About

Light and Shadows

The main point of this simulation is to show that light rays leaving an object travel in straight lines. The simulation has two light bulbs that can be turned on or off independently. The bulbs can be dragged around the screen to change their positions. The light from the bulbs either passes through a mask with a hole in it, or it is blocked by an object, as it travels to a screen on the right of the simulation. Investigate how the patterns of light and shadows change as you move the bulbs, the mask or object, and/or the screen, and as you change the size of the mask or object.

For more info: http://weelookang.blogspot.sg/2013/08/refraction-model.html

 

For Teachers

Activities

1. Start with the mask and just one of the light sources. This illuminates part of the screen. Let's say you wanted to illuminate a larger part of the screen. Could you do this by moving the light source? If so, do you move the light source toward the screen or away from the screen? Could you, instead, illuminate more of the screen by moving the mask? If so, do you move the mask toward the source or away from the source? Could you, instead, illuminate more of the screen by moving the screen? If so, do you move the screen toward the mask and the source or away from the mask and source?
2. Before you turn on the second source, predict the color that will be produced in a region that is illuminated by both sources simultaneously. Turn on the second source (so both the red source and the blue source emit light), and check your prediction.
3. Using two sources and the mask, determine the conditions under which the sources light up distinct (non-overlapping) regions on the screen, and when they light up overlapping regions of the screen.
4. Now use just one source and an object, which casts a shadow on the screen. Let's say you wanted the shadow to cover a larger part of the screen. Could you do this by moving the light source? If so, do you move the light source toward the screen or away from the screen? Could you, instead, produce a larger shadow on the screen by moving the mask? If so, do you move the mask toward the source or away from the source? Could you, instead, produce a larger shadow on the screen by moving the screen? If so, do you move the screen toward the mask and the source or away from the mask and source?
5. How do your answers to activity 1 compare to your answers to activity 4? Explain what the connection is between the two activitoes.

