Students had previously learned how light behaves as it interacts with plane and curved mirrors using ray boxes and mirrors. I created a guided inquiry investigation regarding how light behaves as it passes through lenses. The students worked in groups and were given the problem and materials with diagrams showing the two different lenses. They had to create a hypothesis, a procedure, observations in the form of diagrams, and a conclusion based on their findings.
Some groups had a little bit of trouble getting started. They were unable to apply their prior knowledge from the light and mirrors chapter. I circulated around the class and guided these students in the right direction. I would ask them questions such as: What happened when the light hit the converging/diverging mirror? Is a mirror/lens opaque? What might happen now that the light can go through the lens instead of bouncing off?
Others were setting up the ray box to just show one ray slit so I would tell them maybe they should try the different slit settings to see the outcome. They then would go back and correct their procedure.
The following example is a student's misconceptions being corrected by the lab investigation.
Some of the groups were able to start right away and put their hypothesis to the test.
The student below was able to come to the proper conclusion as well as connect the concept of refraction to how light behaves as it passes through lenses.
The following is an example of how a student tried various slit masks to come to a conclusion.
Overall I think the task went well. It was a different and more hands-on approach than teaching them using a powerpoint presentation. After this investigation we did go through a powerpoint note together and now they were able to make connections between the light ray diagrams and what they just investigated.
Online Resource to help build my task: