Lenses. Creation of images in thin lenses

Бекешова Лаура Дохтырбаевна
Ақтау қаласы, НЗМ
1
Физика
Тема:
Lenses. Creation of images in thin lenses

Learning:

Be able to:

· describe the relationship between the focal length of a lens, the radius of curvature of the spherical surfaces and the relative refractive index of the lens;

· to construct the path of rays in a thin lens and to give the characteristics of the received image

· solve problems by using the formulas

Lesson objectives:

Be able to:

· Describe characteristics of the images received in lenses

· Construct the path of rays in a thin lens and to give the characteristics of the received image

· Prove the received types of images on the basis of a relative positioning of lenses and the subject

Success criteria:

· Describe characteristics of the images received in lenses

· Construct the path of rays in a thin lens

· Give the characteristics of the received image

· Prove the received types of images on the basis of a relative positioning of lenses and the subject

Language objectives:

Subject-specific vocabulary & terminology:

Students will use the following terms-

· Lenses

· Focal length

· Radius of curvature

· Spherical surfaces

· The received image

Values instilled at the lesson:

Global citizenship, critical thinking, real life application.

Cross-curricular links:

English, Mathematics (use of formula and graphs)

ICT skills:

Using PPT, Bilimland.kz , twig-bilim.kz, itest.kz

BilimLand.jpg.12.09.19.02Twig.jpg12.09.19.02.iTest.jpg12.09.19.02.

Previous learning:

· Learners are familiar with the key concepts of optics from Grades 8 as phenomenon of light refraction and graphical representation of the path of rays

· They know how to do use mirrors and lenses

 

Course of the lesson

Planned stages of the lesson

Planned activities at the lesson

Resources

Beginning

5 min

The teacher welcome students for the lesson.

To checking homework.

Activity blinding: students come to the Board and they have to find their own tables by closing their eyes. Then the teacher asks the students how difficult it is to move, closing eyes, and seeing nothing. Students suggest a topic

Teacher to introduce the lesson, states the expectations and the lesson objectives.

 

 

 

 

 

PPT

Middle

3 min

 

 

 

 

 

 

 

 

 

 

 

 

2 min

 

 

 

 

 

 

 

 

 

 

5 min

 

 

 

 

 

 

 

5 min

 

 

 

 

 

 

 

 

2 min

 

 

 

 

 

 

 

 

 

 

 

 

 

 

3 min

 

 

 

 

 

 

 

10 min

 

 

 

 

 

2 min

Brainstorming. To watch a video “How we see” in twig-bilim.kz.

And answer the question “How we can see environment?”

bekeshova_lenses_1.png

bekeshova_lenses_2.png

Work in pairs. Watching videos and answer the teacher’s questions, then completing bilimland’s tasks.

bekeshova_lenses_3.png

1) With watching the video answer the question: What is the structure of the lens? and perform tasks: Activity-1.2, at page-3

2) Watching the video : Converging and Diverging Lenses

Play with simulation to know types of lens and do the task at page-4, Activity-1.

bekeshova_lenses_4.png

3) To read: Focusing of rays. Glass bottles. And play with simulation “Check how the position of a focal point” at page-5.

4) To watch short videos: “Images in lenses” and play with simulation “Find out how the object-lens distance affects the type of image.” and ask to question: What type of an image is formed by a diverging lens? at page-6.

5) To watch a video “Images Formed by a Diverging Lenses” and do the tasks: Activity-1.2.3 at page-7.

6) To watch a video “Converging Lens” and do the tasks: Activity-1.2. at page-8.

bekeshova_lenses_5.png

7) To watch a video “Converging Lens” and do the tasks: Activity-1.2.3 and play with simulation at page-9.

8) To learn the table “Properties of images” and do the task: Activity-1 at page-10.

9) To learn by heart “Lens equation and magnification formula” and watch a video about it. To do the task: Activity-1.2 at page-11

bekeshova_lenses_6.png 

10) To learn by heart “The focal length and the shape of a lens formula” and watch a video about it. Play with simulation, and do the task: Activity-1. at page-12

11) To read about “the power of lenses” and do the Activity task-1 at page 13

12) To read about “the power of lenses”, play with simulation, and do the task: Activity-1. at page-14

13) To read and watch a video about “The defects of lenses and Augustin Jean Fresnel” Activity-1. at page-15

14) Lesson report. Students get results and write their results on a self-assessment sheet.

 

 Students to attempt questions. Individual work by itest.kz

bekeshova_lenses_7.png

Students get results and write their results on a self-assessment sheet.

The teacher sums up the lesson and gives feedback to students

 

 

https://twig-bilim.kz/en/film/how-we-see-part-2-brain

Twig.jpg12.09.19.02.

 

 

 

 

 

 

 

https://bilimland.kz/en/courses/physics-en/optics/lesson/lens

BilimLand.jpg.12.09.19.02

 

 

 

 

 

 

 

 

https://bilimland.kz/en/courses/physics-en/optics/lesson/lens

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

https://bilimland.kz/en/courses/physics-en/optics/lesson/lens

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

iTest.jpg12.09.19.02.

https://itest.kz/ru/ent/fizika

 

End

3 min

At the end of the lesson, learners reflect on their learning:

-       What has been learned

-       What remained unclear

-       What is necessary to work on

Home work

To solve problems worksheet-1

Reflection

worksheet-1

 

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check students’ learning?

Health and safety regulations

Most learners should be able to recall the main aspects of the specified areas.

Some learners will not be able to attempt all the questions. In this case teacher gives a differentiated scaffolding.

A weak student can ask questions from their peers. A gifted student can answer to the questions

Learners, who are able to finish worksheet 1, will be given extra worksheet 2.

In the beginning of the lesson:

Oral feedback

Differentiated feedback

Differentiated scaffolding

A teacher gives them Differentiated feedback

 

In the middle:

Teacher comments on students worksheet1 and gives feedback if someone needs a help teacher gives a differentiated scaffolding

 

At the end of the lesson:

Learners reflect on their learning: Students have to answer one of above questions in brief. If student prefers to write, they can use different stickers

Self assessment

Students have to assess their own work

Students to place their bags in designated areas to avoid minor accidents.

 

During the work with the different materials (pen, pencil, spring, sharp objects) students must follow SAFETY RULES in the physics lab.

 

During the break time the lab assistant have to ventilate the classroom.

Reflection

Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO?

If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

 

Summary evaluation

 

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

what have I learned from this lesson about the class or achievements/difficulties of individuals that will inform my next lessons

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