Electromagnetic radiation and spectroscopy are the focus of this week's activities.
Introduction to ALTA
Lesson 1 ALTA
This activity would make a great pre-assessment for Grade 8 – Unit C Light and Optical Systems or Physics 30 Unit C Electromagnetic Radiation.
Grade 8 – Light and Optical Systems Unit C
2. Investigate the transmission of light, and describe its behaviour using a geometric ray model
• investigate how light is reflected, transmitted and absorbed by different materials; and describe differences in the optical properties of various materials (e.g., compare light absorption of different materials; identify materials that transmit light; distinguish between clear and translucent materials; identify materials that will reflect a beam of light as a coherent beam)
• investigate, measure and describe the refraction of light through different materials (e.g., measure differences in light refraction through pure water, salt water and different oils)
Physics 30 – Electromagnetic Radiation Unit C
Knowledge outcomes
30–C1.6k describe, quantitatively and qualitatively, the phenomena of reflection and refraction, including total internal reflection
30–C1.8k describe, qualitatively, diffraction, interference and polarization
This too would make a great exercise at the beginning of the Unit C for Physics 30. Students could complete this individually then as a class they could create a ‘poster ‘to be hung up in the classroom and added/revised/changed as we went through the unit.
Knowledge outcome
30–C1.2k compare and contrast the constituents of the electromagnetic spectrum on the basis of frequency and wavelength
M3 Introduction /M3 Module 1
This can be used in Grade 4 Unit D
General Learner Expectations
Students will:
4–9 Identify sources of light, describe the interaction of light with different materials, and infer the pathway of a light beam.
11. Recognize that light can be broken into colours and that different colours of light can be combined to form a new colour.
It could also be used in Grade 8 Unit C
Students will:
1. Investigate the nature of light and vision; and describe the role of invention, explanation and inquiry
in developing our current knowledge
• identify challenges in explaining the nature of light and vision (e.g., recognize that past explanations for vision involved conflicting ideas about the interaction of eyes and objects viewed)
Activity B – Making Observations of Spectra
This can be used in Grade 4 Unit D
We can include the diffraction grating as a device to be used.
12. Demonstrate the ability to use a variety of optical devices, describe how they are used, and describe their general structure. Suggested examples include: hand lens,telescope, microscope, pinhole camera, lightsensitive paper, camera, kaleidoscope.
Students meeting this expectation will be able to provide practical descriptions of the operation of such devices, but are not required to provide theoretical explanations of how the devices work.
This can also be used for Physics 30 Unit C
30–C1.12k compare and contrast the visible spectra produced by diffraction gratings and triangular
prisms.
Activity C – Introduction to the ALTA Spectrometers and Activity D – Spectrometers in Action
These final two activities from Module 1 would make a great discussion for the following outcome in Grade 8 Science Unit C
3. Investigate and explain the science of image formation and vision, and interpret related technologies
• investigate and interpret emerging technologies for storing and transmitting images in digital form (e.g., digital cameras, infrared imaging, remote imaging technologies)
Conduct investigations into the relationships between and among observations, and gather and record
qualitative and quantitative data
use instruments effectively and accurately for collecting data
organize data, using a format that is appropriate to the task or experiment
It would also make an excellent fit in Grade 9 Science Unit C – Space Exploration
1. Investigate and describe ways that human understanding of Earth and space has depended on technological development
• investigate and illustrate the contributions of technological advances—including optical telescopes, spectral analysis and space travel—to a scientific understanding of space
3. Describe and interpret the science of optical and radio telescopes, space probes and remote sensing technologies
• describe and interpret, in general terms, the technologies used in global positioning systems and in remote sensing
M3 Module 2
Activity A: Observing the Moon and Activity B: Remote Analysis of the Moon
The following are all outcomes for the Grade 9 Science Unit C – Space Exploration and by completing the above activities each outcome would be addressed.
1. Investigate and describe ways that human understanding of Earth and space has depended on
technological development
• investigate and illustrate the contributions of technological advances—including optical telescopes, spectral analysis and space travel—to a scientific understanding of space
• identify evidence for, and describe characteristics of, bodies that make up the solar system; and
compare their composition and characteristics with those of Earth
3. Describe and interpret the science of optical and radio telescopes, space probes and remote sensing technologies
• describe and interpret, in general terms, the technologies used in global positioning systems and in remote sensing
Skill Outcomes (focus on problem solving)
Initiating and Planning
Students will:
Ask questions about the relationships between and among observable variables, and plan investigations to address those questions
• state a prediction and a hypothesis based on background information or an observed pattern of events (e.g., predict the next appearance of a comet, based on past observations; develop a hypothesis about the geologic history of a planet or its moon, based on recent data)
M3 Module 3
This activity couldn’t be more suited for the following outcome in Grade 9 Science Unit C – Space Exploration.
Skill Outcomes (focus on problem solving)
Initiating and Planning
Students will:
Ask questions about the relationships between and among observable variables, and plan investigations to address those questions
• state a prediction and a hypothesis based on background information or an observed pattern of events (e.g., predict the next appearance of a comet, based on past observations; develop a hypothesis about the geologic history of a planet or its moon, based on recent data)
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