5-E CLASSROOM STEM ACTIVITY:LIGHTS, CAMERA, ACTION!By Dr. Alexandra Owens

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Optics is the scientific study of sight and the behavior of light. When we think of it that way, it’s hard to see how optics applies to our everyday lives. But if you take a step back and look at everything optics is used for, you’ll see that it would be hard to imagine our way of life without optics professionals working behind the scenes to create the things we take for granted every day.

OPTICS // DORIS TSAI

LOOKING AT STEM THROUGH A DIFFERENT LENS

BY ELLEN EGLEY

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C A R E E R P A T H

W I T H O P T I C S

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The lenses used in your smartphone’s camera are probably the most common example of optics products we take for granted in our world. Optics are an important part of many other, less obvious products, too.

Does your school have security cameras? Network cameras like those aren’t just used for security—they are also used at sporting events and concerts, and even by sophisticated marketing companies that want to gather large amounts of visual data for analysis.

If you’ve ever used a professional camera, photo printer, laser printer, or multimedia projector, you’ve come in contact with some of the most common commercial optical products.

Since the world of optics includes work with lasers and lenses, optics products are also widely used in the medical field to perform procedures and record images of the body through digital radiography, CT scans, and MRIs.

Optics professionals are now being tasked with using this area of science

to create the “eyes” of robots that can distinguish details of and differences between objects as efficiently as the human eye. This level of precision of vision means robots will be capable of doing more complex jobs in the future.

Still not convinced optics has an impact on your life? If you’ve ever looked through binoculars, used glasses or contacts to see, or gazed in wonder at images of space captured by a satellite or rover, you have an optics professional to thank for that experience.

DORIS TSAI SENIOR DIRECTOR, MARKETING DEGREES: BACHELOR’S IN MANAGEMENT WITH MARKETING AS CONCENTRATION, BACHELOR’S IN PSYCHOLOGYYEARS IN THE INDUSTRY: 20STEM TYPE: DESIGNER

DORIS TSAI

“I THINK MY LOVE OF LEARNING, STRONG BUSINESS SENSE, AND INTEREST IN WANTING TO UNDERSTAND HOW PRODUCTS AND CUSTOMERS WORK TOGETHER HAS PLAYED A CRITICAL ROLE IN MY CAREER GROWTH.”

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Few people understand the diverse world of optics and its applications better than Doris Tsai, who serves as the senior director of marketing for Canon. While many of us think of Canon as a camera company, they also produce printers, medical equipment, and many of the other products listed before. Because the company is so diverse, Doris has the difficult task of staying informed about their products and the science behind them so she can connect consumers with the right products. As she explains, “Working at a technology company, it is really important to have a solid knowledge of the products and how they work in order to market the right solution to our customers. Being analytical is another critical skill to have. Having an analytical mindset really helps in terms of being able to study customer and sales data, interpret insights, and then be able to apply the learning to support the business.”

That analytical mindset has been a large part of Doris’ success, but nothing has had a bigger impact on her career than her willingness to learn. “In the 20 years that I have been working at Canon, I have had great opportunities to work across a variety of areas and learn different aspects of the business. My journey at Canon began in a supporting role within the sales administration and budget area. I later moved into a product management role for cameras and lenses for about eight years, which allowed me to acquire a strong understanding of the core business,” explains Doris. After two years in that role, she was promoted to director of database marketing and research where she focused on market intelligence and customer database insights. Two years later, her responsibilities expanded

to include supporting direct marketing to grow Canon’s e-commerce channel before being promoted to her current role in 2014. “My experiences throughout my career have allowed me to build a 360 degree view of how the business functions and has enabled me to put all that I learned into action to support our company’s goals and business objectives,” reflects Doris.

As Doris’s career path shows, there are an incredible number of opportunities available within optics, whether you’re interested in designing better lenses, making printers capable of creating sharper images, innovating new medical devices to save lives, or connecting these amazing products with the people who want them in new ways.

Getting started is easy. Think about light and the way it behaves. Notice it in the world around you. Play with light and record your observations. Most importantly, never stop learning. “For me, I think my love of learning, strong business sense, and interest in wanting to understand how products and customers work together has played a critical role in my career growth,” says Doris.

If a career in optics interests you, start exploring different optics products—how they work, where they’re used, and how they can be improved. Once you’ve found your passion, seek out learning opportunities like internships, apprenticeships, company tours, clubs, and workshops to help you understand what a career in this field is really like. These experiences will not only ensure you are on a path to a career that will let you do what you love, but will also put you a step ahead of other applicants when you’re ready to enter the professional world.

5-E CLASSROOM STEM ACTIVITY: LIGHTS, CAMERA, ACTION!

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Ask students what types of objects they use every day utilize lenses. Answers may include things like cameras, contacts, and glasses. Have students read the article “Seeing a Career Path with Optics” in STEM Jobs magazine. Discuss the following questions: a. What is optics? b. What devices that use lenses surprised you? c. What STEM skills are essential for a career in optics?Tell students that today they will be investigating light and how it interacts with various lenses.

