8K: LIGHT

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8K LIGHT

• Year 8, set 2

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Index
Lesson 6 How much light is reflected by
different colours? Homework task 6 Lesson 7 Can
light be made to change direction? Homework task
7 Lesson 8 Using lenses to control
light Homework task 8 Lesson 9 What causes
rainbows? Homework task 9 Lesson 10 Assessment
Lesson 1 How does light travel? Homework task
1 Lesson 2 Does light travel in straight
lines? Homework task 2 Assessment 1 Lesson 3 How
do mirrors reflect light? Lesson 3 Part
2 Homework task 3 Lesson 4 Revision about
mirrors. Homework task 4 Lesson 5 What happens
when light meets different materials? Homework
task 5
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Lesson 1

• How does light travel?

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Equipment
Study guides Mini whiteboards Science DVD
collection
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Input
BBC Class Clips 1 Light sound part 4. What
will be the effect of light travelling slowly?
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Objectives

• To learn to work collaboratively as a team.
• To learn how to gather scientific information.
• To learn how to explain clearly.

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What I am looking for

• Interesting scientific ideas and information.
• The group working well as a team.
• Clear explanations.

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Instructions 1
You will be put into one of four groups. You will
work with different people. You will be given a
key question to research. Your group will give a
short presentation to the rest of the class.
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Instructions 2

• Your team will have 6, 7 or 8 members.
• Appoint one member as the leader. The leader will
  be in charge of how you do this.
• Appoint one member as the time keeper. This
  person will make sure you meet the deadlines.
• Appoint one person as scribe. This person will
  keep the notes.

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Key questions
8 minutes
GROUP 1. Where is there light in this room?
GROUP 3. What things actually produce light?
GROUP 2. When you switch on a lamp, the room
lights up immediately. How is it that it takes 8½
minutes for light from the Sun to reach the Earth?
GROUP 4. Does the Moon produce light?
Information and clear explanations!
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Getting ready to report back.

• Work confidently together.
• Use the notes to get a presentation ready.
• It could be something you read in turns.
• You might want to have a diagram to show.

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Evaluation

• Our group worked efficiently as a team.
• We were able to explain the science very clearly.
• I understand the science better now.

marks out of 5
homework
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Homework task 1

• Choose the key question you worked on in class.
• Use text and pictures to present the explanation
  in your exercise book.

The questions are in the study guide.
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Lesson 2

• Does light travel in straight lines?

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Equipment
Overhead projector Short length of hose
pipe Chalk dust or talcum powder Mirror Cut
paste light through clouds
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Objectives

• Understand that light usually travels in a
  straight line.
• Be able to use diagrams and captions to show that
  light travels in a straight line.

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Input
BBC Class Clips 1 Light Sound part 1 Mirrors
What are light rays?
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Expectations

• Draw 2 clear diagrams with captions.
• Write one explanatory paragraph.
• Check all your work to see that your
  understanding is clear.
• You will work quickly and complete the assignment.

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Shadows

• How could you draw a diagram that shows
• how the shadow is formed
• and how shadows happen because light travels in
  straight lines.
• Dont forget the caption!

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How is a shadow formed?
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Looking through a pipe
How could you draw a diagram to show that you
cant see through a curved pipe because light
travels in straight lines? CAPTION!
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Rays through clouds
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Rays through clouds
This photograph shows
Fix in the photograph and add a caption to
explain how this photograph demonstrates that
light travels in straight lines.
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Light through dust
Devise a paragraph that explains how this
demonstrates that light travels in straight lines.
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Reflection
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Homework task 2

• You may have completed this assignment in class.
• Draw 2 clear diagrams with captions.
• Write one explanatory paragraph.
• Check all your work to see that your
  understanding is clear.

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Evaluation

• Our team helped each other to understand and
  explain.
• I have drawn 5 clear diagrams.
• Every diagram has a caption.
• I have used a ray box to draw an accurate ray
  diagram.

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Lesson 3

• Reflection and ray diagrams
• This lesson is in two parts

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Equipment
Ray boxes 12v transformers Plain A4
paper Protractors DVD Class clips 2 Flat and
flexible mirrors
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Input Starter
BBC DVD Class clips/light sound/mirrors clip 2
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Objectives

• To learn how to draw accurate ray diagrams.
• To learn how light rays reflect from plane
  mirrors.

Plane mirror Flat mirror
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Expectations

• Draw at least two accurate ray diagrams.
• Know what a plane mirror is.
• Know what a concave mirror is.
• Know what a convex mirror is.
• Know why concave mirrors turn reflections upside
  down.

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Ray diagrams
ray box
Your teacher will provide a demonstration of how
to do this easily.
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Instructions
Work in a team of 4 (ish) Use your study
guide. How do mirrors reflect light?
Link to basis instruction sheet.
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Evaluation

• You were able to draw 2 or more accurate ray
  diagrams.
• Your drawing has improved a bit.
• You know what plane mirrors are.

marks out of 5
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Lesson 3 Part 2.

