Grade 8

Cluster 2: Optics

Overview
In this cluster, students broaden their understanding of how
light is produced, transmitted, and detected. Students identify
colours as different wavelengths of light, and explore why
objects appear to have colour. Various types of electromagnetic
radiation are compared. The potential positive and negative
impacts of technological devices that use electromagnetic
radiation are discussed. Students explore the principles and
properties of reflection and refraction, and their application in
everyday situations. Students investigate the characteristics of
concave and convex mirrors and lenses. They enhance their
understanding of how these devices function in a variety of
optical tools. Students also demonstrate the formation of images
using lenses and compare the function of the human eye to that
of a camera lens.
Grades 5 to 8 Science: A Foundation for Implementation

PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION

Students will...
8-2-01 Use appropriate vocabulary
Teacher Notes
related to their investigations of
optics. Prior Knowledge
Include: spectrum, additive theory; Students have had previous experiences related to this cluster in Grade
subtractive theory; frequency; 4, Cluster 2: Light.
wavelength; refraction; concave and
convex mirrors and lenses; terms
related to types of light sources, types
of electromagnetic radiation, and the
â Introduce, explain, use, and reinforce vocabulary throughout this
law of reflection. cluster.
GLO: C6, D3
â Three-Point Approach
Have students use the Three-Point Approach (Simons, 1991) to
write a definition of a term in their own words, represent it with
a picture/diagram, and give an example or synonym.
(For a BLM of the Three-Point Approach for Words and
Concepts, see SYSTH, Attachment 10.2, or Success, p. 6.101.)

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 Grade 8, Cluster 2: Optics

SUGGESTIONS FOR ASSESSMENT SUGGESTED LEARNING RESOURCES

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Grades 5 to 8 Science: A Foundation for Implementation

PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION

Students will...
8-2-02 Differentiate between â Incandescent Versus Luminescent Light Sources
incandescent and luminescent sources Part A: Observing Light Sources
of light.
Provide students with samples of
Include: fluorescent, phosphorescent, • incandescent light sources such as a candle and a lamp with
chemiluminscent, bioluminescent. an incandescent bulb
GLO: D3, D4, E1 • luminescent light sources such as a fluorescent light and a
glow stick
8-0-5a Û Make observations that are relevant to
a specific question. GLO: A1, A2, C2 Have students observe the two types of light sources, noting
8-0-7f Û Reflect on prior knowledge and distinctions and relationships between them. Ask students to fill
experiences to construct new understanding and
apply this new knowledge in other contexts.
out a Concept Relationship Frame (Matchullis and Mueller,
GLO: A2, C4 (ELA Grade 8, 1.2.1) 1994), including examples. Students should leave spaces beside
the examples to classify them as fluorescent, phosphorescent,
chemiluminescent, or bioluminescent after completing Part B
below.
(For a BLM of a Concept Relationship Frame, see SYSTH,
Attachment 11.1, or Success, p. 6.104.)
Part B: Identifying Types of Luminescent Light
Have pairs of students identify which of the following terms and
definitions best suits each example cited in their Concept
Relationship Frame (begun in Part A above) and explain why.
Have two sets of pairs compare and discuss their answers and
reach a consensus. Following a class discussion, ask students to
return to their Concept Relationship Frame and identify the type
of luminescent light each example represents.

Terms and Definitions

Luminescent light is divided into four categories:
• Fluorescent light gives off light only while it is supplied
with electrical energy. Generally, fluorescent bulbs are
in the shape of a tube. The electricity reacts with the
chemicals within the tube. Because fluorescent bulbs are
highly energy efficient, smaller tube bulbs have been
manufactured to be used in home lighting.
• Phosphorescent light continues to give off light even
after the initial source of energy is taken away.
• Chemiluminescent light occurs when a chemical
reaction between substances gives off light without
creating heat.
• Bioluminescent light is a form of chemiluminescence
that occurs in living organisms.

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SUGGESTIONS FOR ASSESSMENT SUGGESTED LEARNING RESOURCES

Extended Response Nelson Science & Technology 8

(Section 5.1)
Provide students with the following:
Sciencepower 8 (Section 7.1)

Light Concept Map

Create a concept map to show the relationships among the
following terms: visible light, incandescent, luminescent,
fluorescent, phosphorescent, chemiluminescent,
bioluminescent, hot, not hot, candlelight, glow stick,
fluorescent bulb, glow-in-the-dark sticker, and firefly.
Look for:
• visible light is divided into two types: incandescent (hot) and
luminescent (not hot)
• incandescent light is described as a light source that burns
so hot it glows, whereas luminescent light is not hot
• luminescent light is divided into four types: fluorescent,
phosphorescent, chemiluminescent, and bioluminescent
• examples of each type of incandescent and luminescent
light are given
Example:

Visible Light

Incandescent Luminescent
(light so hot (light does not need
it glows) to be hot to glow)

candlelight Fluorescent Phosphorescent Chemiluminescent Bioluminescent

fluorescent bulb glow-in-the-dark glow stick firefly

sticker

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Grades 5 to 8 Science: A Foundation for Implementation

PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION

Students will...
8-2-03 Demonstrate that light is a â Activating Prior Knowledge
form of energy, that light travels in a Have students fill out a Knowledge Chart (Matchullis and
straight line, and can be separated Mueller, 1994) indicating what they know about light energy.
into the visible light spectrum. Ensure that students revisit the chart throughout the study of this
GLO: A1, C1, C2, D4 cluster or as a culminating learning activity at the end of the
cluster.
8-0-4e Û Demonstrate work habits that ensure
personal safety, the safety of others, and (For a BLM of a Knowledge Chart, see SYSTH, Attachment 9.2,
consideration for the environment. Include: or Success, p. 6.96.)
keeping an uncluttered workspace; putting
equipment away after use; handling glassware â Light Is a Form of Energy
with care; wearing goggles when required;
disposing of materials safely and responsibly. Remind students that energy is the ability to make things move
GLO: C1
or produce a change in materials.
8-0-5a Û Make observations that are relevant to
a specific question. GLO: A1, A2, C2 Place a radiometer on an overhead projector and have students
8-0-5c Select and use tools to observe, observe the motion of the vanes within the radiometer.
measure, and construct. Include: microscope, (Radiometers are commonly found in Senior Years science labs.
concave and convex mirrors and lenses,
chemical indicators. GLO: C2, C3, C5 The black vanes and white vanes of the radiometer begin
8-0-5f Û Record, compile, and display moving as light energy is absorbed by the black side of the
observations and data, using an appropriate vanes.) Ask students to describe in their science notebooks how
format. GLO: C2, C6 (ELA Grade 8, 3.3.1; Math:
SP-III.2.8) the radiometer proves that light is a form of energy.
8-0-7f Û Reflect on prior knowledge and
experiences to construct new understanding and â Pinhole Camera
apply this new knowledge in other contexts.
GLO: A2, C4 (ELA Grade 8, 1.2.1)
1. Have students build a pinhole camera out of an empty shoe
box or tissue box, following these directions:
• Cut out one end of the box and place wax paper on the
newly opened end.
• On the other end, cut out a 4 cm2 hole and then cover it
with smooth tinfoil. (If students are using a tissue box, the
top opening should be covered with cardboard. Students
could also use two cylindrical chip containers taped
together end to end.)
• Create a tiny hole in the centre of the tinfoil using the
point of a pin.
2. Before students look at a lit candle or an object with their
pinhole camera, have them predict what the image will look
like on the wax paper of their cameras.
3. Ask students to aim their cameras toward a candle. They can
stand two to three metres away from the candle and look at
(not through) the wax paper end. If the classroom has a
window through which trees or buildings are visible, turn off
the lights in the room and have students aim the cameras at
the window. Students can then draw the object they see on
the wax paper and compare it to what they predicted they
(continued) would see. (The image will appear upside down.)
(continued)

