Lesson 1

Unit Title:  Light
Caretaker:  BJP

Unit No   
K

Lesson Title:  Travelling Light

NC Ref: 
KS3 Sc4.3a+b

Objectives:    
MK -  light travels from  source; light cannot pass through some materials and how this leads to shadows. Light travels in straight lines as shown using rays
SK -  light travels at a finite speed; we see non luminous objects when light bounces off them and into our eyes
CK -  use of lasers

Lesson outline: 
Light is a wave that move; it is faster than sound. We see an object when light enters your eye.
Light travels in straight lines. Simple ray diagrams. Shadows

Starter activity:
1. Develop idea about light sources through discussion - where is there light in this room?
Then brainstorm other sources of light

2. Develop idea about light moving - does light move from place to place or is it just on or off?

Main course:
1. Demo - laser beam with chalk dust or talcum powder to highlight the beam [TAKE GREAT CARE WITH LASER - DO NOT LOOK DIRECTLY INTO THE BEAM]

2. Shadow investigation: Find out how distance of the object from the source affects the size (height) of the shadow
Use a ray box the light source. Make a card cut out and sellotape onto a stand. Put a screen at the back (white paper) or project onto a wall.
Keep the distance from the light to the screen the same and move the cut out.
Measure distances and height of the shadow or for the more able measure the distance from the ray box to the cut out (x) and to the screen (y). Measure the width of the cut out (w) and its height (z)
Make a table of results
Compare y/x and z/w to find a relationship between the shadow and the distance from the source

Plenary:
Re-affirm that light moves; and it moves in straight lines. It cannot move pass through some materials and this can lead to the formation of shadows.
Seek out ideas about sound moving too, to lead onto...........the thought provoking question:  "Which travels faster - light or sound? "
Get pupils to suggest the evidence they may have to prove this (e.g. thunder and lightning, fireworks, plane flying overhead)

Timings:

10

10

30

10

Homework Suggestion: 
Explain  the meaning of the key words: opaque, transparent, translucent

Resources: 
10 sets of: lab pack, ray box, screen, meter ruler, scissors,
Laser and chalk board rubbers or talcum powder
Sellotape, and A4 card

Lesson 2 

Unit Title:  Light
Caretaker:  BJP

Unit No   
K

Lesson Title:  Lighting up

NC Ref: 
KS2 Sc4.3b+c

Objectives:    
MK -  some objects allow light through them; others reflect light
SK -  how to classify materials as opaque, translucent or transparent; light passing through things is said to be transmitted, light can be absorbed; light can be scattered off rough surfaces
CK -  what an image is and how it is formed; cameras work in a similar way to your eye

Lesson outline: 
Either a) ICT opportunity to investigate the transmission of light through different materials, or
b) Develop the idea of the image using a pinhole camera
Both activities should include the development of ray diagrams.

Starter activity:
Go over homework from previous lesson with examples of opaque, translucent and transparent. Could use Boardworks 8K Light - slides 4 and 5
Pupils could be asked to select or suggest their own examples
Then do W/sheet 8Ka/2

Main course:  Choice!! Either do activity 1 or activity 2
Activity 1 = ICT opportunity
Use a light sensor and datalogger to measure the light transmitted through a material or reflected from it. Full instructions are given on W/sheet 8Kb/2.
Pupils should measure the background light levels in the room before measuring the amount of light transmitted through the various objects.

Activity 2 = Investigate how a pinhole camera works
NB: The image is viewed from screen end with the pinhole (in the black or foil end) pointing at a light source/object.
This could be a window on a bright sunny day or a light bulb with a distinctive filament so that it is clear that the image is upside down. Pupils can vary the size and the number of holes made.
They should discover that the smaller the hole the clearer, but smaller the image is as there is less likelihood of the light dispersing and that more holes means more images.

Plenary: 
Explain the formation of the image with a ray diagram. 
Stress the need to use pencil and ruler to draw the rays, to include an arrow (to show direction of rays), to draw the rays exactly from the object/light source and right up to the image e.g. touching (to show rays are continuous).

Timings:

10

40

10

Homework Suggestion: 
SATS ray diagram question

Resources: Note: there is an alternative lesson choice here!
Activity 1 = 10 sets of: datalogging equipment, light sensor, ray box or torch, selection of materials (such as wood, white paper, black paper, a mirror, a glass beaker, a plastic beaker, a bottle, a coloured mug)
Activity 2 = 10 sets of: pinhole camera, pins, bulbs with distinct filaments, labpacks

Note: pinhole cameras can be made from a box or tube. Cover one end with tracing paper and the other end with either black sugar paper or foil. The box can be covered with black sugar paper or foil to stop the light getting in

Lesson 3  

Unit Title:  Light
Caretaker:  BJP

Unit No   
K

Lesson Title:  Mirror Image

NC Ref: 
KS3 Sc4 3b+c

Objectives:    

MK -  that light is reflected in a predictable way from plane/flat /smooth surfaces but that it is reflected in all directions (scattered) from irregular/rough surfaces
SK -  the angle of incidence is equal to the angle of reflection; how to apply the law of reflection to everyday situations; how to measure angles correctly
CK -  how to draw a mirror image.

