at light and other electro magnetic radiation as a wave or as a particle known as the photon.
#Light travels as electromagnetic radiation; with waves of different wavelengths
#Light travels as electromagnetic radiation; with waves of different wavelengths
===Notes for teachers===
===Notes for teachers===
The objective here is to enable students to understand that light can be thought of as a wave or as particles. Different models of light explain different phenomena. It is important to get a sense of the history of how light was understood, how electromagnetism was understood and how light is the result of continuously oscillating electric and magnetic fields.
The objective here is to enable students to understand that light can be thought of as a wave or as particles. Different models of light explain different phenomena. It is important to get a sense of the history of how light was understood, how electromagnetism was understood and how light is the result of continuously oscillating electric and magnetic fields.
Overwhelmingly evidence was in favour of light as a wave until a discovery was made that light could make metals emit electrons. Click [http://karnatakaeducation.org.in/KOER/en/index.php/Photoelectric_Effect_and_LASER here] to see about photoelectric effect.
Studies done on how light travels has helped us visualise it now as changing electrical magnetic fields that interact with other material objects as packets of energy. This radiation can be thought of as waves of different wavelengths. The waves are not of material objects but travelling waves changing electric and magnetic fields. Different wavelengths are associated with different energy levels and different kind of radiation. Different wavelengths are associated with different energy levels and different kind of radiation. The electromagnetic spectrum consists of wavelengths varying from hundredths of a nanometre to hundreds of metres. Visible light falls within the wavelength range of 400 to 800 nm (1 nanometre = 10-9 m) and is a small part of the electromagnetic spectrum. Blue light has the smaller wavelength – around 400 nm and red light is around 800 nm. Ultra-violet rays, X rays and gamma rays are more energetic and shorter wavelengths (more later!) and infra red, heat radiation and radio waves are longer wavelengths and lower energy levels.
It is the peculiar nature of sub-atomic particles that they can be treated as particles – in interactions - or as probability waves when we are considering location in space. In the case of light we find that we can associate it with particles – called photons. These are often also known as messenger particles and current theory has it that the movement of energy occurs by the creation and destruction of these virtual particles starting from the source of the energy till the point when it reaches the user of the energy. Different photons have different wavelengths associated with them. Each photon can be treated as a packet of energy and the amount of energy associated with the particle is given by the equation Energy E = hυ where υ is the frequency associated with the wavelength and h is the Planck's Constant. (Remember that the velocity of a wave is given by c = υλ where λ is the wavelength of the associated wave) This means that there is a wavelength associated with the photon particle and this is the wavelength we refer to when talking about the wavelength of light. Since wavelength is inversely proportional to the frequency we can see that the shorter wavelength photon has the greater energy. What this means is that the smallest unit of energy associated with each wavelength is fixed this is the energy of 1 photon of that wavelength. Of course, if there are more photons then there is more energy. But more energetic photons can penetrate matter more than less energetic photons – that is why X rays are not stopped by flesh and muscles but only by bones but light gets bounced off the human body.
Click [http://karnatakaeducation.org.in/KOER/en/index.php/Light_as_energy here] for more notes on the nature of light, visible light and colours.
===Activity No #1 - Introduce the nature of electromagnetic radiation===
===Activity No #1 - Introduce the nature of electromagnetic radiation===
{| style="height:10px; float:right; align:center;"
{| style="height:10px; float:right; align:center;"
''[http://karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div>
''[http://karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div>
|}
|}
* '''Estimated Time'''
* '''Estimated Time''' 30 minutes
* '''Materials/ Resources needed'''
* '''Materials/ Resources needed'''
A voltage source, conducting wires, ammeter, voltmeter, a switch, a magnetic compass, bicycle dynamo, computer, projector, power
* '''Prerequisites/Instructions, if any'''
* '''Prerequisites/Instructions, if any'''
#Familiarity with electric charges, potential, magnetism
* '''Multimedia resources'''
* '''Multimedia resources'''
* '''Website interactives/ links/ simulations'''
* '''Website interactives/ links/ simulations'''
[[File:electromagnetic_spectrum.png|link=http://www.olympusmicro.com/primer/java/electromagnetic/index.html]]
[[File:electromagnetic_spectrum.png|link=http://www.olympusmicro.com/primer/java/electromagnetic/index.html]]
<br>Source:[http://www.olympusmicro.com/ Olympus Microscopy Centre]
<br>Watch this video - '''What is Light'''
{{#widget:YouTube|id=4mk_cSDOSoc}}
* '''Process (How to do the activity)'''
* '''Process (How to do the activity)'''
#Complete the circuit
#Turn on the potential source and ask the students to bring the compass near the circuit
#Observe the compass
#Operate the bicycle dynamo
#What is resulting in the light?
#Demonstrate the simulation and discuss.
#After the discussion, demonstrate the video
* '''Developmental Questions (What discussion questions)'''
* '''Developmental Questions (What discussion questions)'''
#What is electricity?
#What is magnetism?
#Both of these are field forces and these constitute a fundamental force called Electromagnetism
#When the circuit was on there was a field generated; we can think of this as information; this resulted in the deflection of the compass (We will see later how the deflection happens - the magnitude and direction)
#In the case of the dynamo, what did we observe? The rotating magnet created a field and this caused a potential difference and resulted in the light
#Electric and magnetic fields thus produce change in each other
#In the simulation what did we see? When the electric field changes, the magnetic field changes avnd this continuous oscillation results in energy being produced which is Electromagnetic Radiation
#This can behave like a wave or particle; light is an electromagnetic radiation
* '''Evaluation (Questions for assessment of the child)'''
* '''Evaluation (Questions for assessment of the child)'''
#How will you describe light?