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SUGGESTIONS FOR ASSESSMENT SUGGESTED LEARNING RESOURCES

Nelson Science & Technology 8

(Section 5.2)
Sciencepower 8 (Sections 7.1, 9.1)
Addison Wesley Science & Technology
8: Optics (Sections 1.0, 6.3)
The Electromagnetic Spectrum (Video)

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PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION

Students will...
8-2-03 (continued) (continued)
4. Have students draw the camera and the object in their science
notebooks. Remind students that light travels in straight lines.
Have them draw lines in their illustrations to show how the
light is travelling to create the image they saw.
Example:
pinhole

â Visible Light: A Spectrum of Colours

Have students, using a powerful flashlight, shine a white ray of
light through a prism and observe the colours of light that
appear. Inform students that these colours make up what is
called the visible light spectrum, and the separating of white
light into a spectrum is called dispersion. Have students record
the colours of the spectrum in their science notebooks.
Discuss with students the concept of mnemonics as a tool for
remembering ideas (e.g., using the first letter of a term as the
first letter of a word in a catchy phrase). Have students create a
mnemonic that will assist them in remembering the order of
colours in a spectrum.

Teacher Notes
Background Information
The colours that make up the visible light spectrum are: red, orange,
yellow, green, blue, (indigo), and violet. There has been some recent
debate in the science community with respect to the inclusion of the
colour indigo. Some texts may include it, while others may not.

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SUGGESTIONS FOR ASSESSMENT SUGGESTED LEARNING RESOURCES

Extended Response
Provide students with the following:

Light
You have been asked to prove to a younger student that
the following statements are true. Write a position paper
clearly indicating what proof you have to offer. (Use
recent learning experiences, as well as any other examples
you can think of.)
1. Light is a form of energy.
2. Light travels in a straight line.
3. Light can be seperated into different colours.

Look for:
• explanations are clearly stated
• examples (proof) are provided

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Grades 5 to 8 Science: A Foundation for Implementation

PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION

Students will...
8-2-04 Explain, using the additive â Additive Theory of Colour
theory, how colours are produced, Use explicit instruction to introduce to students the additive
and identify applications of this theory of colour. Have students experiment with colour
theory in daily life. combinations to determine what colours of light can be produced
GLO: A1, A2, B1 using only the three primary additive colours and light rays:
• Using three ray boxes/flashlights (one with a red gel or
8-0-5a Û Make observations that are relevant to
a specific question. GLO: A1, A2, C2 transparency film on it, one with a blue transparency on it, and
8-0-5f Û Record, compile, and display one with a green transparency on it), shine different
observations and data, using an appropriate combinations of light onto a light-coloured surface.
format. GLO: C2, C6 (ELA Grade 8, 3.3.1; Math:
SP-III.2.8) • Record information on a chart, listing the colour combinations
8-0-6b Û Interpret patterns and trends in data, and the subsequent new colour created. (An overhead
and infer and explain relationships. GLO: A1, A2, projector may be used instead of light boxes.)
C2, C5
8-0-7a Û Draw a conclusion that explains Example:
investigation results. Include: explaining the Additive Colour Combinations
cause and effect relationship between the
dependent and independent variables;
identifying alternative explanations for
Primary Secondary or Resulting
observations; supporting or rejecting a Additive Colours Additive Colours
prediction/hypothesis. GLO: A1, A2, C2 (ELA blue + red + green white
Grade 8, 3.3.4)
8-0-7h Û Identify and evaluate potential blue + red magenta
applications of investigation results. GLO: C4 blue + green cyan
green + red yellow

The following websites allow students to manipulate primary

additive colours to demonstrate the resulting colour mixes, or
secondary colours.
<[Link]
<[Link]
[Link]>
Have students answer the following questions in their science
notebooks:
1. The three initial colours used are called the primary additive
colours. What are they? (blue, red, and green)
2. What secondary colours were created when only two of the
primary colours were blended? (magenta, cyan, yellow)
3. What colour was created when all three primary colours were
combined? (white)

(continued) (continued)

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SUGGESTIONS FOR ASSESSMENT SUGGESTED LEARNING RESOURCES

Nelson Science & Technology 8

Teacher Notes (Section 5.18)
Background Information
Sciencepower 8 (Section 9.1)
Visible white light is made up of a spectrum of colours; however, colours
of light can also be perceived in other ways. The illusion of a particular Addison Wesley Science & Technology
colour of light can be created by combining specific coloured light rays.
8: Optics (Sections 5.2-5.3)
This adding of colours to create a second colour is called the additive
theory of colour. The Electromagnetic Spectrum (Video)
The primary additive colours are blue, red, and green. The secondary
(or resulting) colours produced when two of the primary colours are
mixed are magenta, cyan, and yellow. When all three primary
colours of light are combined, they produce white light.

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PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION

Students will...
8-2-04 (continued) (continued)
4. A colour television screen utilizes the three primary additive
colours and the additive theory of colour to create the illusion
of an array of colours. Each primary colour is in a separate
row of lit dots. What combination of lit dots would be needed
to create the colour of snow on television? (blue, red, and
green)
5. Stage lighting also uses the concept of the additive theory of
colour. Spotlights covered with gels or transparency film of
the three primary colours may shine toward a light-coloured
background. If a director wanted to create the illusion of a
bright sunny day that progresses into a beautiful sunset and
then into a restful evening, what types of colour
combinations would be used and why? (The bright part of
day may be represented by using all three colours to create a
white light, or by combining red and green to create a yellow
light. As the Sun sets, blue and red may be used to create a
magenta sunset. Finally, blue and green may be used to create
cyan, giving the illusion of evening.)

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SUGGESTIONS FOR ASSESSMENT SUGGESTED LEARNING RESOURCES

Extended Response
Provide students with the following:

Light Colour Combinations

White light can be created by combining two
complementary colours such as blue and yellow. The
yellow contains the green and red that would complete the
colour combination that creates white light. Explain why
the following light colour combinations are able to create
white light.
1. red + cyan = white
2. green + magenta = white

Look for:
1. Blue, green, and red are needed to create white light. Cyan is
made of blue and green light. Therefore, all three primary
colours are present to create white light.
2. Blue, green, and red are needed to create white light. Magenta is
made of red and blue light. Therefore, all primary colours are
present to create white light.