Lesson outline: 
Light bounces off all objects. Idea of irregular surfaces and regular/plane surfaces.
The Law of Reflection. Develop idea on the position of the image.

Starter activity:
Drawing ray diagram from pinhole camera activity (see teachers guide p229, activity 4 for details)

Main course:
Revise idea that we see non-luminous things by reflected light by asking pupils to draw or describe the path of the light that allows them to see objects around them in the classroom (e.g. their book, the board, their friends etc.) Remember light goes into our eyes! Use Boardworks 8K LIght - slides 8 and 9
Understand that reflection means "to bounce off"

Explain the difference between light being scattered in all directions by rough surfaces and light being reflected evenly by a plane mirror. See summary sheet  for notes and diagrams.
Taking pupils to observe a tennis ball bouncing off the uneven cobbles in the top car park can be useful to demonstrate scattering.
Explain that if the surface is plane/flat/smooth we can predict the bounce/reflection.

Pupils to investigate if there is a relationship between the angle the ray hits the mirror and the angle it reflects off it.
Demonstrate the use of a ray box with the slit and the shields, show pupils how to measure the angle at which the ray hits the mirror by introducing the normal line. Use W/sheets 8Kc/1 and 8Kc/2 for the less able. Encourage pupils to use pencils and rulers

Introduce terms: incident ray, reflected ray, angle of incidence, angle of reflection, normal line.
Pupils to add labels to their ray diagrams. Useful diagrams in Boardworks 8K Light - slides 19 and 20.
See summary sheet for diagram

Plenary: Discuss the idea of a mirror image - where is the image, how does it differ from the object?
Role playing this can be useful with pupils working in pairs - one acting as the object, one as the image.
Confirm that the image is the same size as the object, same distance behind the mirror as in front, virtual (cannot be touched), laterally inverted (use Boardworks 8K Light - slides13 to18)

 

Timings:

5

5

10

20

5

15

Homework Suggestion: 
W/sheet 8Kc/3 or periscope ray diagram from W/sheet 8Kc/5 or W/sheet 8Kc/6

Can use Boardworks 8K LIght slide 22 for Periscope HW

Resources: 
Tennis ball, 10 sets of ray boxes with slits and shields, lab packs, plane mirrors, protractors

Lesson 4 

Unit Title:  Light
Caretaker:  BJP

Unit No   
K

Lesson Title:  Light Fantastic

NC Ref: 
KS3 Sc4 3d

Objectives:    
MK -  that light changes direction when it passes from one medium to another
SK - how light is refracted at the boundary or interface between two different materials; that this is because the light is changing speed  
CK -  that light slows down when it passes into and travels through a  denser medium and speeds up when it passes into a less dense medium

Lesson outline: 
Light can be refracted. This is caused by a change of speed. Use of refraction in lenses and correcting defective vision.

Starter activity:
Demonstrate a range of examples of refraction/light changing direction  e.g. (i) place a pencil in a beaker of water - the pencil appears bent, (ii) put a coin in a mug at the side nearest the pupil - ask the pupil to move his/her head until they can see the coin, then pour water into the mug and the pupil should be able to see the coin without having to move (see Boardworks 8KLight - slides 39 to 42)
NB: the light does not really bend, it changes direction. Highlight that this occurs at the boundary between two different mediums. e.g. air to water, water to air, air to glass etc

Main course:
Activity: Investigate the refraction of light in a glass block  (W/sheet 8Kd/1)
Demonstrate the set up (shown in Boardworks 8K Light slides 26 to 33) and then ask pupils to predict, then investigate what happens when a ray is shone into a glass block. Ask them to investigate what happens when the angle of incidence is changed.

Pupils should be encouraged to label and record the angle of incidence and the angle of refraction
(see summary sheet for diagram)

All pupils to understand that the light changes direction as it crosses the boundary between air/glass and from glass/air and that this is because the light slows down or speeds up.

More able pupils to identify the relation ship between the angles of incidence and the angle of refraction when a) it passes from air to glass and b) when it passes from glass to air.

Air to glass: light bends towards the normal so angle i > angle r; the light is slowing down
Glass to air: light bends away from the normal so angle i < angle r: the light is speeding up

See Boardworks 8K Light slides 25 to 38

Plenary:

W/sheet 8Kd/4 for sets 1 and 2
W/sheet 8Kd/3 for sets 3, 4 and 5

Timings:

10

30

20

Homework Suggestion: 
SATs questions - mix of reflection and refraction

Resources: 
Beaker with water, pencil
Mug, coin, water
10 sets of: rectangular glass blocks, rayboxes, slits and shields,
A4 plain paper

Lesson 5 

Unit Title:  Light
Caretaker:  BJP

Unit No   
 

Lesson Title:  Colour it White 1

NC Ref: 
KS3 Sc4 3e+f

Objectives:    

MK -  white light can be split to make a spectrum: rainbows are formed when drops of rain split up the colours in sunlight; that red, blue and green are the primary colours; that cyan, magenta and yellow are the secondary colours
SK -  the effects of coloured filters on white light
CK - 

Lesson outline: 
Using a prism to split white light into 7 colours (dispersion) - caused by refraction.
Identify the 3 primary colours and use filters to mix them to develop the secondary colours.