• Reflection and ray diagrams
• This lesson is in two parts

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Equipment

• Ray boxes
• 12v transformers
• Plain A4 paper
• Protractors
• Flat and flexible mirrors

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Objectives

• To learn how to draw accurate ray diagrams.
• To learn how light rays reflect from concave
  convex mirrors.

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Instructions

• Work in a team of 4 (ish)
• Use your study guide.
• How do mirrors reflect light?

Link to basis instruction sheet.
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Homework task 3

• Write three sentences to describe what plane,
  concave and convex mirrors are.
• Add a paragraph to explain why the image is
  changed when you look into concave and convex
  mirrors. Diagrams would help you explain.
• Make certain that all your classwork is complete
  and well-presented in your exercise book.

Homework sheet.
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Evaluation

• You were able to draw accurate ray diagrams.
• Your drawing has improved a bit more.
• You know what plane, convex and concave mirrors
  are.
• You know why concave mirrors turn reflections
  upside down.

marks out of 5
Homework HOMEWORK SHEET
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Assessment 1

• Progress check
• How well are you doing?

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Equipment

• How am I doing? Assessment for Learning sheets.

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Some points to consider

• Are you learning effectively? In what ways could
  you improve?
• What comments have you received from your
  teacher?
• When has your learning been most successful?
• How do you know that you are making progress?
• Have you achieved your last targets?

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Instructions
How am I doing?
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Lesson 4

• Mirrors Revision

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Equipment
BBC VHS video Science in action video 4/section
4 Mirrors
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Objectives

• To revise your learning about mirrors.
• See how mirrors are used.

This is a short lesson using a 20 minute video to
help you understand about mirrors.
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Homework task 4

• No homework for this section.

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Evaluation

• The main thing I learnt was
• The bit I didnt understand was
• I would like to know more about
• Out of 10, how successful was your learning
  during this lesson?

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Lesson 5

• What happens when light meets an object?

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Equipment
mini whiteboards, pens erasers a variety of
different materials to test for transparent,
translucent or opaque light meters, lamps, black
sugar paper, sellotape a variety of materials to
test (e.g. tracing paper, perspex sheet, paper,
cellophane, plywood, fabric, curtain net, etc.)
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Starter
in pairs

• How would you know if light was reflecting from
  an object?
• How would you know if light was passing through
  an object?
• What name do we use to describe objects that all
  light passes through?

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Objective

• Learn what happens to light when it meets
  different materials.
• Learn the names for these processes.
• Learn how to use a light meter to investigate
  what happens to light when it meets different
  materials.

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Expectations

• By the end of the lesson
• You will have completed two tables in your book.
• You will have taken part in an investigation and
  produced a set of results.

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Transparent, translucent or opaque?
Transparent Light can pass through Translucent
Some light passes through Opaque Light does
not pass through
Investigate the different materials provided.
Decide whether they are transparent, translucent
or opaque. Copy complete the table.
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Discuss decide

• When light hits an object it can
• Reflect (bounce off)
• Transmit (pass through)
• Be absorbed

Table sheet
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Investigate
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Work in groups of 4
table
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Homework task 5

• Produce a graph of the measured light that passed
  through the materials you tested.

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Rounding up

• Paired work using white boards.
• Write down one way you could have improved your
  investigation to make the results more accurate.
• Reporting back.
• Out of 5, how successful was your learning today?

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Lesson 6

• Reflection and absorption of coloured light

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Equipment
mini whiteboards, pens erasers large sheets of
paper or card (A3 at least) white, black, orange
green Light meters A4 sheets of different
coloured paper Lamps
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Starter

• Work in pairs. Write a list of colours on your
  whiteboard.
• If different colours reflect different amounts of
  light, sort your list into the right order.
  Brightest first.

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Objectives

• Learn that light reflects from nearly all
  objects.
• Learn why we see colours.

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Expectations

• By the end of this lesson
• Investigate how much light reflects from
  different colour paper.
• Obtain some useful results and tabulate them.
• Compose a level 5 explanation.

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Lesson

• Demonstration natural light reflected by
  coloured card
• Why do we see colours? Colour subtraction.

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Investigation
Adapt the apparatus to get some reasonable
results.
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Explanation

• Working in pairs level 5 MAT looking at
  explanations
• Draft a level 5 explanation
• Some groups may be asked to report back.
• Redraft explanations into exercise books. (This
  may be homework).

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Homework task 6

• Redraft explanations into exercise books.

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Lesson 7

• Can light be made to change direction?

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Starter

• Use whiteboards in pairs
• Write or draw what you see when you look through
  very thick glass.

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Equipment
Ray boxes slides one per group 12v
transformers one per group Plain A4 paper one
piece each Glass blocks one per
group Protractors one per group Handouts for
todays lesson publisher pdf
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Objectives

• Learn how light can be made to change direction.
• Learn how to draw refraction ray diagrams.

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Expectations

• By the end of this lesson
• You will know how light can be made to change
  direction.
• You will know what the process is called.
• You will be able to draw a clear ray diagrams
  showing how light has changed direction.