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Grades 5 to 8 Science: A Foundation for Implementation

PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION

Students will...
8-2-05 Explain how the human eye
Teacher Notes
detects colour, and how the ability to
perceive colour may vary from Background Information
person to person. The retina of the human eye has cone cells that perceive colour. Some
cone cells are sensitive to red, some to green, and some to blue.
GLO: A2, E1

8-0-2a Û Access information, using a variety of

sources. Examples: libraries, magazines,
community resource people, outdoor
experiences, videos, CD-ROMs, Internet…
GLO: C6 (ELA Grade 8, 3.2.2) â The Human Eye and the Perception of Colour
8-0-2b Develop and use criteria for evaluating
information sources. Include: distinguish
To enable students to broaden their understanding of the ability
between fact and opinion. GLO: C6, C8 (ELA to perceive colour, have them
Grade 8, 3.2.2, 3.2.3; TFS 2.2.2)
• use a variety of resources to obtain information on how the
8-0-2c Make notes in point form, summarizing
major ideas and supporting details and eye perceives colour and on the nature and causes of colour-
referencing sources. GLO: C6 (ELA Grade 8, blindness
3.3.2)
• summarize this information in their science notebooks
8-0-7f Û Reflect on prior knowledge and
experiences to construct new understanding and • use this information and the additive theory of colour to
apply this new knowledge in other contexts. identify the colour of the cone cells that would need to be
GLO: A2, C4 (ELA Grade 8, 1.2.1)
8-0-7h Û Identify and evaluate potential
activated for them to see the flame of a burning candle
applications of investigation results. GLO: C4 • identify the colour that is perceived (red + green = yellow)

â What Colour Is It?

Darken the classroom and show students three different coloured
objects (e.g., blue, red, and green balls). Have students note
what colour they perceive each object to be. Slowly add more
light to the classroom and, with each addition of light, have
students record the colour of the objects. When the lighting has
returned to normal, have students identify what affected their
perception of the colour of each object. (The amount of light
present affected the perception of colour.)

â Colour-Blindness
Have students use the Think-Pair-Share strategy (McTighe and
Lyman, 1992) to identify some situations where perception of
colour is important, and where adaptive skills would have to be
learned to cope with the challenge of colour-blindness (e.g.,
memorizing the order of lights on a traffic light, having clothes
colour-coordinated).

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SUGGESTIONS FOR ASSESSMENT SUGGESTED LEARNING RESOURCES

Evaluating Testimonies Nelson Science & Technology 8

(Section 5.18)
Provide students with the following:
Sciencepower 8 (Section 9.1)
Addison Wesley Science & Technology
Evaluating Testimonies
8: Optics (Section 5.3)
Two witnesses were called to the stand to testify in a
The Electromagnetic Spectrum (Video)
criminal case. Which of the following testimonies has a
greater degree of validity, and why?
• Witness A: I saw two people running through the park
around 10:00 p.m. The first one who ran by was wearing
a bright red sweater. The second one wore a lime green
sweater. It was dark and cloudy and there was no moon.
The lights in the park were out due to a power failure.
• Witness B: I saw a person running through the park at
approximately 10:00 p.m. Then a minute later another
person ran by. I was unable to tell the colour of their
clothes, although both wore sweaters. Both sweaters
appeared dark but different shades. It was dark and
cloudy and there was no moon. The lights in the park
were out due to a power failure.

Scoring Rubric
Score Criteria

4 The response is correct, complete, and detailed, indicating that Witness

B’s testimony has greater validity because light is needed to detect
shades of colours. It contains examples and/or elaboration to support
the answer (according to both witnesses the area was dark because of
the time of day, weather conditions, and power failure; therefore,
Witness A should not have been able to detect the correct colour of the
sweaters worn). It includes evidence of higher-order thinking.

3 The response is correct and complete, indicating that Witness B’s

testimony has greater validity because light is needed to detect shades
of colours. It contains examples and/or elaboration to support the
answer.

2 The response is generally correct and complete. It may contain minor

errors. It contains examples and/or elaboration to support the answer.

1 The response is partially correct but is incomplete and/or contains

major errors. It contains no examples or elaboration to support the
answer.

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Grades 5 to 8 Science: A Foundation for Implementation

PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION

Students will...
8-2-06 Demonstrate, using the â What Colour Is It?
subtractive theory, how colours are Investigate the mixing of pigments (magenta, cyan, and yellow)
produced, and identify applications of from paints or highlighter pens. Have students
this theory in daily life.
• determine what colour results from mixing any two of the
GLO: A2, B1 pigments, and from mixing all three
8-0-4c Û Work cooperatively with team
• record their information on a chart
members to carry out a plan, and troubleshoot Example:
problems as they arise. GLO: C7 (ELA Grade 8,
5.2.2) Creating Colours
8-0-5a Û Make observations that are relevant to
a specific question. GLO: A1, A2, C2 Colour Combinations Resulting Colours
8-0-7f Û Reflect on prior knowledge and magenta + cyan blue
experiences to construct new understanding and
apply this new knowledge in other contexts. magenta + yellow red
GLO: A2, C4 (ELA Grade 8, 1.2.1)
8-0-7h Û Identify and evaluate potential
yellow + cyan green
applications of investigation results. GLO: C4 magenta + cyan + yellow black

Have students use a Compare and Contrast Frame (Matchullis

and Mueller, 1994) to compare this method of creating new
colours with the additive theory of colour (the mixing of
coloured light).
(For a BLM of a Compare and Contrast Frame, see SYSTH,
Attachment 10.4, or Success, p. 6.103.)
Example:
• Both methods mix primary colours to create secondary
colours.
• One method uses coloured lights, whereas the other uses
coloured pigments.

â Subtractive Theory of Colour

1. Use explicit instruction to introduce the subtractive theory of
colour and to relate this theory to the previous learning
activity. Demonstrate the subtractive theory by shining a blue
light on a blue object, on a red object, and on a green object
in a dark classroom. Ask students to state what colour each
object is. (They should readily see the blue as blue but they
will identify the other two as black.) Turn on the classroom
lights and have students attempt to explain why they
identified the red and green objects as black. (Only the blue
object reflects blue light. The red and green absorb the blue.
Since there was no red or green light available, the red and
green objects absorbed the blue, thereby creating black.)

