Lesson Idea and Outline

The perception of light relies on our eyes and our use of optics. In this theme students will undertake activities that illustrate the links between colour, light and our perception of the things around us.

Overview

This lesson series is aimed at investigating the relationship between eyes, vision, perception and light. The lesson series focus on the difference between both animal and human visual models. Information provided over this topic series are in the form of worksheets, with relevant activity sheets assigned for student use.

Objectives

To develop a comprehensive understanding of the visual system and its components. Lessons will review both the human visual system and that of the animal kingdom, with an emphasis on the evolutionary adaptations some animals exhibit in response to the light levels of their environment. In addition, the use of optical aids is discussed with a view to how they help to rectify some common visual problems.

Time Required

Minimum of 5 x 1 hour sessions plus an additional 4 x 1 hour sessions to undertake the Optical Art lessons associated with this theme.

Procedures

• Introduction to the eye, its basic structure and components.
  Class discussion on the importance of vision, what we take for granted and a quick reflection on what life would be like without sight.
• Introduction to animal eyes, and the weird and wonderful eyes on display within the animal kingdom.
  Class brainstorm on what other animal types have not been considered.
  Activity sheet for completion by younger students.
• Indepth look at the human eye anatomy.
  Class discussion about properties of light (wavelengths, spectrum, refraction, reflection etc)
• Common eye problems focusing on the how and optics can help to overcome the visual defects.
  Associated activities sheets provide a fun series of self-tests on: colourblindness and Magic 3D images.
• Indepth study of the fish visual system and the structural adaptations to overcome limitations of light
  Class discussion about the adaptation seen, and brainstorm

Student Presentation Options

Any or all of the following methods could be employed depending on the skill level of students and available technology.

• Papiermache model of eye or favourite animal eye type (for example, assign students different animal eye types for modelling)
• Poster or Fact Sheets on different visual system, or on optical components
• Web page
• PowerPoint presentation (for example, 1 slide per student or per visual component)
• Multimedia presentation using Hyperstudio, Director or Flash.

Extensions

• Worksheet 1: With such a rich variety of eyeshapes, colour and type within the animal kingdom, consider how different their vision would be when compared with humans. Possible focus on student pets - how many different eye types? Are they able to see colour? How would their vision be different to ours?
• Worksheet 1: Comparison of animal eye types from different habitats (eg: desert vs rainforest)
• Worksheet 2: Lesson focus on colour, the wavelengths of light and its spectrum with demonstrations (eg: prisms, rainbows, coloured filters etc)
• Worksheet 2: Investigate the mixing of colours and how TV screens and computer moniters can give the sense of any colour when it only utilises 3 prime colours to do so. Possible use of colour filters and colour mixing explanations and demonstrations.
• Worksheet 2: Perform visual test exercises, and present the results graphically illustrating the different quality of sight within a population. How does this relate with the rest of the population
• Worksheet 2 & 3: Investigate the compound eye system of insects (such as the bee), and how its perception of images is very different from ours.
• Worksheet 3: Investigate the tricks that our eyes and brain play on us by investigating many different types of optical illusions present in our everyday environment.
• Worksheet 4: Lesson focus on the properties of light with repect to refraction, reflection, scattering and filtering with demonstrations (eg: bending and reflection of light through optics, and how this changes when light ray passes through different mediums)
• Worksheet 4: Explantion of why the sky is blue, or what causes vibrant sunsets, with respect to the filtering and scattering of light within the environment
• Worksheet 4: Perform standard Bullseye dissection however with comparison to dissection of fish eye (in particular the differences in the lenses)
• Worksheet 4: Bioluminescence, as an in depth research option. Each student is to research one type of bioluminescence (eg: camouflage, signalling, or species recognition) or focus on one particular species of bioluminescent fish and present findings to class.

Cross-curricular Options

Arts

• Art: Investigtion into the colour wheel and spectrum
• Art: After students have designed 2d optical illusion they can construct a 3 dimensional version.
• Dance: Students scan images and place them in a photoediting package distorting original images into an animation. These animated optical images are then used as background environments for a student's choreographed dance.
• Graphics:Students can use poster paints or indian inks to create small postcard sized visual illusions.
• Graphics: Students research the work of M.C. Escher and his approach to optical illusions/impossibilities.
• Graphics:Students can use poster paints or indian inks to create wrapping for packaging products such as a box designed for games or perfume.
• Music: What kind of sounds, instruments, or musical expressions can evoke the senses of light and dark. Identify certain passages of music as typically characteristic of light and dark.
• Textiles: Visual illusions could be translated into machine embroidered or tapesty cushion covers or art works.
• Textiles: Screenprint the designs onto t-shirt material or for fabric design.
• Photography: The use of optics in photography, and how different lenses can cause impressive distortions (such as the fish eye lens and how it distorts image). Emphasis on the similar structure between the camera and the eye.
• Photography: The varying levels of light analysing photographic highlight and shading elements.

Geography

• Investigation into the varying hours of light globally emphasis on earth rotation and latitudinal/longitutinal co-ordinates as an explanation for seasonal equinoxes also.

Maths

• Investigation involving angles of refraction and reflection, to be expanded into trigonometry exercises.
• Calculations and problem solving focus on the speed of light, to be expanded into series of algebraic exercises

Science

• Biology: Investigate the variety of different eye shapes present within the human population in relation to global environmental light levels and conditions, in an evolutionary sense
• Biology: Study the differing cultural adaptations to climate with varying light cycles (eg: the desert vs forest, the polar vs equatorial regions)
• Biology: The effect of light on the pineal gland, SAD disorder, melanin production and possible circadian cycle connections.
• Chemistry: The chemical reaction responsible for bioluminescence, fluorescence and the emission of light
• Physics: The discovery of electricity, the light bulb, and modern day developments using fiber optics
• Physics: The Physics of light with a focus on speed, interaction with matter, the mechanics of refraction and reflection, and the equations behind these relationships.
• Physics: Investigate the use of telescopes and how specialised their optical components are to enable humans to view the stars.

Technology

• Progress of light/electricity/fiber optics & its role in technology advancements
• Powerpoint display (eg: Optical illusions are scanned and placed as background for a powerpoint display or scanned and made into an animation for a short video). Similar technique could be applied to any area of optics, eyes, colour or light