Illusions to Observations: Developing the seeing, thinking and inquiry skills of 7th grade scientists

Emily Dodd

MS 223

7th grade

The Central Questions:1. Can YOU trust your eyes?

2. Can WE trust what you say you see?

A note of introduction prior to the perusal of illusions. . .This unit was born of a desire to organically and dramatically harness young scientists’ innate curiosity, intrigue and wonder and compel them to not only ask “how” and “why” and “what the . . .” questions about the world around them, but to aggressively and collaboratively dig in to that world and discover answers to their questions. I want this unit to excite and inspire. I also want this unit to rigorously challenge the level of detail and scrutiny with which students observe, hypothesize, gather information and finally draw conclusions .My hope is that you will try and play the part of young scientist as you explore the videos, images, webquests, and activities. Every activity and lesson is open to change, as is the order with which activities are implemented in the classroom.Finally, “play days” can be used in their entirety, as fragmented components of longer lessons, repeated, rejected, blended, reused, improved, and so on. “Play days” are, however, mandatory in the execution of this unit.

The Black Hole

The Hermann grid

The Lilac Chaser• http://www.2dorks.com/gallery/2007/1011-illusions/index.shtml

The Dragon

Can you trust your eyes?

Can we trust what you say you see?

1. Can you trust your

eyes?

1. Can you trust your

eyes?

What makes an “impossible” object

“impossible”?

What makes an “impossible” object

“impossible”?

Why is a T an illusion?Lesson: Perception is not always reality

(Materials)

Why is a T an illusion?Lesson: Perception is not always reality

(Materials)

What are some ways my eyes can try to

“trick” me?

What are some ways my eyes can try to

“trick” me?

Optical Illusion “Play Day” 1

(see PP slide 5)

Optical Illusion “Play Day” 1

(see PP slide 5)

what is it that makes the vertical line of the T seem longer than its

horizontal line when they're actually the same length?

what is it that makes the vertical line of the T seem longer than its

horizontal line when they're actually the same length?

the rotational orientation of the entire T the relative positions of vertical and horizontal lines

whether the lines touch or notthe relative angles of the lines

whether the lines cross and where they cross

viewing angle

Science-Expo: How can we compare and contrast our illusion conclusion

to the other conclusions in the class?

Science-Expo: How can we compare and contrast our illusion conclusion

to the other conclusions in the class?

What illusions occur in nature and the real-world?

What illusions occur in nature and the real-world?

Explore:Rainbows are magical!

Explore:The World was Flat!

Lesson: The Flat Earth

Explore:Light Travels Instantaneously!

How can I build an optical illusion?

How can I build an optical illusion?

Construction Day:3-D Dragons

Video:http://www.moillusions.com/2006/03/dragon-illusion.html

(Materials)

Construction Day:3-D Dragons

Video:http://www.moillusions.com/2006/03/dragon-illusion.html

(Materials)

Demo Day: The Magical Hooey Gooey

Stick Lesson: Magic Hooey Stick

Demo Day: The Magical Hooey Gooey

Stick Lesson: Magic Hooey Stick

TRIP: NYHOSImagining GIANT, amazing optical

illusions!

TRIP: NYHOSImagining GIANT, amazing optical

illusions!

Video: "In Search of the Edge: The

World is Flat"

Video: "In Search of the Edge: The

World is Flat"

How can I draw an optical illusion?

How can I draw an optical illusion?

trompe l'oeil “Play Day”

(see PP slide 4)

trompe l'oeil “Play Day”

(see PP slide 4)

Explore: What are some real-world ways scientists rely on 2

dimensions and 3 dimensions to learn about the world?

2-D: Research! Scientists are excellent readers!

TRIP: MUSEUM OF THE MOVING IMAGE

3-D: Scientists design 2-D/3-D thaumatropes!

Final Presentation: Impossible Objects ExpoStudents will present their unit findings in a poster-

board presentation to 6th and 8th graders:I can tell what makes a T an illusion, I can build a 3-d

illusion, I can draw a 2-D optical illusion, so now I can conivnce the 6th graders that they CAN or CAN

NOT trust their eyes!

Scientists are Artists: Students will select a Trompe l’oeill artist/work

as a model and to create their own eye trick 2-D drawing/painting!

Optical Illusion “Play Day” 2Gallery Tour & webquest

Optical Illusion “Play Day” 2Gallery Tour & webquest

Optical Illusion “Play Day” 3

What’s going on?

Optical Illusion “Play Day” 3

What’s going on?

2. Can WE trust what you say you

see?

2. Can WE trust what you say you

see?

How can I keep a record of my observations?

How can I keep a record of my observations?

What are some of the different observations

I can make?

What are some of the different observations

I can make?

TRIP: BBGPropagating plants

(click here for Teacher’s Guide)

TRIP: BBGPropagating plants

(click here for Teacher’s Guide)

How can I write carefully about what I observe in my terrarium?How can I write carefully about what I observe in my terrarium?

The Science Journal: Making Qualitative and quantitative observations over time

How can I use technology to record what I observe?How can I use technology to record what I observe?

Final Presentation: Journal PresentationsStudents will present their unit findings in a poster-board

presentation with selestions from their science journal and complementary photographic journals (both journals will

form the final assessment piece).

How can I draw what I observe in my terrarium?

How can I draw what I observe in my terrarium?

The photographic journal

Trip 1: New York Hall of Science

Some Illusions to look for a NYHOS . . .• Depth Spinner

– At this exhibit, visitors spin a disk with a black and white spiral pattern on it. While spinning, there stare at it for fifteen seconds. When they look up at a blank wall, they notice the wall seems to be moving.

• Distorted Room– When visitors look into this room through a view hole, it appears to be an ordinary rectangular

room. But a person walking back and forth across the room appears to shrink and grow. • Far Out Corners

– This exhibit presents a series of suspended white squares that seem to form a cube where they meet, pointing away from the viewer. As the viewer moves side to side in front of the exhibit, the "cubes" seem to turn to follow the visitor.

• Reverse Masks– In this exhibit, two masks are mounted side by side. When visitors walk back and forth

while watching the masks, the mask on the right appears to rotate, following visitors movement. Upon closer inspection, visitors see that the mask on the right is inside out or concave.

• Sliding Gray Step– At this exhibit visitors slide a gray striped panel over a black and white striped panel to discover

that the exact opposite is true. • Trapezoidal Window

Trip 2: Museum of the Moving Image

What to look for @ M M I• Students will tour the Museum's core exhibition,

Behind the Screen, engaging themselves in the creative process of making moving images. The exhibit includes Victorian optical toys, digital media, artifacts, interactive experiences, one-of-a-kind artworks, and demonstrations of professional crafts and equipment.

• In an half-hour workshop, students explore the science that underlies the perception of moving images and make a Thaumatrope—a nineteenth-century optical toy.

Trip 3: Brooklyn Botanical Garden

Propagating Plant Terrariums Science Journaling

• Students will learn about tubers, bulbs, leaf and stem cuttings, grafting, tissue culture, and other propagation techniques as they construct their own mini-greenhouse with coleus and other propagating plant specimens

The Final Observation Expo Portfolio1. Journal of Optical Illusions

– Observation records from class work– “T-Illusion” report– NYHOS materials and records– MMI thaumatrope

2. Journal of Propagating Plants– Observations of changes over time– Written descriptions– Detailed sketches

3. Video of Terrarium changes in real-time (side by side plant journal)– Narrated or musical accompaniment

NYC Lab Inquiry Skill Standards1. Write a testable question: S 1.1 Formulate questions independently with the aid of references

appropriate for guiding the search for explanations of everyday observations. S 1.1a Formulate questions about natural phenomena

2. Write a Hypothesis: S1.2 Construct explanations independently for natural phenomena, especially by proposing preliminary visual models of phenomena. S 1.2a independently formulate a hypothesis. S1.2c differentiates among observations, inferences, predictions, and explanations.

3. Identify variables and controls: S2.2 Develop, present, and defend formal research proposals for testing their own explanations of common phenomena, including ways of obtaining needed observations and ways of conducting simple controlled experiments. S 2.2c design a simple controlled experiment.

4. Plan and record step-by-step procedures for a valid investigation, select equipment and materials: S2.1d Use appropriate tools and conventional techniques to solve problems about the natural world, including: measuring, observing, describing, classifying, sequencing.

5. Conduct an investigation that includes multiple trials and records data appropriately: S2.3 Carry out their research proposals, recording observations and measurements (e.g., lab notes, audiotape, computer disk, videotape) to help assess the explanation. S 2.3b conducts a scientific investigation. S 2.3c collect quantitative and qualitative data.

6. Organizes and displays data appropriately: S3.1 Design charts, tables, graphs, and other representations of observations in conventional and creative ways to help them address their research question or hypothesis. S 3.1a organize results, using appropriate graphs, diagrams and data tables.

7. Draw conclusions based on supporting scientific evidence S3.2 Interpret the organized data to answer the research question or hypothesis and to gain insight into the problem. S 3.2a accurately describes the procedures used and the data gathered. S 3.2b identify source of error and the limitations of data collection

Optical Illusion “Play Day” 1

• Students will complete this worksheet while exploring optical illusions. Note: Encourage students to present questions that relate their selected illusion to the essential question (i.e. What are some ways my eyes can try to “trick” me?)

• http://www.moillusions.com/2006/03/dragon-illusion.html• http://www.switched.com/2008/09/17/top-25-optical-illusions-on-the-web-5/• http://www.switched.com/2008/09/17/top-25-optical-illusions-on-the-web-14/• http://web.mit.edu/persci/people/adelson/images/checkershadow/

checkershadow_double_full.jpg• http://www.michaelbach.de/ot/sze_t-illusion/index.html• http://www.optillusions.com/• http://www.skidmore.edu/~hfoley/Perc6.htm#ch6demo6• http://www.exploratorium.edu/exhibits/nf_exhibits.html• http://www.archimedes-lab.org/page17bTer.html• http://www.instructables.com/id/Ames-Room-Optical-Illusion/ • http://www.eyes-and-vision.com/optical-illusion-ames.html• http://keithschofield.com/treatments/goose/additional.html• http://www.youtube.com/watch?v=WvVfcyVCdNA (Bill Nye)• http://www.michaelbach.de/ot/sze_shepardTerrors/index.html• http://www.indiana.edu/~ensiweb/lessons.html

Trompe l'oeil “Play Day”

• Students will complete this worksheet while exploring 2-D illusions. Note: Encourage students to record observations that tie to the essential question (i.e. What do you see that seems crazy or suggests your eyes are “tricking” you?)

• http://www.trompe-l-oeil-art.com/trompe.html• http://www.nga.gov/exhibitions/2002/slideshow/slide-176-1.

shtm• http://www.illusion-art.com/pubimg.asp• http://www.yvesart.com/• http://www.jdhillberry.com/tromp_thumbpage.htm• http://www.moillusions.com/2006/10/amazing-3d-trompe-

loeils.html

So . . . what do YOU think? Can you trust your eyes?(And no, those wheels aren't turning—it’s just your eyes playing tricks on you. )