(continued) (continued)

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SUGGESTIONS FOR ASSESSMENT SUGGESTED LEARNING RESOURCES

Nelson Science & Technology 8

Teacher Notes (Section 5.21)
Background Information
If objects do not give off their own light, they are seen because light
Sciencepower 8 (Section 9.1)
reflects off them. White light is actually made up of a spectrum of
Addison Wesley Science & Technology
colours. Some substances only allow certain colours to be absorbed and
whatever is not absorbed is reflected, thus determining the perceived 8: Optics (Section 5.3)
colour of the object. The colour of the object is thus determined by
subtracting all the colours that have been absorbed. This is referred to as
the subtractive theory of colour.
The chemical that absorbs certain colours of light, but reflects others, is a
pigment.
• The primary pigment colours are: yellow, cyan, and magenta (these
are also the secondary light colours).
• The secondary pigment colours produced when two primary
pigments are mixed are: red, green, and blue (the primary light
colours).
Filters contain pigments and absorb some colours of light. For example,
a blue filter absorbs red and green light and transmits blue. Students
can investigate the effect of coloured light on pigments, but this is
not required to meet the learning outcomes.

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PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION

Students will...
8-2-06 (continued) (continued)
2. Based on this information, have students use the terms
reflected and absorbed to explain, in their science notebooks,
why a red apple appears red in daylight. Ask them to include
the colours that had to be subtracted/absorbed and draw a
diagram depicting this phenomenon.
Example:

Why a Red Apple Appears Red in Daylight

A red apple only reflects red. The rest of the light spectrum is absorbed by
the pigments in the skin of the apple. In order for the colour red to be seen,
orange, yellow, green, blue, indigo, and violet are subtracted from the white
light, leaving the red.
Red is Orange, yellow, green, blue,
reflected. indigo, and violet are
absorbed.

3. Have students add to their Compare and Contrast Frame

(started in the previous learning activity) to include the
primary and secondary colours for both the additive and
subtractive theory of colour.

â Consolidating Knowledge
Have students answer the following questions in their science
notebooks:
1. What is the resulting colour when yellow and cyan pigments
are mixed? (green)
2. What primary pigments need to be mixed to create the
secondary pigment blue? (magenta and cyan)
3. Why is black not a colour? (Black results when no colour is
reflected.)
4. How are the primary pigment colours related to the
secondary light colours? (They are the same.)

â Applications of the Subtractive Theory of Colour

Have students investigate the workings of a colour printer or
invite a photographer to the class to explore the subtractive
theory of colour at work in printers and/or photography.

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SUGGESTIONS FOR ASSESSMENT SUGGESTED LEARNING RESOURCES

Restricted Response
Provide students with the following:

Subtractive Theory of Colour

Circle the best answer to each of the following questions:
1. White light contains all the colours of the spectrum.
According to the subtractive theory of colour, which
colour is not being absorbed by a red apple?
a. blue
b. green
c. magenta
d. red
2. A white T-shirt
a. absorbs all colours in the spectrum
b. reflects all colours in the spectrum
c. reflects only one colour and absorbs the rest
d. absorbs only one colour and reflects the rest
3. What two pigment colours are needed to create the
secondary pigment colour red?
a. magenta and cyan
b. magenta and yellow
c. yellow and cyan
d. blue and green
4. When combined, the three primary pigment colours
create
a. black
b. white
c. brown
d. purple
5. A cyan filter absorbs which of the following colours?
a. blue
b. green
c. red
d. yellow

Look for: 1. d 2. b 3. b 4. a 5. c

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Grades 5 to 8 Science: A Foundation for Implementation

PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION

Students will...
8-2-07 Compare and contrast various â Introducing Waves
types of electromagnetic radiation, Introduce students to the concepts of electromagnetic radiation
with respect to relative energy, and the electromagnetic spectrum. Demonstrate how energy
frequency, wavelength, and human travels in waves by having students observe a still surface of
perception. water that is touched by a vibrating rod.
Include: radio waves, microwaves, Have students describe what they saw and gain practical
infrared, radiation, visible light, experience with determining wavelengths by completing
ultraviolet radiation, X-rays, gamma “Waves” (BLM 8-B).
rays.
GLO: D4, E1 Teacher Notes
8-0-2a Û Access information, using a variety of Background Information
sources. Examples: libraries, magazines, Electromagnetic radiation describes a stream of massless particles, each
community resource people, outdoor travelling in a wave-like pattern at the speed of light, and containing a
experiences, videos, CD-ROMs, Internet…
GLO: C6 (ELA Grade 8, 3.2.2) certain amount of energy. The electromagnetic spectrum is the term used
8-0-2b Develop and use criteria for evaluating
to describe the whole range of different types of electromagnetic
information sources. Include: distinguish radiation, each with its own wavelength, frequency, and amount of
between fact and opinion. GLO: C6, C8 (ELA energy. Types of electromagnetic radiation include: radio waves,
Grade 8, 3.2.2, 3.2.3; TFS 2.2.2) microwaves, infrared radiation, visible light, ultraviolet radiation,
8-0-2c Make notes in point form, summarizing X-rays, and gamma rays.
major ideas and supporting details and
referencing sources. GLO: C6 (ELA Grade 8,
3.3.2)
8-0-7g Û Communicate methods, results, â The Electromagnetic Spectrum
conclusions, and new knowledge in a variety of
ways. Examples: oral, written, multimedia
Have students examine and represent various types of
presentations... GLO: C6 (ELA Grade 8, 4.4.1) electromagnetic radiation, following these steps:
• Use print and/or electronic resources to identify and describe
the various forms of electromagnetic radiation that make up
the electromagnetic spectrum.
• For each type of radiation, include information on relative
energy, wavelength, frequency, and human perception.
• Present information in a poster format that graphically
illustrates the spectrum from long to short wavelength, with
each type of radiation labelled in the appropriate location on
the spectrum, along with associated details.
The following websites, for example, provide information
regarding the electromagnetic spectrum:
<[Link]
<[Link]
<[Link]

8.70
 Grade 8, Cluster 2: Optics

SUGGESTIONS FOR ASSESSMENT SUGGESTED LEARNING RESOURCES

Extended Response: Nelson Science & Technology 8

(Sections 5.15-5.16)
Using a Concept Relationship Frame (Matchullis and
Muller, 1994), have students compare and contrast Sciencepower 8 (Sections 9.2-9.3)
two forms of electromagnetic radiant energy.
(For a BLM of a Concept Relationship Frame, see SYSTH, Addison Wesley Science & Technology
Attachment 11.1, or Success, p. 6.104.) 8: Optics (Sections 6.1-6.2)
The Electromagnetic Spectrum (Video)
Scoring Rubric
Score Criteria

4 The student describes both forms of electromagnetic radiation in terms

of relative energy, frequency, wavelength, and human perception, and
includes a summary statement that uses appropriate terminology and
succinctly captures main ideas.

3 The student describes both forms of electromagnetic radiation in terms

of relative energy, frequency, wavelength, and human perception, and
includes a summary statement that uses appropriate terminology.

2 The student describes both forms of electromagnetic radiation,

addressing at least three aspects of each, and provides a basic summary
statement.

1 The student describes both forms of electromagnetic radiation,

addressing at least two aspects of each.

