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LIGHT IN OUR WORLD

This educational program aims to introduce students to optical devices, reinforce mathematical skills through data analysis, improve social skills, and broaden career choices. By studying sources of light, properties of materials, and light transmission, students engage in hands-on activities like spectrophotometry and electronic assembly. Culminating activities include web research on optical careers, community-based research on photonic devices, report writing, and poster presentations. The rubric assesses participation, task completion, critical thinking, and accuracy. Supported by the National Science Foundation, this program promotes enthusiasm, learning, and sustainability in high school classrooms.

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LIGHT IN OUR WORLD

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  1. LIGHT IN OUR WORLD JOSHUA O. OLADIPO CRANE HS

  2. A Measurable Goal www.kamsewunique.com

  3. Illinois State Goals and Standards • 7.B.4 : Estimate and measure the magnitude and directions of physical quantities (e.g. velocity, force, slope) using rulers, protractors and other scientific instruments including timers, calculators, and computers. • 12.C.5b : Analyze the properties of materials (e.g. mass, boiling point, melting point, hardness) in relation to their physical and/or chemical structures.

  4. OBJECTIVES • To introduce the students to optical devices, and systems • To reinforce their mathematical skills via scientific data analysis • To improve their social skills, and college readiness • To broaden their career choices

  5. Background & Motivation • Critical thinking, data interpretation and drawing inferences – essential skills • Cutting edge science is “alien” to most high school classrooms • Photonics have wide applications www.syntronics.net www.theoutdoorstores.com www.stvincent.ac.uk rst.gsfc.nasa.gov

  6. Sources of light and Vocabularies • Models and objects to show sources like sun, stars, bulb, flashlight, e.t.c. • Internet usage : key terms paraphrased and examples identified. • Outcomes presented as tables and discussed in a teacher led mode.

  7. Light Source Sample in clear plastic cup. Transmitted Light Why do objects appear the way we see them? – Part I • A model of spectrophotometer set up

  8. Why do objects appear the way we see them? – Part II • Studied the absorption and transmission of different light colors in coke • Tabulated observations to ensure understanding and attention to details • Used observations to answer critical thinking questions, and also to draw conclusions.

  9. A laboratory Spectrophotometer Simple dilution: http://www.stanford.edu/group/Urchin/simple.htm

  10. Student Activities • Produced a working circuit • Measured the intensity of light at various wavelengths for classic coke and similar liquids • Plot a graph of intensity versus peak wavelength – spectra analysis of liquid under test • Answer questions including what they think real life applications may be

  11. Voice transmission using light light source sound detector Speaker with amplifier Figure 2: A block diagram of an optical communication system

  12. Electronic Assembly A whole class – teacher led activity: • assembled the transmitter and the receiver of a fiber optical communication system electronics • discussed each step of this project, and also tried to respond to students’ questions and comments • trouble shooting not completed for voice modulation demonstration

  13. Culminating Activities – Extra Credits • Web based research into careers in optical studies • Internet, and community based research into instruments containing photonic devices • Report writing • Poster presentation

  14. Rubric • assess not judge • promotes enthusiasm, learning, and sustainability • focused on participation, task completion, conceptual understanding, critical thinking, and accuracy • point scale from 4 to 2 for high to low ratings • overall percent contribution to grade is 10% along with stock market project fairness and justice

  15. Acknowledgement • National Science Foundation for their financial support of the RET Summer program and materials for classroom teaching modules. NSF EEC-0502272 • Prof. S. Ghosh and his research group • Directors, and staff of UIC RET Site.

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