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Video

• BBC Science Clips Colour Refraction Why do
  we see colour?
• Refraction photo
• Refraction through different media

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Refracting light

• Set up a ray box on a sheet on A4 white paper.
• Shine a single beam.
• Place the glass block face down across the beam.
• Turn the block and notice what happens to the
  beam.
• Draw this in your book.

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Ray diagram
Notice how the ray bends when it enters the glass
and bends back when it leaves. Draw the ray
diagram and fix it into your book.
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Key questions

• Draft on mini whiteboards, then transfer to your
  book.
• Describe how the angle of the block affects the
  angle of refraction.
• Describe the relationship between the angle of
  incidence and the angle of the emerging beam.

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Homework task 7

• Describe how the angle of the block affects the
  angle of refraction.
• Describe the relationship between the angle of
  incidence and the angle of the emerging beam.

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Millionaire

• This process is called A distortion B
  refraction C reflection D incidence
• If the glass block is at 90 degrees, the light
  A does not bend B bends 45 degrees C
  disappears
• If the angle of incidence is smaller, the light
  bends A less B more C no change
• The incident beam and the emerging beam are A
  parallel B perpendicular C made of cheese

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Lesson 8
lighthouse headlamp camera

• Using lenses to control light

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Equipment
Circular lenses Flat edge lenses glass blocks Ray
boxes Plain A4 paper 12v transformers Whiteboards,
pens erasers Level 5 mats (both
types) Describing Explaining MATs Key Stage 3
Assessment guide moving from 4 to 5
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Starter

• Work in pairs
• Which lens is which?
• Convex
• Bi-convex
• Bi-concave
• Concave

A
B
C
D
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Objectives

• Learn how curved glass can be used to control
  light.
• Learn how to describe or explain what happens to
  the light.
• Discover how scientists use models to explain why
  things happen.

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First bit
pairs on mini-whiteboards

• Look through one of the circular lenses.
• In what ways does it change what you see?
• invert?
• magnify?
• reduce?

I wonder what the light rays do?
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Expectations

• Investigate what happens to light as it passes
  through curved glass and draw diagrams to
  describe it.
• Use a diagram and caption to describe what
  happens.
• Use explanatory text to explain why things happen.

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The sand-drag
A
sand
B
C
road
Which way will the car turn?
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What to dooooo!
Groups of 4 FIRST BIT

• Stand up one of the flat-sided lenses.
• Shine the triple beam through.
• Draw what you see into your book.
• Add a caption.

Refer to your study guide.
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Links
This part will help you improve your diagrams.
concave convex both lens in human eye
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and a bit more
Groups of 4 second bit

• Stand up a different flat-sided lens.
• Shine the triple beam through.
• Draw what you see into your book.
• Add a caption.

Refer to your study guide.
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Explaining
Work in pairs to write an explanation.
level 4
level 5
I am beginning to show my scientific knowledge
and understanding. I am beginning to use
appropriate scientific words. I describe things.
I show my scientific knowledge and
understanding. I can use appropriate scientific
language. I explain how or why things happen.
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If theres time

• Redraft your explanation into your book.

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Homework task 8

• Redraft your explanation into your book.
• You may have begun this during the lesson.

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Checking your learning 1

• You will need a mini whiteboard one person to
  work with.
• You will be drawing rough diagrams on the
  whiteboard.
• Take turns to do the drawing.

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Checking your learning 2

• Draw a ray diagram to show refraction.
• Draw a ray diagram of light refracting through a
  concave lens.
• Draw a ray diagram of reflection from a flat
  (plane) mirror.
• Draw a ray diagram of reflection from a convex
  mirror.

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Lesson 9

• Rainbows

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Equipment

• Ray boxes
• Prisms
• 12v transformers

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Starter

• Work in a group of 4. Use a mini-whiteboard.
• Can you list the colours of the rainbow in order?

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Objectives

• To learn why light changes direction when it
  moves into glass.
• To learn that white light is made of colours.
• To learn how a spectrum is made.

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Expectations

• By the end of the lesson
• A paragraph describing your observations.
• If you can, a paragraph explaining your
  observations.

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The sand-drag
A
sand
B
C
Which way will the car turn?
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The prism
Work out which way the light will go.
Work in pairs. Draw your ideas on the whiteboard.
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Prism

• Set up the prism in the ray.
• Use the study guide.

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Instructions
Shine a single beam from a ray box through a
prism (as shown). Can you really see seven
colours? If not, what can you see? Experiment
with the equipment. Try different positions for
the prism and screen. Try to improve the spectrum
you see.
Use the study guide!
Violet bends most.
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Describe or explain?
Use the whiteboard
Describe
Explain
You managed to see a spectrum right? Why did a
beam of white light split to make all those
colours?
Describe how you managed to get the prism to
work. Describe what you saw.
Level 4
Level 5
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Evaluate

• Groups to report back.
• Use the 4 to 5 booklet.
• Are they managing a 5? Votes!

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Homework task 9

• Write up your explanation into your exercise book.

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Lesson 10

• Assessment

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Equipment

• Photocopies of end of unit test (enough for
  class).