8.71
Grades 5 to 8 Science: A Foundation for Implementation

PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION

Students will...
8-2-08 Provide examples of â Inquiry Project
technologies that use electromagnetic Using a Sample Inquiry Plan for Grade 8 (see 5-8 ELA, Grade 8,
radiation, and describe potential pp. 184-185), have pairs of students research and develop a short
positive and negative impacts of their written report (or an oral presentation) identifying
uses.
• a technology that uses electromagnetic radiation
Examples: satellite dish, x-ray • the type of electromagnetic radiation it uses
machine, light telescopes, motion
• the potential positive and negative effects of its use
sensors, microwave ovens…
Begin as a class by brainstorming technologies that use
GLO: A5, B1 D4 electromagnetic radiation and have students record the examples
8-0-1a Û Formulate specific questions that lead
in the first box located on the Sample Inquiry Plan. Have each
to investigations. Include: rephrase questions to pair research a different type of technology, if possible, and work
a testable form; focus research questions. GLO: through the plan.
A1, C2 (ELA Grade 8, 3.1.2; Math: SP-I.1.8)
8-0-2a Û Access information, using a variety of Provide direction with respect to type of audience. Lead a class
sources. Examples: libraries, magazines, discussion on evaluating information sources for accuracy,
community resource people, outdoor currency, usefulness, sufficiency (enough), and reliability
experiences, videos, CD-ROMs, Internet…
GLO: C6 (ELA Grade 8, 3.2.2) (authority), and have students create criteria defining what is a
8-0-2b Develop and use criteria for evaluating good resource.
information sources. Include: distinguish
between fact and opinion. GLO: C6, C8 (ELA
(For strategies to aid students in using a variety of information
Grade 8, 3.2.2, 3.2.3; TFS 2.2.2) sources, determining the usefulness of information, constructing
8-0-2c Make notes in point form, summarizing meaning, recording information, referencing, and evaluating
major ideas and supporting details and sources, refer to 5-8 ELA, learning outcomes 3.2.2-3.2.5 and
referencing sources. GLO: C6 (ELA Grade 8,
3.3.2) 3.3.2-3.3.3.)
8-0-7f Û Reflect on prior knowledge and
experiences to construct new understanding and Possible Internet Sites:
apply this new knowledge in other contexts. • The website How Stuff Works provides information on how
GLO: A2, C4 (ELA Grade 8, 1.2.1)
8-0-7h Û Identify and evaluate potential
radio waves work and their many applications, ranging from
applications of investigation results. GLO: C4 baby monitors to deep space radio communications.
<[Link]
• The fact sheet entitled “Are Electromagnetic Fields
Hazardous to Your Health?” from Ohio State University
contains information on electromagnetic radiation and its
potential negative effects, as well as precautions to take.
<[Link]
• Washington State Department of Health has an informative
site on Microwave Oven Radiation Safety.
<[Link]
• The article “Hung up on Mobile Phones” by an associate
professor at the Department of Public Health and Community,
University of Sydney, examines the issue of safety with
electromagnetic radiation, particularly with cell phones.
<[Link]
[Link]>

8.72
 Grade 8, Cluster 2: Optics

SUGGESTIONS FOR ASSESSMENT SUGGESTED LEARNING RESOURCES

Inquiry Project Oral Presentation Nelson Science & Technology 8

(Section 5.16)
Provide students with the following tool for peer
assessment of the oral presentations: Sciencepower 8 (Sections 9.2-9.3)
Addison Wesley Science & Technology
Peer Assessment of Research Report Presentation 8: Optics (Section 6.2)
Presenters: ________________________________________________________
Technology: ______________________________________________________
Assessor: ________________________________________________________

Rating Scale
Criteria Poor Good Excellent
The speaker
• spoke so that everyone could hear 1 2 3 4 5

• described the technology 1 2 3 4 5

• identified the type of radiation used by 1 2 3 4 5

the technology

• described possible positive and/or 1 2 3 4 5

negative effects of its use

• used visuals 1 2 3 4 5

• kept the interest of the group 1 2 3 4 5

Constructive comment:

Written Report of Inquiry Project

When assessing students’ inquiry projects, look for
indications of the following:

Rating Scale
Criteria Poor Good Excellent
The report
• describes the technology 1 2 3 4 5

• identifies the type of radiation used by 1 2 3 4 5

the technology

• describes possible positive and/or 1 2 3 4 5

negative effects of its use

• includes pictures and/or diagrams 1 2 3 4 5

• is neat and legible 1 2 3 4 5

Constructive comment:

8.73
Grades 5 to 8 Science: A Foundation for Implementation

PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION

Students will...
8-2-09 Conduct experiments to â Laws of Reflection Experiment
determine the laws of reflection, and Use explicit instruction to introduce students to the first law of
provide examples of the use of reflection, which states that the incident beam (ray), the normal,
reflection in daily life. and the reflected beam (ray) are all on the same plane (all occur
Include: the angle of reflection is the on the same flat surface). As a result, the reflected beam will not
same as the angle of incidence; the bounce off in many directions but will follow a clear and
incident beam, the normal, and the predictable path.
reflected beam are all on the same Provide students with a commercial light box (or have them
plane. construct a light box), a flat/plane mirror, and a protractor. Have
GLO: A2, C1, C2, D4 students plan and implement an experiment to determine the
relationship between the angle of an incoming beam of light
8-0-1a Û Formulate specific questions that lead (incident beam) and the angle of an outgoing beam (reflected
to investigations. Include: rephrase questions to
a testable form; focus research questions. GLO:
beam).
A1, C2 (ELA Grade 8, 3.1.2; Math: SP-I.1.8) Example of possible set-up:
8-0-3a Û Formulate a prediction/hypothesis that
identifies a cause and effect relationship
between the dependent and independent
light box
variables. GLO: A2, C2 (Math: SP-I.1.8)
8-0-3c Û Create a written plan to answer a
specific question. Include: apparatus, materials,
safety considerations, steps to follow, and
variables to control. GLO: C2 (ELA Grade 8, protractor
mirror
3.1.4) incident beam
8-0-4a Û Carry out procedures that comprise a
fair test. Include: controlling variables, repeating reflected beam
experiments to increase accuracy and reliability.
GLO: C2 Ask students to record their observations as labelled beam
8-0-5a Û Make observations that are relevant to diagrams, indicating measurements of the angles and including
a specific question. GLO: A1, A2, C2
the following terms: incident beam, reflected beam, angle of
8-0-5c Select and use tools to observe,
measure, and construct. Include: microscope, incidence, angle of reflection, and normal. (The angle of
concave and convex mirrors and lenses, incidence occurs between the incident beam and the normal,
chemical indicators. GLO: C2, C3, C5
which is an imaginary line located at a 90° angle from the
8-0-5e Û Estimate and measure accurately
using SI and other standard units. Include: reflective surface, and the angle of reflection is between the
determining volume by displacement of water. reflected beam and the normal.)
GLO: C2, C5 (Math: SS-IV.1.6, SS-III.1.5, Math:
SS-III.1.6, SS-I.1.5) Based on the data gathered, have students draw a conclusion that
8-0-6b Û Interpret patterns and trends in data, represents the second law of reflection. (The angle of incidence
and infer and explain relationships. GLO: A1, A2, is equal to the angle of reflection.) Have students identify
C2, C5
examples of the use of reflection in daily life. (cosmetology,
8-0-7a Û Draw a conclusion that explains
investigation results. Include: explaining the rearview mirrors in cars, security mirrors, reflectors on jackets
cause and effect relationship between the or bicycles, single-lens reflex cameras)
dependent and independent variables;
identifying alternative explanations for
observations; supporting or rejecting a
prediction/hypothesis. GLO: A1, A2, C2 (ELA
Grade 8, 3.3.4)
8-0-7h Û Identify and evaluate potential
applications of investigation results. GLO: C4

