CECsci.169


TITLE:    MAGIC MIRROR BOX

AUTHOR:   Patricia (Pat) Brickley, Battle Mountain.
          Junior. High; Battle Mountain, NV.

GRADE LEVEL:   Appropriate for grades 4-12.

OVERVIEW:  When I first started teaching science, ten
years ago, I was overwhelmed by lack.  I lacked
equipment, models, time, money, experience and
expertise.  I needed so much and had so little,
especially time, that nothing seemed to get
accomplished.  The summer before my second year I hit
on a plan.  Pick the one thing that seems to offer the
most value to my classes, gather and assemble it before
school starts, then perfect it throughout the school
year.  The necessary criteria to be considered were the
following:
1)  It must be built well enough to withstand
    several years normal use.
2)  The cost must be minimal.
3)  It must be an open-ended, on-going, creative or
    inquiring type of project.
4)  It must need a minimum of upkeep.  Five years
    ago the Magic Mirror Box was my "Most Valuable
    Project".

PURPOSE:  The purpose of this activity is to provide
students with a hands-on activity which will stimulate
their interest in observing, inquiring, and
experimenting.

OBJECTIVE(s):  Students will be able to:
1.  Compare and contrast the different effects of
    light and mirrors.
2.  Develop an interest, curiosity, and
    understanding of light and mirrors.
3.  Demonstrate skills of observation.

RESOURCES/MATERIALS:  I built my box (12"X12"X12") out
of 3/8" plywood.  The top and bottom were cut in half,
diagonally and hinged.  One side corner was also hinged
with the opposite corner left to open and close.  Then,
using mirror squares, I cut the mirrors to fit the box
and attached them to the box with that double-stick,
cushioned mirror tape.

ACTIVITIES AND PROCEDURES:   I introduce the box at the
beginning of the year with a lesson on observation.  I
caution the students about being careful while using it
since it is breakable.  Then I leave it on a table in
the room, inviting them to investigate it during their
free time.  (It can also be used in a lesson on light
and mirrors, but I find the real value comes from the
informal, individual investigation.

TYING IT ALL TOGETHER:
     I can not remember a single day when someone
hasn't been over there experimenting and observing
before school, between classes, or after school.  After
all of this use, 5 years later, only one corner on the
top mirror has been broken.
     One thing to consider is this:  If the school pays
for the materials, they belong to the school.  If you
pay for them, they belong to you.  Think of the
reaction of an administrator who is interviewing you
for a new job, if you were to say, "Please come out to
my vehicle and let me show you the models I will be
bringing to the classes I teach."