Visual illusions Specification Learning Suggested Learning activities and resources content objectives Explanations Understand why 1 Introduce the concepts of ambiguity, misinterpreted depth cues, fiction and size constancy. for visual and how clip explaining Ames room. illusions: ambiguity, Students to identify which of these cognitive strategies is behind the way we perceive each ambiguity, misinterpreted of the named illusions. Draw up a table matching cognitive strategies with illusions. depth cues, depth cues, fiction and size Students to identify which cognitive strategy is behind the other illusions that they have fiction, size constancy cause brought in. (More than one cognitive strategy may be involved for some illusions.) constancy. visual illusions. Synoptic link: the 1 minute 40 seconds of this makes a connection between visual Examples of Identify and illusions, a factor affecting perception (ie culture) and the variation in recognition of colours visual describe the (language, thought and communication topic). illusions: the Ponzo, the the Müller-Lyer, Müller-Lyer, Rubin’s vase, the Rubin’s vase, Ames Room, the the Ames Kanizsa triangle Room, the and the Necker Kanizsa cube illusions. triangle and the Necker cube.
Visual illusions Specification content Learning objectives Suggested Learning activities and resources Explanations for visual illusions: ambiguity, depth cues, fiction, size constancy. Examples of visual illusions: the the Müller-Lyer, Rubin’s vase, the Ames Room, the Kanizsa triangle and the Necker cube. Understand why and how ambiguity, misinterpreted depth cues, fiction and size constancy cause visual illusions. Identify and describe the Ponzo, the Müller-Lyer, Rubin’s vase, the Ames Room, the Kanizsa triangle and the Necker cube illusions. 1 Introduce the concepts of ambiguity, misinterpreted depth cues, fiction and size constancy. clip explaining Ames room. Students to identify which of these cognitive strategies is behind the way we perceive each of the named illusions. Draw up a table matching cognitive strategies with illusions. Students to identify which cognitive strategy is behind the other illusions that they have brought in. (More than one cognitive strategy may be involved for some illusions.) Synoptic link: the 1 minute 40 seconds of this makes a connection between visual illusions, a factor affecting perception (ie culture) and the variation in recognition of colours (language, thought and communication topic).
AQA-81821-SOW.DOCX