8.74
 Grade 8, Cluster 2: Optics

SUGGESTIONS FOR ASSESSMENT SUGGESTED LEARNING RESOURCES

When assessing the Laws of Reflection experiment, Nelson Science & Technology 8
refer to “Conducting a Fair Test: Observation (Sections 5.3-5.4)
Checklist” (BLM 8-Q).
Sciencepower 8 (Section 7.2)
Addison Wesley Science & Technology
8: Optics (Sections 2.0-2.2)
Teacher Notes
For instructions on constructing a light box, refer to Grade 4,
Cluster 2: Light. Use of a commercial light box is recommended to
ensure that clear light beams are obtained for this learning activity and
others.
Background Information - Laws of Reflection

reflected beam

angle of reflection (R)

normal R = 45°
I = 45°
angle of incidence (I)

incident beam mirror

8.75
Grades 5 to 8 Science: A Foundation for Implementation

PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION

Students will...
8-2-10 Conduct experiments to â Comparing Refraction through Substances of Different
compare the refraction of light Densities
through substances of different Have students plan and carry out an experiment to compare the
densities. refraction of light through substances of different densities (e.g.,
GLO: C1, C2, D4 water, vegetable oil, shampoo, transparent acrylic), then identify
the relative densities of the substances for students or have
8-0-1a Û Formulate specific questions that lead
to investigations. Include: rephrase questions to
students identify them. For this experiment, students use their
a testable form; focus research questions. GLO: knowledge of angle of incidence and angle of refraction to
A1, C2 (ELA Grade 8, 3.1.2; Math: SP-I.1.8) develop a testable question, an hypothesis (that predicts a
8-0-1b Û Select and justify a method to be used relationship between the dependent and independent variable),
in finding the answer to a specific question.
GLO: C2 (ELA Grade 8, 3.2.3; Math: SP-II.1.8) and record of procedures. They also make observations and draw
8-0-3a Û Formulate a prediction/hypothesis that conclusions.
identifies a cause and effect relationship
between the dependent and independent
Note: this learning experience links to Grade 8, Cluster 3:
variables. GLO: A2, C2 (Math: SP-I.1.8) Fluids, learning outcome 8-3-06.
8-0-3b Identify the independent and dependent Example:
variables in an experiment. GLO: A2, C2
8-0-3c Û Create a written plan to answer a • Testable question: What is the effect of the density
specific question. Include: apparatus, materials, (independent variable) of a substance on the size of the angle
safety considerations, steps to follow, and of refraction (dependent variable)?
variables to control. GLO: C2 (ELA Grade 8,
3.1.4) • Hypothesis/prediction: The higher the density of a substance,
8-0-4a Û Carry out procedures that comprise a the greater the size of the angle of refraction.
fair test. Include: controlling variables, repeating
experiments to increase accuracy and reliability. Have students draw labelled refraction beam diagrams for each
GLO: C2 substance tested, including the angle measurements.
8-0-4c Û Work cooperatively with team
members to carry out a plan, and troubleshoot
Example:
problems as they arise. GLO: C7 (ELA Grade 8,
5.2.2)
8-0-5a Û Make observations that are relevant to
a specific question. GLO: A1, A2, C2
light box angle of incidence
8-0-5c Select and use tools to observe,
measure, and construct. Include: microscope,
concave and convex mirrors and lenses, normal
chemical indicators. GLO: C2, C3, C5
8-0-5e Û Estimate and measure accurately incident beam
using SI and other standard units. Include:
determining volume by displacement of water.
GLO: C2, C5 (Math: SS-IV.1.6, SS-III.1.5, Math:
SS-III.1.6, SS-I.1.5) refracted beam
8-0-5f Û Record, compile, and display
observations and data, using an appropriate
format. GLO: C2, C6 (ELA Grade 8, 3.3.1; Math:
SP-III.2.8) I = 45°
sample substance
8-0-6f Û Identify how the original plan evolved R = 55°
and justify the changes. GLO: C2, C3 (ELA
Grade 8, 3.3.4) angle of refraction

8-0-7a Û Draw a conclusion that explains

investigation results. Include: explaining the prediction/hypothesis. GLO: A1, A2, C2 (ELA
cause and effect relationship between the Grade 8, 3.3.4)
dependent and independent variables; 8-0-7c Û Identify a new prediction/hypothesis
identifying alternative explanations for based on investigation results. GLO: A1, C2
observations; supporting or rejecting a (ELA Grade 8, 3.3.4)

8.76
 Grade 8, Cluster 2: Optics

SUGGESTIONS FOR ASSESSMENT SUGGESTED LEARNING RESOURCES

When assessing the Comparing Refraction through Nelson Science & Technology 8
Substances of Different Densities, refer to (Section 5.10)
“Experiment Report: Assessment” (BLM 8-S).
Sciencepower 8 (Section 7.3)
Addison Wesley Science & Technology
Refraction 8: Optics (Section 2.3)
Provide students with the following:

Refraction
You are cleaning out a large fish tank and you need to
remove the fish inside the tank before emptying the water.
When you place your net into the water, the fish are not
where they appear to be. Why not? Include a labelled
diagram with your explanation.

Scoring Rubric
Score Criteria

4 The response is correct, complete, and detailed. It indicates that the

light reflected off the fish has to travel through mediums of different
densities, thus causing the light rays to refract (bend) and giving the
appearance that the fish is in a different place than it actually is. The
response contains example and/or elaboration to support the answer
and includes an accurately drawn and labelled diagram. It includes
evidence of higher-order thinking.

3 The response is correct and complete. It indicates that the light

reflected off the fish has to travel through mediums of different
densities, thus causing the light rays to refract (bend) and giving the
appearance that the fish is in a different place than it actually is. The
response contains examples and/or elaboration to support the answer
and includes an accurately drawn and labelled diagram.

2 The response is generally correct and complete. It may contain minor

errors. It contains examples and/or elaboration to support the answer
and includes a labelled diagram which may contain a minor error or
omission.

1 The response is partially correct but is incomplete and/or contains

major errors. It contains no examples or elaboration to support the
answer. The diagram is missing or contains major errors or omissions.

