Each section (Shadows,
Diffraction Gratings, Color, ...) of this tutorial has a structure
which we bring to your attention, because we think it is a good model for
how you might teach science.
We start with an opportunity for you to explore the methods and materials
of the section. These "exploration" activities are fairly open ended with
only a few directions. We're trying to build interest and an experiential
base for the more involved activities that follow.
Then there are some more detailed studies, where we have to make something
or measure something. Nominally, you are studying how light behaves; however,
you also have to figure out how to do the experiment -- what data to take,
what variables to control, and so you are also developing your skills of
observation, interpretation, and use of numerical data. These "process
skills" really are the most important thing you and your students will
learn.
Each section contains some pages explaining the science content.
We have placed these after the activities, because we are emphasizing the
process skills; we don't want the activities to become an exercise in verifying
the "right answer." We invite you to do the section the way
we have laid it out, doing the activities first, and seeing how much of
the answers you and your students can discover on your own. However,
the content is also important, and if your educational goal is "content"
rather than "process," you could read those pages first.
Finally, we have a set of discussion questions, which give you a chance
to apply what you have learned.
In addition to the tutorial pages, there are additional "reference"
pages, that explore still further aspects of light; there is a page
of links, that will take you to interesting
web sites (you might also look at
our web page of
links, which may be more up-to-date). And of course, there is
the question
board!