Bionic eye module 2

Teacher activity

Disseminate quiz for students to assess misconceptions they have about light and seeing.

Monitor student responses.

Teacher resources

• Teacher notes / 00-Traffic-Lights.docx

Student activity

Students work through a quiz, which identifies their misconceptions around light and seeing.

Resources required

• Student-Worksheets / 01-Quiz.docx

Teacher activity

Give students feedback on the quiz in the form of investigations to undertake to disprove identified misconceptions.

Student activity

Students work through guided investigations which seek to disprove their misconceptions (at home).

Resources required

• Student-Worksheets / 02-Mythbusters.docx

Teacher activity

Using the Power Point presentation, explicitly identify each misconception, invite students to share the data they collected to form a representation using the graphs in Bionic Eye_Investigations_Presentation.pptx, then lead a discussion that interrogates misconceptions using findings from their investigations.

Teacher resources

• Classroom Resources / 01-Bionic-Eye-Investigations-Presentation.pptx

Student activity

Through whole class discussion, students interrogate their misconceptions and, as a class, discuss their findings from their investigations.

Students pool their data to create graphs, and discuss their findings, which they then analyse and use as evidence to adjust their prior understandings.

Students analyse pooled data and compare to quiz results to identify misconceptions and whether data/new information supports these or not.

Teacher activity

Introduce the components of the model, making each explicit (but not necessarily explaining the function).

Manipulate the model and use the Predict, Observe, Explain framework to explore functions of components and properties of light.

Introduce the use of ray diagrams as a method to represent the nature of light and how it is affected by manipulations. See: Ray_diagrams_representing_light.pptx

Teacher resources

• Classroom Resources / 02-Protocols-for-eye-setup.docx
• Classroom Resources / 04-Ray-diagrams-representing-light.pptx
• Teacher Notes / 01-Using-Predict-Observe-Explain-To-Lead-Inquiry.docx

Student activity

After the teachers announces how they will manipulate the model, students make predictions (as a group). These are noted via a public, visual means.

Students make observations of what has occurred when the model has been manipulated. Students discuss in groups their explanations for their observations.

Students share discussions with class (led by the teacher).

Students and teacher discuss how to set up ray diagrams that illustrate points discussed.

Teacher activity

Teacher guides students through virtual or real dissection of a cow’s eye.

Facilitate discussion/mapping of concepts from model to human eye through questioning and

Teacher resources

• Teacher Notes / 02-Linking-Eye-Model-to-Parts-of-Eye.docx
• Classroom-Resources / 05-Cows-eye.png
• Classroom-Resources / 06-coweye-dissection-exploratorium.pdf
• Video: Cow's Eye Dissection I Exploratorium, Exploratorium. (2012)

Student activity

Students conduct/watch dissection.

Students make notes that link model and the eye using the student worksheet.

Students discuss component(s) that cannot be connected between the model and eye.

Students discuss limitations of model and function of human eye components.

Students draw ray diagrams to demonstrate the path of light onto the retina of an eye, and to demonstrate the path of light through our model’s lens to produce an image on a screen.

Resources required

• Student-Worsheets / 02-Student-worksheet-Cows-eye-dissection.docx

Teacher activity

Ask students to reflect on the eye model setup in which the lens produced an inverted shadow of a pen on the screen. Ask students to represent their understanding of what was happening there using an illustration or http://www.sketchtoy.com

Identify misconceptions but do not correct them yet.

Introduce simulation software and make explicit components within it.

Invite unguided exploration time (play time with model) for short period of time.

Provide questions that invite manipulations of model and observations.

Ask students to write and draw an illustrated summary for this learning goal: Explain how an image is formed on the retina by a convex lens using ray diagrams. – They can do this on paper or using http://www.sketchtoy.com

Teacher works with students to negotiate what is happening and supports students in producing representations of how an image is formed on the retina by a convex lens using ray diagrams.

Teacher resources

• Teacher notes / 03-representational-practice-sketchtoy.docx
• Teacher notes / 04-Learning-Through-Constructing-Representations-in-Science.pdf

Student activity

Students draw their initial representations of what is happening when an image is inverted by a lens. They can do this on paper or using http://www.sketchtoy.com

Students manipulate a digital representation of the model used in the modelling activity.

Students freely manipulate model, inviting ‘discovery’ learning.

Students consider questions posed and how model may be manipulated to test this.

Students make predictions on what will occur when they manipulate model and undertake manipulations.

Students observe findings and contextualise these to ray diagrams which they use to create a representation of how an image is formed on the retina by a convex lens.

Through feedback about these representations from teachers and other peers, students modify their representations to demonstrate their understandings.

Resources required

• Student Worksheets / 03-Learning-Outcome-2-Protocol-for-PhET.docx
• http://www.sketchtoy.com

Teacher activity

Provide students with equipment and problem (to construct a representation of an eye with a formed image).

Teacher asks students to discuss their reflections in their groups.

Teacher resources

• Classroom Resources / 07-Materials-for-eye-model.docx

Student activity

Students analyse provided equipment and evaluate usefulness in constructing their model.

Students work collaboratively (with assigned roles) to construct their model with a formed image.

Students label/make explicit each component and how it represents a component of the human eye.

Resources required

• Materials to construct model