Translations

Code	Language		Translator	Run

Credits

Andrew Duffy; lookang (weelookang@gmail.com); Tina Tan

Commons Attribution). "Single Light Source, Object and Screen casting Shadow Primary School JavaScript Model Simulation Virtual Lab - Open Educational Resources / Open Source Physics @ Singapore" from Open Educational Resources / Open Source Physics @ Singapore. Overview: This briefing document summarizes the key themes and important ideas presented in two sources related to a JavaScript simulation designed to teach primary school students about light and shadows. The simulation focuses on the interaction of a single light source, an object, and a screen, allowing users to explore how manipulating these elements affects the formation and characteristics of shadows. The sources emphasize the educational value of this interactive tool in helping young learners grasp fundamental principles of light and its behavior through hands-on virtual experimentation. Main Themes and Important Ideas: 1. Light Travels in Straight Lines and Causes Shadows: The primary concept underlying the simulation is that light travels in straight lines. When an opaque object obstructs the path of light from a source, it blocks the light from reaching a surface (the screen), resulting in the formation of a shadow. The "About" section of the second source explicitly states: "The main point of this simulation is to show that light rays leaving an object travel in straight lines." The "Recognise that a shadow is formed when light is completely or partially blocked by an object" point in the "For Teachers" section reinforces this core idea. 2. Interactive Exploration of Factors Affecting Shadow Formation: The simulation allows users to manipulate various parameters and observe the real-time changes in the shadow cast. These parameters include: Light Source Position: Dragging the light bulb(s) around the screen. Object/Mask Position: Moving the mask with a hole or an object. Screen Position: Adjusting the distance of the screen from the light source and object. Object/Mask Size: Changing the dimensions of the obstructing element. Number of Light Sources: Turning on or off individual light bulbs (though the primary focus of the second source is a single light source). The "About" section encourages investigation: "Investigate how the patterns of light and shadows change as you move the bulbs, the mask or object, and/or the screen, and as you change the size of the mask or object." 3. Guided Learning Activities for Inquiry-Based Learning: The second source provides specific "Activities" designed for teachers to guide students' exploration. These activities encourage prediction, observation, and the identification of relationships between the manipulated variables and the resulting shadows. Examples of Activities:Investigating how moving the light source, mask, or screen affects the illuminated area with a mask. Predicting and observing the combined colors when using two light sources. Determining conditions for overlapping and non-overlapping illuminated regions with two sources and a mask. Examining how moving the light source, object, or screen affects the size of the shadow cast by an object. Activity 4 specifically asks: "Let's say you wanted the shadow to cover a larger part of the screen. Could you do this by moving the light source? If so, do you move the light source toward the screen or away from the screen? Could you, instead, produce a larger shadow on the screen by moving the mask? If so, do you move the mask toward the source or away from the source? Could you, instead, produce a larger shadow on the screen by moving the screen? If so, do you move the screen toward the mask and the source or away from the mask and source?" This highlights the focus on understanding the relationship between distance and shadow size. 4. Connection to Real-World Phenomena: The "Connected to Real Life" section in the second source explicitly links the simulation to everyday observations: "Long shadows are cast in the morning and evening when the sun is low in the sky." "Shadows are shortest at noon when the sun is directly overhead." "Shadows always point in the opposite direction from the sun." The "Hands-on" activity for teachers to guide pupils involves using a torchlight, paper, and a measuring cylinder to simulate the sun's movement and its effect on shadow length, further connecting the virtual lab to tangible experiences. 5. Benefits of Virtual Labs for Primary Education: The second source emphasizes the advantages of using a JavaScript model simulation for teaching about light and shadows: Accessibility: "By utilizing a web-based JavaScript model simulation, the virtual lab is easily accessible to primary school students with basic computer skills... It can be accessed on various devices..." Engagement: "The interactive nature of the lab captivates students' attention and encourages active participation. The ability to control variables and see immediate results sparks curiosity..." Safety and Cost-Efficiency: "The virtual lab eliminates safety concerns and reduces the need for costly resources, making it an ideal alternative for schools with limited budgets." Real-time Feedback: "As students interact with the virtual lab, they can observe real-time rendering of shadows, which provides instant feedback and enhances their understanding of cause and effect relationships between light and shadows." Concept Reinforcement: "The lab incorporates interactive quizzes and challenges that reinforce the concepts learned through hands-on exploration." 6. Focus on Primary School Learning Goals: The "Sample Learning Goals" section of the second source clearly outlines the intended learning outcomes for pupils: "Determine how light travels." "Draw the path of light from a light source to our eyes." 7. Teacher Guidance and Pedagogical Considerations: The "For Teachers" sections provide guidance on how to use the simulation effectively in the classroom, including suggested activities and key concepts to emphasize. The inclusion of "Pre-requisites/ Prior Knowledge" indicates that the simulation is designed for students who have a basic understanding of light sources. 8. Technical Information and Credits: Both sources provide information about the authors and licensing (Creative Commons Attribution). The second source includes details about the technology used (EasyJavaScriptSimulation) and links to various versions and related resources, including blog posts and original simulations. The embed code provided in the second source allows teachers to easily integrate the simulation into their online learning platforms. Quotes: "The main point of this simulation is to show that light rays leaving an object travel in straight lines." (Single Light Source... About section) "Investigate how the patterns of light and shadows change as you move the bulbs, the mask or object, and/or the screen, and as you change the size of the mask or object." (Single Light Source... About section) "Recognise that a shadow is formed when light is completely or partially blocked by an object" (Single Light Source... For Teachers section) "Long shadows are cast in the morning and evening when the sun is low in the sky." (Single Light Source... Connected to Real Life section) "By utilizing a web-based JavaScript model simulation, the virtual lab is easily accessible to primary school students with basic computer skills." (Single Light Source... Benefits of the Virtual Lab section) "Determine how light travels." (Single Light Source... Sample Learning Goals section) Conclusion: The provided sources describe an interactive JavaScript simulation designed to effectively teach primary school students about the fundamental principles of light and shadow formation. By allowing students to manipulate a single light source, an object, and a screen, the simulation fosters inquiry-based learning and helps them visualize the concept that light travels in straight lines and is blocked by objects to create shadows. The guided activities and connection to real-world examples enhance the educational value of this accessible and engaging virtual lab. Light and Shadows Study Guide Quiz According to the text, what is the primary concept the "Light and Shadows" simulation aims to demonstrate about light? The simulation described in the text features up to two light sources. How can these light sources be manipulated within the simulation? Name three parameters or elements in the simulation that users can interact with to observe changes in light and shadows. Based on Activity 1 for teachers, how could you illuminate a larger portion of the screen by moving a single light source (with a mask)? In Activity 4 for teachers, if you want to make the shadow cast by an object larger on the screen by moving the light source, in which direction should you move it relative to the screen? What fundamental understanding should pupils have prior to engaging with the "Light and Shadows" simulation, according to the "Pre-requisites/ Prior Knowledge" section? State one of the sample learning goals listed for pupils after interacting with the "Light and Shadows" simulation. According to the "Exploring the World of Shadows" section, what are students expected to grasp by interacting with shadows in the virtual lab? Mention two benefits of using the JavaScript Model Simulation Virtual Lab for learning about light and shadows, as outlined in the text. The "Hands-on" activity suggests using a torchlight, paper, and a measuring cylinder. What real-world phenomenon is this activity designed to help pupils investigate? Quiz Answer Key The primary concept the simulation aims to show is that light rays leaving an object travel in straight lines. The light sources in the simulation can be turned on or off independently and can be dragged around the screen to change their positions. Users can manipulate the light bulbs, the mask or object, and the screen (including their positions and, in some cases, size). To illuminate a larger part of the screen by moving the light source toward or away from the screen is a question posed to encourage exploration. The text doesn't explicitly state the answer but implies investigation is needed. To produce a larger shadow by moving the light source, you should move the light source toward the object and away from the screen. Pupils should already know how to define what is meant by a light source and be able to give examples of light sources in their everyday lives. At the end of the lesson, pupils will be able to determine how light travels or draw the path of light from a light source to our eyes. By interacting with shadows, students can grasp fundamental principles of light and its behavior, specifically the relationship between light sources, objects, and shadows. Two benefits include accessibility (being web-based and usable on various devices) and engagement (the interactive nature captivates attention and encourages active participation). This hands-on activity is designed to help pupils investigate if the different positions of the Sun (represented by the torch) in the sky at different times of the day have any effect on the shadow formed by an object. Essay Format Questions Discuss the pedagogical benefits of using virtual simulations, such as the "Single Light Source, Object and Screen casting Shadow" lab, in primary school science education. Consider aspects like accessibility, engagement, and the development of scientific inquiry skills. Compare and contrast the learning opportunities provided by the virtual lab simulation with those offered by the hands-on activity described in the text (using a torchlight, paper, and measuring cylinder). What are the strengths and limitations of each approach in teaching about light and shadows? Explain how manipulating the different variables within the "Light and Shadows" simulation (light source position, object position and size, screen position) can help primary school students understand the concept that light travels in straight lines and how shadows are formed. The text highlights the connection between using a mask with a hole and an opaque object in the formation of light patterns and shadows. Elaborate on this connection, drawing upon the activities suggested for teachers, and discuss how this understanding can deepen students' comprehension of light behavior. Based on the provided resources, design a short lesson plan for a primary school class that incorporates both the virtual "Light and Shadows" simulation and the suggested hands-on activity. Outline the learning objectives, activities, and assessment methods for your lesson. Glossary of Key Terms Light Source: An object that emits light, either naturally (like the sun) or artificially (like a light bulb or torch). Object: Anything that can block or partially block the path of light. In the simulation, this is represented by an oval shape or a mask with a hole. Screen: A surface onto which light and shadows are cast, allowing them to be observed. Shadow: A dark area formed when an opaque or translucent object blocks the path of light. Light Ray: A conceptual representation of the path that light travels, often depicted as a straight line. Mask: In the context of the simulation, a barrier with an opening (hole) that allows light to pass through in a specific pattern. Simulation: A computer-based model of a real-world system or phenomenon, allowing users to interact and observe the effects of changing variables. Virtual Lab: An online, interactive learning environment that simulates a real laboratory, enabling students to conduct experiments and explore concepts. Real-time Rendering: The immediate visual display of changes in the simulation as the user interacts with it, providing instant feedback. Opaque: A material that does not allow light to pass through it, resulting in the formation of a distinct shadow.