8.77
Grades 5 to 8 Science: A Foundation for Implementation

PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION

Students will...
8-2-11 Explain how reflection and â Creating a Phenomenon
refraction produce natural Have students work in small groups to create the effect of a
phenomena. sunset, following these steps:
Examples: sun dogs, rainbows, blue 1. Add a teaspoon of powdered milk to a glass of water. Do not
sky... stir; let the powder settle on its own.
GLO: D4, D5 2. Shine a flashlight straight down into the glass and record the
colour you detect. (bluish)
8-0-2a Û Access information, using a variety of
sources. Examples: libraries, magazines, 3. Stir the mixture. When the water calms, shine the light
community resource people, outdoor through the glass from the side onto a light-coloured wall or
experiences, videos, CD-ROMs, Internet…
GLO: C6 (ELA Grade 8, 3.2.2)
a piece of white paper. Record the colour detected. (reddish-
8-0-5a Û Make observations that are relevant to
orange)
a specific question. GLO: A1, A2, C2 Have students answer the following questions in their science
8-0-7g Û Communicate methods, results, notebooks:
conclusions, and new knowledge in a variety of
ways. Examples: oral, written, multimedia 1. What source of light was the flashlight intended to represent?
presentations... GLO: C6 (ELA Grade 8, 4.4.1) (the Sun)
2. In what position in the sky would the Sun be when the sky is
the colour you first detected in the glass? (overhead)
3. In what position in the sky would the Sun be during the
second colour? (lower, sunset level)
4. What does the milk solution represent? (dust and sediment
particles in the sky)

â Word Wall and Poster

Have students use the Think-Pair-Share strategy (McTighe and
Lyman, 1992) to generate examples of natural phenomena
produced by light. Ask students to create a Word Wall
(Cunningham, 1991) with the examples (e.g., sun dogs,
rainbows, blue sky, mirage, northern lights, sunsets, harvest
moon). (For a discussion of the Word Wall strategy, see 5-8
ELA, Strategies, pp. 199-201.)
After conducting research, have each student develop a small
poster that presents information, both in text and visual form,
about how his or her chosen phenomenon is created, including
the terms reflection, refraction, or dispersion where appropriate.
To assist students in answering the following questions, have the
class participate in a Gallery Walk (Brownlie and Close, 1992)
of the various phenomena posters:
1. Which phenomena were created by the refraction of light and
what medium caused the refraction?
2. Which phenomena were created by the reflection of light and
off what material was light being reflected?
3. Were any phenomena created through any combination of
reflection, dispersion, and/or refraction? If so, which?

8.78
 Grade 8, Cluster 2: Optics

SUGGESTIONS FOR ASSESSMENT SUGGESTED LEARNING RESOURCES

Natural Phenomena Poster Nelson Science & Technology 8

(Section 5.14)
When assessing students’ natural phenomena posters,
look for indications of the following: Sciencepower 8 (Sections 7.3, 9.1)
Addison Wesley Science & Technology
8: Optics (Section 5.1)
Rating Scale
Criteria Poor Good Excellent The Electromagnetic Spectrum (Video)
The poster
• describes how a phenomenon is created 1 2 3 4 5

• illustrates the phenomenon with a labelled diagram 1 2 3 4 5

• identifies and explains how the phenomenon is an 1 2 3 4 5

example of reflection, refraction, or dispersion

• is aesthetically pleasing 1 2 3 4 5

8.79
Grades 5 to 8 Science: A Foundation for Implementation

PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION

Students will...
8-2-12 Investigate to determine how â Lens Investigation
light interacts with concave and Provide students with a light box that divides light into several
convex mirrors and lenses, and beams (rays). (Divided light beams can be created with materials
provide examples of their use in such as a piece of thick paper with slits, a comb, and so on.)
various optical instruments and Have pairs or small groups of students use this light box to
systems. investigate the effect of different types of lenses on the direction
GLO: B1, C2, D3, D4 of light beams, following these steps:
• Place a double concave lens and then a double convex lens in
8-0-5a Û Make observations that are relevant to
a specific question. GLO: A1, A2, C2 front of the light beams and observe what happens with each
8-0-7a Û Draw a conclusion that explains lens.
investigation results. Include: explaining the
cause and effect relationship between the
• Record observations on a Three-Point Approach sheet.
dependent and independent variables; (For a BLM of the Three-Point Approach for Words and
identifying alternative explanations for
observations; supporting or rejecting a
Concepts, see SYSTH, Attachment 10.2, or Success, p.
prediction/hypothesis. GLO: A1, A2, C2 (ELA 6.101.)
Grade 8, 3.3.4)
• Create a definition of each lens, indicating whether light
8-0-7f Û Reflect on prior knowledge and
experiences to construct new understanding and beams converge (come together) or diverge (spread apart).
apply this new knowledge in other contexts. • Draw a diagram of each lens and show the direction of the
GLO: A2, C4 (ELA Grade 8, 1.2.1)
light beams after they leave the lens.
• Identify some examples of the use of each lens in optical
instruments and systems.

â Investigating Mirrors
Have students look at themselves using convex and concave
mirrors, record their observations, and explain why the images
appeared as they did.

Teacher Notes
Background Information
A convex mirror produces a small image standing right side up. It reflects
back a larger area than a concave mirror does. Convex mirrors are used
for security purposes in stores.
A concave mirror can reflect in two different ways:
• If the object is close, the mirror will make it appear larger and right
side up.
• If the object is farther away, the mirror will make it appear
smaller and upside down. Concave mirrors are used for
shaving.

8.80
 Grade 8, Cluster 2: Optics

SUGGESTIONS FOR ASSESSMENT SUGGESTED LEARNING RESOURCES

Restricted Response Nelson Science & Technology 8

(Sections 5.8-5.9)
Provide students with the following:
Sciencepower 8 (Sections 8.1, 8.3)
Addison Wesley Science & Technology
Lenses, Mirrors, and Light Beams
8: Optics (Sections 2.2, 4.1-4.2)
Match the following pictures of lenses and mirrors with the
applicable phrases below. Each picture may be used more
than once.
a. b. c. d.

e. f. g.
J JJJJ

1. concave mirror ______________________________

2. double convex lens ___________________________
3. convex mirror ______________________________
4. double concave lens __________________________
5. lenses that cause light beams to diverge ___________
6. lenses that cause light beams to converge _________
7. planoconvex lens_____________________________
8. planoconcave lens ____________________________
Look for:
1. e, f 2. b 3. g 4. a 5. a, d 6. b, c 7. c 8. d

Teacher Notes
Background Information
A convex lens is thicker in the middle than at its edges and causes light
beams to converge (come together )
Examples:
• double convex lens
• planoconvex lens
Convex lenses are used in overhead projectors, cameras, movie
projectors, and magnifying glasses.
A concave lens is thicker at its edges than in the middle and causes light
beams to diverge (spread apart ).
Examples:
• double concave lens
• planoconcave lens
Concave lenses are often used in combination with
convex lenses.