Part 1: Engage

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Break students into small groups of three or four students. Present the challenge to students: Create a model to describe how waves are reflected, absorbed, or transmitted through various lenses. Introduce the variety of uses of lenses and their interaction with waves using Canon’s Science Lab found at edu.STEMjobs.com/teacher-resources. Project and explain the lens diagram at the bottom of the page as an example of what students should create. Assign each group one of the devices or technologies that utilizes lenses: a. Eye glasses b. Telescope c. Microscope d. Camera e. Polarized sunglasses f. CD and DVD playersAsk groups to research their assigned device or technology and create a presentation and model to teach the class. The presentation must include information about optics, a description of the lens, and a ray diagram of how light waves interact with the lens. Provide time for students to research and create their presentation.

Part 2: Explore

Part 3: ExplainHave groups share the device or technology that was researched. Each member should present the information for which they were responsible. Students should explain their device or technology, how optics is involved, the lens used, and the ray diagram. Encourage students to use coordinates to better describe wave interactions.After each presentation, allow audience members to ask questions. Students may use this information in the next portion of the lesson.

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Here are some ideas for how middle school teachers could use this story as a launching point for integrated STEM learning. Our activities follow the 5-E Learning Cycle Model.

Lights, Camera, Action!

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Students will be evaluated for their presentation and prototype using the following rubric. Provide the rubric at the beginning of the lesson to clarify expectations and objectives. Each group will be graded, therefore all students in the group will receive the same score.

Part 5: Evaluate

Show students the interview and photograph “The Story Behind People-Counter Video-Analysis Software” found at edu.STEMjobs.com/teacher-resources. Discuss how optics and lenses were used to develop this technology. Present the challenge to students: Optics and lenses are essential to technologies we use daily. Create your own device that utilizes light and lenses to solve an everyday problem. Ask students to design a prototype of their device to share with the class. Provide time for students to brainstorm and design the prototype. Encourage students to utilize light sources and lenses in their model. When students are ready, have groups share their prototypes with the class. Allow time for constructive feedback, followed by redesign. Display finished products in a common area of your school building.

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Scoring Rubric

_____ /20 Presentation Was research on the organization completed? Was the information accurate? Were optics applications and lenses described? Was the ray diagram accurate? Was the presentation clean and easy to understand?

_____ /20 Prototype Does the design utilize light and lenses? Was the design innovative? Was feedback considered in redesign?

_____ /10 Participation Did each student contribute to the overall project? Did each student assist in creating the presentation and prototype?

_____ /50 Total

Lights, Camera, Action!

Standards Addressed:Common Core State Standards - Math

ISTE Standards for Students

Common Core State Standards - ELA

Next Generation Science Standards

CCSS.MATH.CONTENT.7.G.A.2 Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions.CCSS.MATH.CONTENT.8.G.A.1 Verify experimentally the properties of rotations, reflections, and translations.CCSS.MATH.CONTENT.8.G.A.3 Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.

1d Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.4b Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.4c Students develop, test and refine prototypes as part of a cyclical design process.6a Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.6b Students create original works or responsibly repurpose or remix digital resources into new creations.6c Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.6d Students publish or present content that customizes the message and medium for their intended audiences.

CCSS.ELA-LITERACY.RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.CCSS.ELA-LITERACY.RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.CCSS.ELA-LITERACY.W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.CCSS.ELA-LITERACY.SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.CCSS.ELA-LITERACY.RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.CCSS.ELA-LITERACY.RI.7.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.CCSS.ELA-LITERACY.W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.CCSS.ELA-LITERACY.SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.CCSS.ELA-LITERACY.RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.CCSS.ELA-LITERACY.RI.8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.CCSS.ELA-LITERACY.W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.CCSS.ELA-LITERACY.SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

MS-PS4-2 Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.Science and Engineering PracticesDeveloping and Using Models. Develop and use a model to describe phenomena.Disciplinary Core IdeasPS4.A: Wave PropertiesA sound wave needs a medium through which it is transmitted.PS4.B: Electromagnetic RadiationWhen light shines on an object, it is reflected, absorbed, or transmitted through the object, depending on the object’s material and the frequency (color) of the light.The path that light travels can be traced as straight lines, except at surfaces between different transparent materials (e.g., air and water, air and glass) where the light path bends. A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. However, because light can travel through space, it cannot be a matter wave, like sound or water waves.Crosscutting ConceptsStructure and Function. Structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used.

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Standards Addressed (Cont.):Texas Essential Knowledge and Skills - Math6-8.1.A Apply mathematics to problems arising in everyday life, society, and the workplace6-8.1.E Create and use representations to organize, record, and communicate mathematical ideas8.10.A Generalize the properties of orientation and congruence of rotations, reflections, translations, and dilations of two-dimensional shapes on a coordinate plane

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Texas Essential Knowledge and Skills - Science8.3.B use models to represent aspects of the natural world such as an atom, a molecule, space, or a geologic feature8.3.C identify advantages and limitations of models such as size, scale, properties, and materials8.8.C explore how different wavelengths of the electromagnetic spectrum such as light and radio waves are used to gain information about distances and properties of components in the universe