Pre-requisites/ Prior Knowledge

 Pupils should be able/already known how to:

• Define what is meant by a light source.
• Give examples of light sources in their everyday lives.

Sample Learning Goals

At the end of the lesson, pupils will be able to:

• Determine how light travels.
• Draw the path of light from a light source to our eyes.

For Teachers

1. Recognise that an object can be seen when it reflects light or when it is a source of light.

2. Recognise that a shadow is formed when light is completely or partially blocked by an object

Exploring the World of Shadows: A Virtual Lab for Primary School Students using JavaScript Model Simulation

write up direct link

Introduction:

In the realm of science education, virtual labs have proven to be invaluable tools for engaging students and enhancing their understanding of complex concepts. One fascinating area of study is the behavior of light and shadows. To make this subject more accessible and enjoyable for primary school students, we have developed a Single Light Source, Object, and Screen casting Shadow JavaScript Model Simulation Virtual Lab. In this blog post, we will explore the importance of shadow simulation in early education and how our virtual lab can facilitate a hands-on learning experience.

 

Understanding Shadows:

Shadows are an everyday phenomenon, yet comprehending their intricacies requires a solid foundation in basic physics. By interacting with shadows, students can grasp fundamental principles of light and its behavior. The simulation virtual lab we have developed aims to provide an interactive platform for students to explore the relationship between light sources, objects, and shadows.