8.81
Grades 5 to 8 Science: A Foundation for Implementation

PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION

Students will...
8-2-13 Demonstrate the formation of â Investigating Focal Points
images using a double convex lens, Provide students with the following focal point
and predict the effects of changes in information: The focal point is the point
lens position on the size and location where light beams meet. It is the point
of the image. where an image would appear in focus.
Examples: magnify or reduce an The distance from the mid-region of the
image by altering the placement of lens to the focal point is called the focal
one or more lenses... length. focal length
GLO: C2, C5, D4 Have students compare the focal length of a planoconvex (flat
8-0-5a Û Make observations that are relevant to
on one side) lens to that of a double convex lens by light from a
a specific question. GLO: A1, A2, C2 light box. Have students record their observations. (The
8-0-5c Select and use tools to observe, planoconvex lens should have a longer focal length.)
measure, and construct. Include: microscope,
concave and convex mirrors and lenses,
chemical indicators. GLO: C2, C3, C5 Teacher Notes
8-0-5e Û Estimate and measure accurately
using SI and other standard units. Include: A planoconvex lens is used here to provide a comparison in focal
determining volume by displacement of water. lengths and to provide background for the instructional strategies
GLO: C2, C5 (Math: SS-IV.1.6, SS-III.1.5, Math: suggested for learning outcome 8-2-14, where students describe
SS-III.1.6, SS-I.1.5)
how the eye can focus an image.
8-0-7a Û Draw a conclusion that explains
investigation results. Include: explaining the
cause and effect relationship between the
dependent and independent variables;
identifying alternative explanations for â Investigating Lenses
observations; supporting or rejecting a
prediction/hypothesis. GLO: A1, A2, C2 (ELA Have students investigate the effects of
Grade 8, 3.3.4) • changes in the position of a double convex lens on the size
and location of an image
• changes in the number of lenses on the size and location of
an image
For this investigation, students need to use a light box and a
screen (a large piece of paper) and carefully measure and record
the distances involved and the resulting size and location of the
focused image.
After students have completed the investigation, have them
answer the following questions in their science notebooks:
1. Did the image appear larger or smaller as the distance
between the light source and the lens increased? (smaller)
2. Did the image appear larger or smaller as the distance
between lenses increased? (larger)
3. If you were attempting to view something very far away,
what combination of lenses would you use and how would
you set them up? (You would use two double convex lenses
placed far apart in order to obtain maximum magnification.)
4. What is an example of an optical device that uses two lenses
to view distant objects? (a telescope)

8.82
 Grade 8, Cluster 2: Optics

SUGGESTIONS FOR ASSESSMENT SUGGESTED LEARNING RESOURCES

Extended Response Nelson Science & Technology 8

(Sections 5.11-5.12)
Provide students with the following:
Sciencepower 8 (Section 8.2)
Addison Wesley Science & Technology
Refracting Telescopes
8: Optics (Section 3.2)
Why are extremely large refracting telescopes used to
study distant stars? Include in your explanation the science
concepts used to develop this technology.

Scoring Rubric
Score Criteria

4 The response is correct and complete and thoroughly explains the

concept, including references to
• the distance of stars and the subsequent small image seen with the
unaided eye
• the consequent need for the use of two double convex lenses
situated a great distance apart
• the resultant large size of the telescope
The response contains examples and/or elaboration with reference to
results of the investigations with lenses and the production of a focused
and enlarged image. It includes evidence of higher-order thinking.

3 The response is correct and complete and thoroughly explains the

concept, including references to
• the distance of stars and the subsequent small image seen with the
unaided eye
• the consequent need for the use of two double convex lenses
situated a great distance apart
• the resultant large size of the telescope
The response contains examples and/or elaboration with reference to
results of the investigations with lenses and the production of a focused
and enlarged image.

2 The response is generally correct and complete. It may contain minor

errors. It contains examples and/or elaboration to support the answer.

1 The response is partially correct but is incomplete and/or contains

major errors. It contains no examples or elaboration to support the
answer.

8.83
Grades 5 to 8 Science: A Foundation for Implementation

PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION

Students will...
8-2-14 Compare the functional â Comparing the Eye and the Camera
operation of the human eye to that of Have students use various print, multimedia, and Internet
a camera in focusing an image. resources to
GLO: A5, C4, D1, D4 • identify the corresponding parts and functions of the eye and
the camera and record these on a chart
8-0-2a Û Access information, using a variety of
sources. Examples: libraries, magazines, • create a labelled diagram of the eye and the camera, colour
community resource people, outdoor coordinating similar-functioning components of the eye and
experiences, videos, CD-ROMs, Internet…
GLO: C6 (ELA Grade 8, 3.2.2) the camera
8-0-2b Develop and use criteria for evaluating â Focusing an Image
information sources. Include: distinguish
between fact and opinion. GLO: C6, C8 (ELA Have students, working in pairs, view distant and near objects
Grade 8, 3.2.2, 3.2.3; TFS 2.2.2)
with a single-lens reflex 35 mm camera (which allows the user
8-0-2c Make notes in point form, summarizing
major ideas and supporting details and to focus manually by pulling out or pushing in the lens) and
referencing sources. GLO: C6 (ELA Grade 8, answer the following questions in their science notebooks:
3.3.2)
1. Predict whether the focal length (placement of lens in
relationship to the film) would be short or long in order to
bring a small distant object into focus. (long)
2. Test your prediction by looking through a single-lens reflex
35 mm camera and trying to focus on your partner. Have
your partner note the length of the casing that holds the
camera lens. Then look at a small distant object with your
camera and record your observations about the length of the
lens casing.
3. Was your prediction correct? Why or why not?
4. What does a camera do to produce a focused image of
objects at varying distances? (It changes the focal
length—the distance between the lens and the focused image
on the film.)
5. Unlike the camera, the eye is not able to change focal length.
How does the eye focus objects at varying distances?
Research to find the answer, if necessary. (The eye can
change the shape of its lens by the pull of certain muscles,
making it thicker and thinner, allowing it to focus a variety of
images.)

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 Grade 8, Cluster 2: Optics

SUGGESTIONS FOR ASSESSMENT SUGGESTED LEARNING RESOURCES

Extended Response Nelson Science & Technology 8

(Section 5.13)
Have students use a Compare and Contrast Frame
(Matchullis and Mueller, 1994) to compare the major Sciencepower 8 (Section 8.2)
parts and functions of the human eye and the camera.
(For a BLM of a Compare and Contrast Frame, see SYSTH, Addison Wesley Science & Technology
Attachment 10.4, or Success, p. 6.103.) 8: Optics (Section 4.1)

Look for:
• the points stated in the example provided for the Comparing the
Eye and the Camera learning activity

Teacher Notes
Background Information
The Eye and the Camera
The following chart sumarizes the function of corresponding parts of the
eye and the camera.

Function Eye Camera

Allows in light pupil aperture
Controls the amount iris iris diaphragm
of light allowed to enter and shutter
Magnifies image lens lens
Serves as the focal point retina film
where image is received
Provides the protective cornea lens cap
covering of lens

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Grades 5 to 8 Science: A Foundation for Implementation

Notes

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