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 (This email address is being protected from spambots. You need JavaScript enabled to view it.); Tina Tan

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 This email address is being protected from spambots. You need JavaScript enabled to view it.
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

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