Overview of NASA/STEP Curriculum Module-Summer 2001

I. Title of Module:

• Properties of Light; Navigation with Map and Compass

II. Author:

• Thomas Bryne

III. Grade Level:

• High School 9-12

IV. Students:

• Urban Minority

NASA/STEP Module - Lesson 1/ Day 1

Objectives:

• To learn about the wave properties of light.

Skills to be developed: Students will be able to:

• Define wavelength, frequency and amplitude.
• Measure angle of incidence and angle of reflection.
• Calculate frequency or wavelength of light using .
• Convert units within the metric system and from the metric to the English system.

Concepts:

• Wave properties: wavelength, amplitude, frequency.
• Law of reflection
• Electromagnetic spectrum

Teaching and Learning Approaches:

• Students will work individually with the worksheet below to learn about wave properties and dimensional analysis.
• Students will work in groups of two using lasers and the mirror lab kit to discover the law of reflection.

Materials and Resources:

• Attached work sheet, lasers (wavelength 630 –680 nm), Mirror lab kit, rulers and calculators.

------------------ATTACHMENT-------------------

NAME:_______________________________________

PROPERTIES OF LIGHT

Welcome to the Unit on Properties of Light and Use of Map and Compass!

Light has a dual nature. It exhibits properties of waves as well as properties of particles. Today we will explore some of the wave properties of light.

I. IMPORTANT TERMS TO UNDERSTAND

A. Types of waves
Longitudinal –
Transverse –

B. Frequency (f)

C. Amplitude

D. Wavelength

E. Speed

F. Conversion of Units – Set up a fraction, equal to one, that has different units in the numerator and the denominator. You can multiply any measurement by this fraction to manipulate the units of the measurement without changing the value of the measurement.

Example: We know that 1 inch = 2.54 centimeters.If I want to change 36 inches to centimeters, I would set up a fraction that has centimeters in the numerator and inches in the denominator.I then make the numerator equal to the denominator so that the overall value of the fraction is equal to one: 2.54 cm/1 inch.When I multiply 36 inches by this fraction, the inches cancel out, leaving 36 x 2.54 cm = 91.44 cm. To change 36 cm to inches, I multiply 36 cm by 1 inch/2.54 cm. Now the centimeters cancel, giving me (36 /2.54)in. = 14.2 in.

II. WAVE PHENOMENON

A. Reflection:

Normal –

Incident ray –

Reflected ray –
Angle of incidence
Angle of reflection

Law of reflection –

B.Refraction:

Absolute Index of Refraction –

Snell’s Law – relationship between angle of incidence and angle of refraction.

Critical angle –

Total internal reflection –

C. Diffraction

Double slit diffraction -

NASA Module - Lesson 2/ Day 2

Objectives:

• To learn about refraction and diffraction of light.
• To learn how fiber optic cable works through total internal reflection.

Skills to be developed: Students will be able to:

• Identify and measure the angle of incidence and angle of refraction.
• Define and calculate the absolute index of refraction for an optical medium.
• Use Snell’s Law to calculate the angle of refraction.
• Define and calculate the critical angle for a given medium.
• Calculate the wavelength of the laser pointer by using a multiple slit grating and the relationship

Concepts:

• Refraction of light
• Snell’s Law
• Critical angle
• Diffraction of light
• Total internal reflection

Teaching and Learning Approaches:

• Students will use worksheets from Day 1 to measure angles of incidence.
• Students will calculate angles of refraction using Snell’s Law.
• Students will work in groups of two using multiple slit grating, laser pointers and rulers to calculate the wavelength of the laser pointer.

Materials and Resources:

• Laser pointer, multiple slit grating, rulers, calculators, plastic bowl, coin, water (to demonstrate refraction of light).

NASA Module - Lesson 3/ Days 3 and 4

Objectives:

• To discover how light is used to transmit voice data.
• To learn the basics of an electric circuit and practice the skill of soldering electrical components.

Skills to be developed: Students will be able to:

• Construct an optical voice device.
• Use soldering tools.
• Understand the principles behind fiber optic communication.

Concepts:

• Total internal reflection
• Components of an electric circuit

Teaching and Learning Approaches:

• Students will work in groups of four to construct a transmitter or receiver which will transmit voices using fiber optic cable.
• Students will use soldering irons and related tools to construct an electrical cricuit.

Materials and Resources:

• Optical voice kit, soldering tools (iron, solder, screw drivers, wire cutters, wire strippers, etc.)

NASA Module - Lesson 4/ Day 5

Objectives:

• To learn how to read a topographic map and use a compass.

Skills to be developed: Students will be able to:

• Identify latitude and longitude coordinates of a point on a map.
• Determine elevations on a contour map.
• Use a compass to calculate a bearing on a map and translate that bearing to a direction on the ground.
• Orient a map using a compass.