 

Features of the JavaScript Model Simulation Virtual Lab:

1. Single Light Source: The virtual lab is designed to focus on a single light source to simplify the concept for young learners. Students can manipulate the position and intensity of the light source, observing how it affects the shadows cast by various objects.
2. Object and Screen Interaction: The lab allows students to select one oval object and place them in front of a screen. By moving the object and adjusting their size, students can see how these variables influence the shadow's size, shape, and position on the screen.
3. Real-time Shadow Rendering: As students interact with the virtual lab, they can observe real-time rendering of shadows, which provides instant feedback and enhances their understanding of cause and effect relationships between light and shadows.
4. Experimentation and Data Collection: The virtual lab encourages students to experiment by changing parameters such as the light source's distance from the object or the object's shape. By recording their observations and comparing data, students can identify patterns and draw conclusions about the behavior of shadows. the combo box selection has been carefully scripted to support Singapore Primary School Science classroom enactment.
   
5. Concept Reinforcement: The lab incorporates interactive quizzes and challenges that reinforce the concepts learned through hands-on exploration. These activities promote critical thinking and help students consolidate their understanding of shadow formation.

 

Benefits of the Virtual Lab:

1. Accessibility: By utilizing a web-based JavaScript model simulation, the virtual lab is easily accessible to primary school students with basic computer skills. It can be accessed on various devices, including computers, tablets, and smartphones, fostering inclusivity and flexibility in learning.
2. Engagement: The interactive nature of the lab captivates students' attention and encourages active participation. The ability to control variables and see immediate results sparks curiosity and promotes a deeper understanding of the subject matter.
3. Safety and Cost-Efficiency: Traditional hands-on experiments involving light and shadows may require easy to break equipment and careful supervision. The virtual lab eliminates safety concerns and reduces the need for costly resources, making it an ideal alternative for schools with limited budgets. Of course if cost is not a concern, student tend to benefit from both real and virtual learning experiences. 

Conclusion:

The Single Light Source, Object, and Screen casting Shadow JavaScript Model Simulation Virtual Lab offers primary school students a unique opportunity to explore the intriguing world of shadows. By providing an interactive and engaging platform, we aim to ignite a passion for science while fostering critical thinking skills. This virtual lab not only simplifies complex concepts but also makes them accessible to a wide range of students, regardless of their location or available resources. Through this innovative approach, we can inspire the next generation of scientists and nurture their curiosity about the natural world.

Hands-on

Teacher will guide the pupils through the next part of the experiment.

Each group will be given:-

1. a torchlight
2. blank white paper
3. measuring cylinder

Using the materials given and imagine that the torch is our primary light source, which is the Sun, investigate if the different position of the Sun in the sky at different times of the day have any effect on the shadow formed by an object.

What do you notice about the shadow as you move the torch following the path of the Sun?

Is the length of the shadow the same throughout the day?

Connected to Real Life

1. Long shadows are cast in the morning and evening when the sun is low in the sky.

2. Shadows are shortest at noon when the sun is directly overhead.

3. Shadows always point in the opposite direction from the sun.

Video

 Science - Light and Shadow - Basic - English by Bodhaguru

 Gruppe Pilobolus Amazing Shadow Dance by thaitd85 

Guiding Questions:

Show YouTube videos on shadow puppetry. Begin by investigating and asking the following questions: What is a shadow puppet? How are they put together? How do they move?  Where have you seen shadows? Can you make shadows creatures with your own hands? 

Research

http://www.lajpe.org/dec15/08_1019_Bulbul.pdf
first study is published in LAJPE: http://www.lajpe.org/dec15/08_1019_Bulbul.pdf
Dr. M. Şahin BÜLBÜL
http://www.fizikli.com/editor

 Version:

1. http://weelookang.blogspot.sg/2013/08/light-and-shadow-model.html an initial draft simulation for research by msahinbulbul@gmail.com
2. http://weelookang.blogspot.sg/2013/08/refraction-model.html an initial remix based on Andrew Duffy's work
   
3. http://www.compadre.org/osp/items/detail.cfm?ID=9983 an original simulation by Andrew Duffy
4. https://dl.dropboxusercontent.com/u/44365627/lookangEJSworkspace/export/ejs_light_and_shadowwee.jar my dropbox copy of simulation by Andrew duffy and lookang
5. http://iwant2study.org/lookangejss/04waves_13light/ejs/ejs_light_and_shadowwee.jar server copy of simulation by Andrew duffy and lookang
6. https://weelookang.blogspot.com/2023/07/single-light-source-object-and-screen.html converted to one source for stronger customisation to curriculum learning outcome

Other Resources

1. http://www.bbc.co.uk/schools/scienceclips/ages/7_8/light_shadows.shtmlby BBC
2. http://library.opal.moe.edu.sg/cos/o.x?c=/library/reslib&uid=&ptid=84&func=prop2&id=21991 by Loo Kang Wee with Ministry of Education 
3. http://www.facadedigital.com/ani_shadow18_2.swf Producer: Mr Wee Loo Kang. This Digital Resource was designed by Ms Emily Lee. (Anderson Primary School). http://www.facadedigital.com/Facade-Education_Science.html