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Optional Unit VI: Optics

A. Applications

2. Other Applications

Of the following applications, at least six should be covered. These applications can either be treated separately, or preferably integrated into other key concepts about light in Core Unit III. Throughout this Optional Unit on Optics, various opportunities will arise to introduce appropriate applications. This also has the potential of leading to independent learning activities by students.

It is difficult to foresee new developments and applications relating to light which are likely to arise in the future. As such new applications are developed through advances in science and technology, teachers should feel free to incorporate them into the following list.

The extent to which the concepts are developed through these applications are left to the discretion of the physics teacher. However, regardless of the extent to which these applications are developed, connections should be made which relate the applications to the behaviour of light and other important physical phenomena.

Furthermore, consideration of these or any other applications in physics should be treated with an emphasis which helps to develop the science, technology, society, and environment (STSE) thrust of the new curriculum. Whenever opportunities arise to develop STSE interrelationships (Dimension D), they should be pursued.

Treatment of the historical context of these applications and developments is encouraged, to put the study of physics into a social and historic framework. Students should also be aware that many outstanding achievements in science and other realms of human experience occurred when individuals deviated from accepted norms and practices, bound only by their imagination, often in spite of strong opposition and persecution.

The topics listed here summarize alphabetically major applications found in many Secondary Level physics resources. Other applications of light may be added to the list.

animal vision
apparent depth
applications of light involving computers     
artificial light sources
atmospheric effects
binocular vision
binoculars
black body radiation
cameras
catadioptric lenses
colour perception
colour pigments
colour temperature
compound lenses
contact lenses
eclipses
electron microscopes
emission spectroscopy
eproms
fibre optics
fluorescence
fun-house mirrors
gravity lenses
holography
illuminance
image enhancing
infrared light
kaleidoscopes
laser disks
lasers
light emitting diodes
lidar (light detecting and ranging)
light meters
light microscopes
light pressure
lighting
liquid crystal displays
magnifiers
one-way mirrors
optical aberrations
optical illusions
optical instruments
optical levers (i.e., Cavendish balance)
optometry
parabolic reflectors
periscopes
phosphorescence
photoelasticity
photoelectric cells
photographic applications
pinhole cameras
plasma displays
prism retroreflectors
prisms
projectors
rainbows
range finding
rearview mirrors
remote sensing
resolution
resolving power
Search for Extraterrestrial Intelligence (S.E.T.I.)
solar cells
solar heating
solar reflectors
spectroscopy
spotlights and search lights
sun tanning
telescopes
television
thin films, air wedges, and iridescence
ultraviolet light
video recording
x-ray diffraction
zoom lenses

Teaching Suggestions, Activities and Demonstrations

  1. Obtain a cow's eye from a local abattoir. Using dissection instruments, dissect the eye and examine the optical system. Design an experiment to determine the focal length of the lens. (You may also try to coordinate this activity with the biology program, with the cooperation of a biology teacher. The activity has some interesting applications in both physics and biology.)

  2. Build a pinhole camera. Conduct experiments to determine the correct exposure time under certain lighting conditions for a given film speed.

  3. Research the history of photography, or some other aspect of photography, identifying significant people and developments.

  4. Given the list of applications involving light, students can research one topic from the list. Individual or group projects can be done.

  5. Design and build a solar reflector which can be used for drying fish and meat.

  6. Assign individual or group research projects. Provide each student or group with opportunities to investigate any of the applications shown.
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