Practical Activity

Activity Title: Phenomenon of Apparent Position and Snell-Descartes Law

Project Objective

Students will, in groups of 3 to 5 people, develop an experiment to observe the phenomenon of apparent position, calculating and comparing the real and apparent position of an object submerged in a container with water.

After the experimentation, students should grasp the theory behind this phenomenon, seeking to correlate it with principles of optics, such as refraction and Snell-Descartes law, and mathematics, focusing on geometry and trigonometry.

Detailed Project Description

The groups will carry out a practical experiment to observe the phenomenon of apparent position, by submerging an object in a container filled with water. Then, by measuring the observation angles and using the Snell-Descartes law, students will calculate the apparent and real position of the object.

Necessary Materials

• Transparent container;
• Ruler or measuring tape;
• Pen or pencil for marking;
• Magnet or another small and visible object to be submerged;
• Water;
• Protractor for angle measurement;
• Paper and pencil for notes.

Detailed Step-by-Step

1. Fill the transparent container with water.
2. Mark a fixed position on the edge of the container to serve as an observation point.
3. Submerge the object in the container, observe the object from the fixed observation point, and note the refraction angle.
4. Use the Snell-Descartes law to calculate the real position of the object.
5. Compare the real and apparent position of the object, observing directly and through the water.
6. Repeat the experiment by changing the depth of the object and note the apparent positions at each depth.
7. Make a critical analysis of the observed results and explain the phenomena based on the optics and mathematics concepts learned.

For the written document, each group must follow the following format:

Project Delivery

1. Introduction: students must provide the context for the project and its objectives, explaining the concept of apparent position and its relevance to the real world.
2. Development: here, students must detail the theory behind the phenomenon and describe the experiment, indicating the materials used, the method of execution, and the results obtained.
3. Conclusion: based on their observations and calculations, students must summarize the main points of the project, highlighting what they learned during the process and how it relates to the concept of apparent position.
4. Bibliography: students must indicate the sources they used to prepare for the project.

Students are expected to develop technical skills, such as calculating the apparent and real position of an object and verifying the phenomenon of light refraction. In addition, this project aims to develop socio-emotional skills, such as time management, problem-solving, creative thinking, and effective communication.

The elaboration of the written report is essential to complement the experimental part, allowing students to consolidate theoretical learning, analyze and interpret the results obtained, and articulate their conclusions in a clear and structured manner.