Concepts:

• Map grid systems (latitude and longitude)
• Map Scales
• Compass directions
• Map projections

Teaching and Learning Approaches:

• Students will work individually and in groups of three and will be given specific exercises to perform with topographic maps and compasses.
• Maps to be used include detailed orienteering map of Van Cortlandt Park and USGS quadrangle map of an area in Colorado.
• Compass is an orienteering compass

Materials and Resources:

• USGS quadrangle maps of Colorado, orienteering maps of Van Cortlandt Park, worksheet, compasses, rulers and calculators.

NASA Module - Lesson 5/ Day 6

Objectives:

• To learn how to calculate distances on a map and to interpret different map scales.

Skills to be developed: Students will be able to:

• Calculate distance on a map.
• Measure distances on the ground by measuring the average length of their normal stride and calculating the number of steps necessary to cover a given distance.
• Accurately follow a set of compass directions and distances in the field.

Concepts:

• Map scales
• Accuracy of measurements (compass directions and distances)

Teaching and Learning Approaches:

• Students will work individually in the classroom and in groups of two in the field.
• Students will measure the length of their average stride.
• Students will go out to open field on campus where they will be given a set of directions to follow from a given starting point.Students will use the attached forms and can determine how close they came to predetermined finish location.

Materials and Resources:

• Worksheet, meter sticks, compasses, set of directions for students to follow from predetermined locations.

NASA Module - Lesson 5/ Day 6

Objectives:

• To learn how to calculate distances on a map and to interpret different map scales.

Skills to be developed: Students will be able to:

• Calculate distance on a map.
• Measure distances on the ground by measuring the average length of their normal stride and calculating the number of steps necessary to cover a given distance.
• Accurately follow a set of compass directions and distances in the field.

Concepts:

• Map scales
• Accuracy of measurements (compass directions and distances)

Teaching and Learning Approaches:

• Students will work individually in the classroom and in groups of two in the field.
• Students will measure the length of their average stride.
• Students will go out to open field on campus where they will be given a set of directions to follow from a given starting point.
• Students will use the attached forms and can determine how close they came to predetermined finish location.

Materials and Resources

• Worksheet, meter sticks, compasses, set of directions for students to follow from predetermined locations.

NASA Module - Lesson 6/ Day 7

Objectives:

• To learn how to read an orienteering map

Skills to be developed: Students will be able to:

• Read contour lines on a contour map.
• Identify and locate natural and man-made features based on interpretation of map symbols.
• Measure distances on a map and transform those distances to a number of paces on the ground.
• Calculate a bearing between two points on a map and find that direction on the ground.
• Locate controls in wooded area of park using orienteering map and compass.

Concepts:

• Map scales, contour lines, map symbols, compass bearings

Teaching and Learning Approaches:

• Teacher will place 20 to 25 coded controls in wooded area of Van Cortlandt Park. Controls are assigned point values based upon distance from starting point and difficulty of location. Students will work in groups of three. They will be given compasses, orienteering maps of the Park and a detailed clue sheet showing the location of the controls. Groups will plan a route through the specified area of the park, trying to accumulate the maximum number of points by locating as many controls as possible in the allotted time. Students will be required to complete and turn in a preliminary plan of their expected route prior to leaving starting point. Students will record the codes at each control they locate during the exercise. (See attached forms used in the exercise.)

Materials and Resources:

• Orienteering maps of Van Cortlandt Park with controls located on them;
• Compasses; control clue sheet, control code sheet; water supply.
• The following forms

Control clue sheet:

CLUES

Expected route through course/list of controls located:
GROUP MEMBERS
1. ______________
2. ______________
3. ______________
4. ______________
5. ______________
6. ______________
Expected Order of Conttols:

Control card:
Control Designation ______________
Code Number for this control:
____________________________

NASA Module - Lesson 7/ Day 8

Objectives:

• To understand the concept of magnetic declination and practice the orienteering techniques used during field trip to Van Cortlandt Park.

Skills to be developed: Students will be able to:

• Explain the concept of magnetic declination and make the necessary adjustments to compass bearings to account for declination.
• Orient a map in the field.
• Use the thumbing technique for following a course on a map.
• Employ the “aiming off” technique to find a specific location.
• Determine the quickest route between two points on a map considering contour of the land, vegetation, and ease of travel in general.

Concepts:

• Interpreting symbols on a map.
• Magnetic declination.

Teaching and Learning Approaches:

• Students will practice making adjustments for magnetic declination using USGS quadrangle maps.
• Students will learn a variety of techniques for determining desired routes between two points on an orienteering map.

Materials and Resources:

• USGS quadrangle maps of Colorado, orienteering maps of Van Cortlandt Park, compasses.

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Last Updated July 31, 2001 by Roz Krakowsky
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