#Is light produced? How is it produced?
* '''Question Corner'''
* '''Question Corner'''
#Can you see light?
==Concept #4 Electromagnetic Spectrum==
==Concept #4 Electromagnetic Spectrum==
===Learning objectives===
#Oscillating electric and magnetic fields produce electromagnetic radiation
#The Sun emits radiation of all wavelengths on the electromagnetic spectrum
#Visible light is only one part of this
===Notes for teachers===
{|class="wikitable"
{|class="wikitable"
|-
|-
|{{#ev:youtube |i8caGm9Fmh0|150|left}}<br> Infrared waves
|{{#ev:youtube |i8caGm9Fmh0|150|left}}<br> Infrared waves
|-
|-
|{{#ev:youtube |PMtC34pzKGc|150|list}}<br> Visible Light Waves
|{{#ev:youtube |PMtC34pzKGc|150|left}}<br> Visible Light Waves
|{{#ev:youtube |QW5zeVy8aE0|150|list}}<br> Ultraviolet rays
|{{#ev:youtube |QW5zeVy8aE0|150|left}}<br> Ultraviolet rays
|{{#ev:youtube |CCAYcuCWOnM|150|left}}<br> X Rays
|{{#ev:youtube |CCAYcuCWOnM|150|left}}<br> X Rays
|{{#ev:youtube |TA5SLDiIUWs|150|left}}<br> Gamma waves
|{{#ev:youtube |TA5SLDiIUWs|150|left}}<br> Gamma waves
|}
|}
Read More on the electromagnetic spectrum on [http://www.physicsclassroom.com/class/light/u12l2a.cfm Physics Classroom]
===Activity No # 1 - Introduction to the electromagnetic spectrum===
===Activity No # ===
{| style="height:10px; float:right; align:center;"
{| style="height:10px; float:right; align:center;"
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;">
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;">
''[http://karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div>
''[http://karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div>
|}
|}
* '''Estimated Time'''
* '''Estimated Time''' - 30 minutes
* '''Materials/ Resources needed'''
* '''Materials/ Resources needed'''
Computer, projector, power
* '''Prerequisites/Instructions, if any'''
* '''Prerequisites/Instructions, if any'''
* '''Multimedia resources'''
* '''Multimedia resources'''
* '''Website interactives/ links/ simulations'''
* '''Website interactives/ links/ simulations'''
{{#widget:YouTube|id=4mk_cSDOSoc}}
{{#widget:YouTube|id=m7c4-EO7ECE}}
* '''Process (How to do the activity)'''
* '''Process (How to do the activity)'''
* '''Developmental Questions (What discussion questions)'''
#Demonstrate the video and let the students write down their questions
#The video can be shown again and the questions below can be discussed
* '''Developmental Questions (What discussion questions)'''
#What is the source of the Sun's energy? (Explain briefly the nuclear energy)
#How does this energy travel? (Electromagnetic Radiation)
#Is this a wave or a particle? (Dual Nature)
#Why would the shorter wavelength carry more energy?
#Can you say which electromagnetic radiation has the highest energy?
* '''Evaluation (Questions for assessment of the child)'''
* '''Evaluation (Questions for assessment of the child)'''
* '''Question Corner'''
* '''Question Corner'''
===Activity No # 2 Revision of Electromagnetic Spectrum ===
===Activity No # ===
{| style="height:10px; float:right; align:center;"
{| style="height:10px; float:right; align:center;"
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;">
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;">
''[http://karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div>
''[http://karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div>
|}
|}
* '''Estimated Time'''
* '''Estimated Time''' - 30 minutes
* '''Materials/ Resources needed'''
* '''Materials/ Resources needed'''
* '''Prerequisites/Instructions, if any'''
* '''Prerequisites/Instructions, if any'''
* '''Multimedia resources'''
* '''Multimedia resources'''
* '''Website interactives/ links/ simulations'''
* '''Website interactives/ links/ simulations'''
#Click [http://www.pbs.org/wgbh/nova/physics/electromagnetic-spectrum.html here] for an interactive simulation to review the work so far.
#History of Light
{{#widget:YouTube|id=0KPDlIwo6O4}}
* '''Process (How to do the activity)'''
* '''Process (How to do the activity)'''
* '''Developmental Questions (What discussion questions)'''
#The first simulation is a revision
#The video is to build a theory of how light evolved
* '''Developmental Questions (What discussion questions)'''
#This is meant as a review; discuss based on what comes up in class
* '''Evaluation (Questions for assessment of the child)'''
* '''Evaluation (Questions for assessment of the child)'''
#What was the original theory of light?
#How was the wave theory established?
#How was the wave theory challenged?
#What is the current thinking?
* '''Question Corner'''
* '''Question Corner'''
#Why is speed of light constant?
= Project Ideas =
= Project Ideas =
Create a new page and type <nowiki>{{subst:Content}}</nowiki> to use this template
Create a new page and type <nowiki>{{subst:Content}}</nowiki> to use this template