Starter activity:
In backs of books or on paper, pupils to recall the standard diagrams for (i) law of reflection and (ii) refraction through glass block. All labels to be included.
Pupils to swap and carry out peer assessment.

Main course:
Activity1: Before beginning the investigation ask pupils to look through the prisms to see if they can see a rainbow
(can use W/sheet 8Ke/1)
Ask pupils to shine a single ray of light into the prism to produce a spectrum of colours - this may only take a few minutes but some pupils will need help with this.
Questions:

• can the pupils make out the spectrum?

• is it the same for every prism?

• what are the colours? what order are they in?

• are the colours always the same? and in the same order?

• does it matter which way round the prism is?

• what happens if you use a second prism to combine the 7 colours (Use Boardworks 8K Light slide 53)

Splitting of white light is called DISPERSION. Make sure the pupils know the colours in order: ROYGBIV
(mnemonic = Richard Of York Gave Battle IN Vain)
Notes and diagrams in books - see summary sheets or Boardworks 8K Light - slides 46 to 52

Activity 2:
Identify the 3 primary colours (red, blue, green NOT yellow) Use Boardworks 8K Light slide 57
Use filters to produce the primary colours.
Investigate what happens when you combine the colours: R+B = Magenta (pink), R+G = Yellow, B+G = Cyan (turquoise), R+G+B = white

Plenary:
Draw 3x overlapping circles onto board/in books (see w/sheet 8Ke/4 or Boardworks 8K Light slide 58
Colour in 3 x primary colours and 3 x secondary colours (overlapping sections)

Timings:

15

10

10

15

10

Homework Suggestion: 
Finish plenary activity and learn

Resources: 
10 sets of: rayboxes, slits and shields, prisms, red/green/blue filters - in sets please

Lesson 6  

Unit Title:  Light
Caretaker:  BJP

Unit No   
K

Lesson Title:  Colour it white 2 (L6/7 candidates only)

NC Ref: 
KS3 Sc4 3f

Objectives:    

MK -  the effects of colour filters on white light, the 3 primary colours, the 3 secondary colours and how to produce them
SK -  how coloured objects appear in white light and why; how coloured objects appear in coloured light and why
CK - 

Lesson outline: 
Learn about how filters work
Learn how/why we see different coloured objects with white light
Develop this onto how coloured objects are seen in coloured light

Starter activity:
Recall primary colours and the mixing of primary colours to get secondary colours (W/sheet 8Ke/4)
Brainpop
Use Boardworks 8K Light slide 52 and/or 59 as possible starter

Main course:
Colours in White Light
1a) Pupils to use their knowledge to explain why red objects appear red , green objects appear green, blue objects appear blue etc
1b) Pupils then try to explain why a yellow object appears yellow, magenta/pink appears pink, cyan/turquoise appears turquoise etc
2. Pupils to use primary filters to confirm the explanation
3. Finish this activity by explaining how filters work. Explained on Boardworks 8K Light - slides 60 to 64

Colours in Coloured Light
1. Pupils to use their knowledge to predict what colour a red object will appear in red light; what colour it will appear in blue light, what colour it will appear in green light
2. Pupils to use primary filters and primary coloured cards to confirm their predictions
3. Pupils to complete this investigation with their own conclusion or by using W/sheet 8Ke/4
Useful coverage on Boardworks 8K Light sides 72 to 79

Plenary:

Video 54- "Colours"
 

Timings:

5

15

15

25

Homework Suggestion: 
Revision

Resources: 
10 sets of: rayboxes, labpacks, slits and shields, red, blue and green filters, red, blue and green cards

Lesson 7 

Unit Title:  Light
Caretaker:  BJP

Unit No   
K

Lesson Title:  Test

NC Ref: 
 

Objectives:    

MK - 
SK - 
CK - 

Lesson outline: 
Test

Starter activity:

Last minute revision
Could use Boardworks (8K Light)

Main course:
 

End of unit test or quick quiz

Target sheet for next unit

Plenary:
 

Timings:

Homework Suggestion: 
None

Resources: 
Unit K Test
Target sheet for next unit

Lesson 8 

Unit Title: 
Caretaker: 

Unit No   
 

Lesson Title: 

NC Ref: 
 

Objectives:    

MK - 
SK - 
CK - 

Lesson outline: 

Starter activity:
 

Main course:
 

Plenary:
 

Timings:

Homework Suggestion: 
 

Resources: