Light SoW

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K Light Unit guide
M W Where this unit fits in Prior learning

This unit builds on:
p ? ideas introduced in unit 3F Light and shadows and unit 6F How we see things.
To make good progress, pupils starting
this unit need to:
know that light travels from a source
t u The concepts in this unit are: know that light is reflected from
light as energy, how light travels, how light is reflected, effects of materials on light, origin of colour. shiny surfaces.
^ _ This unit leads onto:
sound travel is compared to light in unit 8L Sound and hearing. Light as a wave is studied at key stage 4.
ET ET This unit relates to:
the drawing of objects in different lighting conditions is covered in unit 8A Objects and viewpoints in the
TY PC art and design scheme of work.
Framework yearly teaching objectives Energy

G K
Recognise that when light travels from a source it is transferring energy; use this idea to describe the nature and propagation of light and explain
the behaviour of light, including reflection and absorption.
Expectations (from QCA Scheme of Work)

At the end of this unit
most pupils will some pupils will not have made some pupils will have progressed
so much progress and will further and will
in terms of scientific enquiry NC Programme of Study Sc1 1b; 2a, d, e, g, h, i, j, k, l, m, n, o

make measurements of light intensity using a light sensor classify materials as opaque, draw conclusions from their data, informed
and compare the effects of materials on light transparent, translucent, reflectors by scientific understanding about reflection
make predictions about the reflection of light at plane or absorbers, on the basis of data and refraction of light at plane surfaces
surfaces, measure angles with precision and make from light sensors or visually make predictions about image formation
generalisations from the data identify patterns in angular using the law of reflection or the patterns
frame a question about light and colour and plan how to measurements of reflected rays of of behaviour from refraction
investigate it. light make sufficient observations when
with help, investigate a question investigating colour to draw valid
about colour and light. conclusions.
in terms of physical processes NC Programme of Study Sc4 3af, i

recognise that light travels in straight lines at very high describe how light is reflected at calculate the time for light to travel, e.g.
speed plane surfaces and describe from the Sun
represent the path of light by rays reflected images explain the appearance of coloured objects
describe how light is reflected and refracted at plane surface describe the effect of a prism on in coloured lights.
explain the origin of colour in the dispersion of white light white light and recognise that
and describe the effects of coloured filters and different filters and coloured objects absorb
coloured lights on the appearance of coloured objects; some colours and transmit or reflect
give an example of how colour is important in everyday life. others.
Suggested lesson allocation (see individual lesson planning guides)

Direct route
K1 K2 K3 K4 K5
Seeing the light Which ray? Travelling through? Coloured light Mix it Think about
combinations
Extra lessons (not in pupil book)

K4 Review and assess
Investigate: progress (distributed
Colour and light appropriately)
Misconceptions
Some pupils think that we see by sending out a ray from the eye a searchlight idea. Many pupils think that yellow light is made of red and green,
they do not realise that we see yellow when our red and green receptors are stimulated and we cant distinguish yellow from a mixture of red and green.
Health and safety (see activity notes to inform risk assessment)
In this unit a laser may be used to demonstrate how light travels and pupils use ray boxes. Appropriate risk assessments should be made.
Harcourt Education Ltd 2004 Catalyst 2

This worksheet may have been altered from the original on the CD-ROM. Sheet 1 of 1
J-L-Unit Guides.qxd 25-Nov-03 9:11 AM Page 9

Lesson planning
K1 Seeing the light guide
M W Learning objectives
i Light travels away from a source in all directions, transferring energy
ii Light travels very fast.
p ? iii Light travels in straight lines.
iv We see because light enters our eyes.
t u Scientific enquiry
v Use a pinhole camera to model what we see and relate conclusions to scientific knowledge. (Framework YTO Sc1 7g,)
^ _ vi Draw conclusions and describe how they are consistent with the evidence obtained. (Framework YTO Sc1 8f)
UG Suggested alternative starter activities (510 minutes)

Introduce the unit Share learning Brainstorming Problem solving Capture interest
objectives
Unit map for Light. Find out about the Pupils discuss pictures of Pupils take part in activities Demonstration of a laser
direction light travels. luminous and non-luminous to develop the idea that with chalk dust in the beam
Find out about the speed objects and how they can light travels in straight to show light rays.
of light. be seen. lines.
Be able to draw light rays
on diagrams to show how
images are formed. (Sc1)
Suggested alternative main activities

Activity Learning Description Approx. Target group
objective timing
see above C H E S
Textbook K1 i, ii, iii and Teacher-led explanation and questioning OR pupils work individually, 20 min R/G G R S
iv in pairs or in small groups through the in-text questions and then
onto the end-of-spread questions if time allows.
Activity K1a v and vi The pinhole camera Pupils construct a pinhole camera and use it to 30 min
Practical produce images.
Activity K1b i, iii and iv How we see things Pupils look at a picture and identify luminous 20 min
Paper and non-luminous objects. They draw rays to the eye.
Activity K1c Support animation to show light reflected from luminous and non- 10 min
Catalyst Interactive luminous objects.
Presentations 2
Suggested alternative plenary activities (510 minutes)

Review learning Sharing responses Group feedback Brainstorming Looking ahead
Pupils choose the correct Pupils discuss the In groups, pupils sort Pupils think of as many How do we see reflections?
rays on a diagram (eye, similarities and differences possible ray diagrams from different luminous sources
camera). between a pinhole camera impossible, then compare as possible.
and the eye. decisions for the whole class.
Learning outcomes
Most pupils will Some pupils, making less progress Some pupils, making more progress
will will
know that light travels away from a source in know that light travels away from a source in also calculate the time for light to travel, e.g.
all directions all directions from the Sun.
recognise that light travels in straight lines at know that light travels in straight lines
very high speeds understand that we see when light enters our
use a pinhole camera as a model of how we eyes.
see light
represent the path of light by rays.
Key words Out-of-lesson learning

pinhole camera, light sensors, source, image, red only: camera obscura, Homework K1.
shadow, object Textbook K1 end-of-spread questions.
Investigate the importance of direction for, e.g., TV infrared remote
controls.


Lesson planning
K2 Which ray? guide
i Light is reflected in a predictable way.
ii Rough surfaces scatter light while smooth surfaces make images we can see.
p ? Scientific enquiry
iii Investigate reflection from plane surfaces, selecting and using appropriate equipment. (Framework YTO Sc1 7d, h, 8e)
t u iv Use appropriate range, precision and sampling and draw conclusions, describing how they are consistent with the evidence obtained and using
scientific knowledge and understanding to explain them. (Framework YTO Sc1 8e, f)
^ _
Suggested alternative starter activities (510 minutes)
UG
Recap last lesson Share learning Problem solving Capture interest (1) Capture interest (2)
objectives
Remind pupils how light Find out how light is Pupils are given a selection Pupils look through Demonstration of Peppers
travels and how fast. Pupils reflected. of objects. They decide periscopes and ghost with two Bunsen
discuss in pairs how to Find out how rough and which give the clearest kaleidoscopes. burners and a safety screen.
make the speed more real. smooth surfaces reflect reflection, which do not
Feed back to class. light. reflect much, etc.
Be able to measure the
angle made by a ray and
the mirror. (Sc1)

objective timing
see above C H E S
Textbook K2 i and ii Teacher-led explanation and questioning OR pupils work individually, 20 min R/G G R S
in pairs or in small groups through the in-text questions and then
Activity K2a i, iii and iv Equal angles Pupils measure the angle at which rays are reflected to 30 min
Practical see that this can be predicted
Activity K2b i, iii and iv Kaleidoscopes Pupils investigate how the angle between two mirrors 20 min
Practical relates to the number of images
Activity K2c Support animation to help see patterns in the angular 5 min
Catalyst Interactive measurements of reflected rays.
Presentations 2

Review learning Sharing responses Group feedback Word game Looking ahead
Pupils write three facts Whole class discussion of In pairs, pupils explain how Pupils decide which What happens to light that
about reflection. the results of Activity K2b. they would see their statements are true or false. is not reflected?
reflection in a mirror.
Learning outcomes
will will
make predictions about the reflection of light identify patterns in angular measurements of make predictions about image formation using
at plane surfaces, measure angles with precision reflected rays of light the law of reflection or the pattern of
and make generalisations from the data know we can see objects that do not make behaviour from reflection
know that we see non-luminous surfaces their own light because they reflect light describe the law of reflection in terms of the
because light is reflected off them and enters know that you need a smooth surface to be normal
our eyes able to see a reflection. explain why you need a smooth surface to get
understand that rough surfaces scatter light an image by reflection.
understand that smooth surfaces reflect light
in a way that makes an image.

reflection, reflects, scatter, ray, red only: normal, angle of incidence, Homework K2.
angle of reflection, inverted Textbook K2 end-of-spread questions.
Pupils could look out for reflective materials in different situations,
e.g. on road signs, safety clothing.


Lesson planning
K3 Travelling through? guide
i Classify materials according to how they absorb, transmit or reflect light energy.
ii Describe refraction at plane surfaces.
p ? iii Explain that refraction is due to different speed in different materials.
Scientific enquiry
t u iv Select and use appropriate equipment. (Framework YTO Sc1 7d)
v Use first hand experience to collect, store and present information and use appropriate range, precision and sampling when collecting data.
^ _ (Framework YTO Sc1 8d,e)
vi Draw conclusions from this data and describe how conclusions are consistent with evidence obtained. (Framework YTO Sc1 8f)
UG
objectives
Pupils use a large mirror to Find out about absorption Pupils sort cards into three Demonstration of refraction. Show pupils a video clip of
recap reflection. and transmission of light. groups: absorption, Show pupils the effect of a examples of refraction.
Find out about refraction. transmission, and reflection. rod in a trough of water. Catalyst Interactive
Be able to measure how Pupils can then see the Presentations 2
much light is transmitted refraction effect with a coin
through a material. (Sc1) in a mug.

objective timing
see above C H E S
Textbook K3 i, ii and iii Teacher-led explanation and questioning OR pupils work individually, 15 min R/G G R S
Activity K3a i, iv, v and vi Is it transparent? Pupils measure light intensity through different 30 min
Practical materials.
Activity K3b ii, iii, iv, Refraction Pupils see what happens when light goes from one 30 min
Practical v and vi transparent medium to another.
Activity K3c Support animation to show refraction. 5 min
Catalyst Interactive
Presentations 2

Pupils devise three Pupils discuss refraction. Pupils demonstrate Pupils complete a crossword Show pupils photos of
questions to ask another refraction by linking arms using the clues. rainbows and other spectra.
group about absorption and and then taking different- Catalyst Interactive
transmission or refraction. sized steps. Presentations 2
Learning outcomes
will will
make measurements of light intensity using a classify materials as opaque, transparent, draw conclusions from their data, informed by
light sensor and compare the effects of translucent, reflectors or absorbers, on the scientific understanding, about reflection and
materials on light basis of data from light sensors or visually refraction of light at plane surfaces
describe how light is refracted at plane know that light bends when it goes between describe refraction in terms of the normal.
surfaces. air and water or glass. relate refraction to a change in the speed of
light.

transmitted, absorption, opaque, transparent, translucent, refraction, Homework K3.
refracts Textbook K3 end-of-spread questions.
Look at refraction effects in water, e.g. depth of pools when full and
empty. Effects in air: mirages (road looks wet on a hot day as rays from
sky are refracted).


Lesson planning
K4 Coloured light guide
i White light can be split into colours, this is called dispersion.
ii Coloured light can be combined to produce new colours
p ? iii The colour of reflected light from a white or coloured surface when illuminated by coloured or white light.
Scientific enquiry
t u iv Consider how some early scientific ideas do not match present day evidence and describe how creative thinking has been used to provide a
scientific explanation. (Framework YTO Sc1 8a)
^ _ v Use first hand experience to collect, store and present information. (Framework YTO Sc1 8d)
vi Draw conclusions from this data and describe how conclusions are consistent with evidence obtained. (Framework YTO Sc1 8f)
UG
objectives
Pupils put statements about Find out which colours Pupils work in groups to try Pupils look at charts that Show pupils a video of
the refraction of light white light can be split to predict the path of a test for colour blindness rainbow dispersion through
through a glass block in into. light ray through a glass and other puzzles that rely a prism, recombination with
sequence order. Find out how to get white prism. on colour. They also look at a second prism to give
light from coloured light. 3D pictures using coloured white light, and the mixing
Be able to work out what glasses. of red, green and blue spots
colour objects will appear to give white light.
in red, yellow, green or Catalyst Interactive
blue light. (Sc1) Presentations 2

objective timing
see above C H E S
Textbook K4 i and iii Teacher-led explanation and questioning OR pupils work individually, 20 min R/G G R S
Activity K4a i and iv Coloured light Demonstration of dispersion and recombination to 15 min
Practical give white light.
Activity K4b iii, v and vi Reflecting colour Pupils use a light sensor to measure how well 30 min
Practical different coloured surfaces reflect light.
Activity K4c Support animation/simulations of colour mixing. 10 min
Presentations 2

Pupils look at some objects Pupils discuss how the eye Pupils draw and mark a Venn Pupils play a loop game Pupils look at some filters
in the light of a sodium sees colour and how and diagram: no red, no green, with words from the unit. in preparation for the
lamp and explain what they why colour TV and no blue and compare with investigation in K4
see in terms of Activity K4b. photography work. a red, green and blue one. Investigate.
Learning outcomes
will will
describe the origin of colour in the dispersion of describe the effect of a prism on white light make sufficient observations when
white light recognise that filters and coloured objects investigating colour to draw valid conclusions
describe the effects of coloured filters and different absorb some colours and transmit or reflect explain the appearance of coloured objects in
coloured lights on the appearance of objects. others. coloured lights.

spectrum, dispersion Homework K4.
Textbook K4 end-of-spread questions.
Pupils could observe the effects of coloured lighting in shops, theatres
and on TV. Science Centres such as Jodrell Bank and the Bradford
Museum of Film and Photography have good coloured light demos.


Lesson planning
K4 Investigate: How do coloured guide
filters change the colour we see?
M W
p ? Learning objectives
i White light is a combination of colours.
The effect of red, green and blue filters on white light in terms of absorption and transmission.
t u Scientific enquiry
ii Use scientific knowledge to decide how ideas and questions can be tested; make predictions of possible outcomes. (Framework YTO Sc1 7b)
^ _ iii Identify more than one strategy for investigating questions and recognise that a range of sources of information is required. (Framework YTO
Sc1 8b, c)
UG iv Consider whether an enquiry could be improved to yield stronger evidence. (Framework YTO Sc1 8g)

Setting the context Introduce the Safety Brainstorming (1) Brainstorming (2)
apparatus
Pupils look at some Show pupils the white light, Pupils discuss any safety Pupils discuss the variables Use two different filters,
coloured filters. the filters and the coloured issues in pairs. for the investigation: the e.g. yellow and magenta, to
objects. colour of the objects and aid discussion of which
the colour of the filters. colour filters and
combinations of filters
should be investigated.
Investigation
objective timing
see above C H E S
Activity K4d i, ii, How do coloured filters change the colour we see? Pupils plan and 60 min
Practical iii and iv carry out an investigation into how coloured filters change the
colour we see. They draw up a table and evaluate their results and
decide if their predictions were correct

Review learning Group feedback Analysing Evaluating
Teacher-led review of the In groups, pupils discuss whether Teacher-led discussion of pupils Teacher-led discussion of how the
transmission of light through each they carried out the investigation predictions and results. results could be improved.
filter combination. as they had planned.
Learning outcomes
will will
frame a question about light and colour and with help, investigate a question about colour also use their ideas about coloured light to
plan how to investigate it and light explain their prediction and explain any
carry out steps in an investigation, using with help, carry out all steps in an anomalous results.
their ideas about coloured light in their investigation and relate their ideas about
explanation. coloured light to their results.


Lesson planning
K5 Mix it Think about guide
combinations
M W
p ? Learning objectives
i Combinations
ii Use the concept of combinations to explain how the three primary colours of light can produce many different colours of light
t u The structure of this lesson is based around the CASE approach. The starter activities give concrete preparation. The main activities move away from the
concrete towards a challenging situation, where pupils need to think. The extended plenary gives pupils time to discuss what they have learnt, to
^ _ negotiate a method to commit to paper and express their ideas verbally to the rest of the class.
Scientific enquiry
UG iii Use scientific knowledge to decide how ideas and questions can be tested; make predictions of possible outcomes. (Framework YTO Sc1 7b)
iv Draw conclusions from data and describe how conclusions are consistent with the evidence obtained, using scientific knowledge and
understanding to explain them. (Framework YTO Sc1 8f)

Bridging to the unit Setting the context Concrete preparation (1) Concrete preparation (2)
Discuss with pupils the colour Discuss how colour photography Pupils use hand-held spectroscopes Pupils work in pairs to sort out
receptors we have in our eyes and and television use the fact that we to look at light sources (not the cards marked with a mixture of up
what causes colour have three detectors called Sun!) and see that many colours to three spots into those that will
deficiency/blindness. receptors. are mixtures and the spectroscope be recognised by a detector.
splits these up.
Suggested main activities

objective timing
see above C H E S
Textbook K5 i and ii Teacher-led explanation and questioning OR pupils work individually, 30 min R/G G R S
Activity K5a i, iii and iv Mix it use red green and blue beads to sort out all the possible 15 min
Practical combinations. Add an extra colour to work out combinations of 4,
etc.

Group feedback Bridging to other topics
Discuss how groups used systematic ways to make sure they didnt miss Discuss with pupils how animals have different numbers of receptors.
any combinations. Combinations also come into effect with genes.
Learning outcomes
will will
list the different combinations generated by list the combinations from two values list the different combinations generated by
two and three values know that three values will produce more two, three or four values
know that greater numbers of values will combinations than two know that greater numbers of values will
produce more combinations know that green, red and blue are primary produce vastly more combinations
apply this to the three values of primary light: colours and that other colours are made by extend the model to a situation where some
red, blue and green. mixing them. animals have four primary colours.

combinations, primary colour, secondary colour Textbook K5 end-of-spread questions

Unitmaps.qxd 12-Nov-03 8:56 AM Page 11
K Light Unit map
p ?
t u
^ _ Mixing light Seeing light

UG
Light
Coloured Light rays

light
Light and materials
Copy the unit map and use these words to help you complete it.
You may add words of your own too.
absorption ray
angle of incidence R reflection
dispersion refraction
eye scattering
filter secondary colours
image shadow
luminous source
mirrors spectrum
non-luminous speed
normal straight line
opaque translucent
primary colours transmission
prism transparent
rainbow

K-Starters.qxd 22-Oct-03 4:17 PM Page 1
K1 Seeing the light Starters
M Suggested alternative starter activities (510 minutes)

Introduce the unit Share learning objectives Brainstorming Problem solving Capture interest
p ?
Unit map for Light. Find out about the direction light Pupils discuss Pupils take part in activities Demonstration of a laser
t u travels. pictures of luminous to develop the idea that with chalk dust in the
Find out about the speed of light. and non-luminous light travels in straight beam to show light rays.
Be able to draw light rays on diagrams objects and how lines.
^ _ to show how images are formed. (Sc1) they can be seen.
UG LP
Introduce the unit
Either draw the outline of the unit map on the board then Unit map
ask pupils to give you words to add, saying where to add
them. Suggest some words yourself when necessary, to keep
pupils on the right track.
Or give out the unit map and ask pupils to work in groups,
deciding how to add the listed words to the diagram. Then
go through it on the board as each group gives suggestions.
Share learning objectives

Ask pupils to write a list of FAQs they would put on a
website telling people about light. Collect suggestions as a
whole-class activity, steering pupils towards those related
to the objectives. Conclude by highlighting the questions
you want them to be able to answer at the end of the
lesson.
Brainstorming
Pupils are shown pictures of luminous and non-luminous Pupil sheet
objects, with different suggestions as to how they can be
Answers
seen.
a Mari; b Ali
Pupils work in pairs, discussing how the objects can be
seen and which suggestions they agree with.
After a short time ask for suggestions for each picture.
Problem solving
Pupils investigate: the shape of a rubber tube when they Pupil sheet
can see light at the other end, and light passing through
Equipment
four pinholes.
for each group: rubber tube, four cards
The activities develop the idea that light travels in straight with pinholes mounted in stands, and
lines. torch or lamp
Answers
Tube and pinholes in straight line.
Capture interest
Demonstrate the beam from a helium neon laser. Equipment
helium neon laser, screen, chalk dust
Chalk dust or smoke in the beam will help to show up the (e.g. board rubber) or lighted taper to
straight line. produce smoke
Ensure that no reflective objects (e.g. rings) can Safety note
accidentally get in the beam. A laser designed for school use presents
minimal hazard. However students
should not look directly into the beam.

M Brainstorming
p ? How do we see things?
t u Jack
a Jade
^ _ Light from
A light beam the Sun reflects
UG LP from your eye from the candle
hits the candle
TN flame, into your
flame. eye.
Mari Sam
Light
spreads out from Light from the
the candle flame candle flame is
and some goes in attracted to the
your eye. eye.
b Rachel Ali
Light from the

Light from Sun reflects from
the flower is the flower and
attracted towards some reaches
your eyes. your eye.
Jodie Dan
Light from Light from

your eye reflects the Sun reflects from
off the flower your eye in a beam
and back to your that picks up the
eye. flower.
Who do you think is right?

M Problem solving
p ?You are going to observe how light travels. Follow the instructions
t u
and answer the questions.
^ _ Experiment 1: Down the tube

UG LP
TN
1 Look down one of the rubber tubes.

2 Change the shape of the tube until you can see light at the end.
3 What shape must the tube be for you to see the light?
Experiment 2: Making a path
pinhole
card
mount
4 Set up the four pinholes so that you can look through all four
and see the lamp.
5 Look down at the arrangement from above.
6 What do you notice about the four holes?

K2 Which ray? Starters

p ? Recap last lesson Share learning objectives Problem solving Capture interest (1) Capture interest (2)
Remind pupils how light Find out how light is reflected. Pupils are given a Pupils look through Demonstration of
t u travels and how fast. Pupils Find out how rough and smooth selection of objects. They periscopes and Peppers ghost with two
discuss in pairs how to surfaces reflect light. decide which give the kaleidoscopes. Bunsen burners and a
make the speed more real. Be able to measure the angle made clearest reflection, which safety screen.
^ _ Feed back to class. by a ray and the mirror. (Sc1) do not reflect much, etc.
UG LP
Recap last lesson
Ask pupils to describe how light travels and how fast Equipment
(300 million m/s in a straight line). calculators
Working in pairs, pupils discuss how to make this figure more
meaningful, e.g. it takes eight minutes for light to get here
from the Sun (but we dont really have a feel for the distance).
See what they suggest.
More able pupils can use calculators and find data to work out
the values. A suggestion could be: how many times does light
go round the Earth in one second (radius = 6 378 000 m,
circumference = 40 074 000 m, answer = 7.5 times).

Ask pupils to write a list of FAQs they would put on a website
telling people about reflection and mirrors. Collect suggestions
as a whole-class activity, steering pupils towards those related
to the objectives. Conclude by highlighting the questions you
want them to be able to answer at the end of the lesson.
Problem solving
Show the class a selection of objects. Equipment
selection of mirrors, small sheet of
Ask them to help you sort them into ones that give a clear
aluminium, other metals, a metal
reflection and ones that are not so good. Note that very
spoon, glass, shiny plastic, i.e. shiny
smooth surfaces are good reflectors.
materials that reflect but are not
silver
Capture interest (1)
Pupils look at instruments containing mirrors, Questions
e.g. kaleidoscope, periscope. What does the instrument do?
They are asked what the instrument does and how the mirrors How could mirrors make it work?
might make it work. Answer
The kaleidoscope produces patterns
Capture interest (2) as mirrors produce multiple images.
Show pupils a demonstration of Peppers ghost. It can be fun The periscope helps you see above
for them if you start talking without mentioning the obstructions or round corners, as
demonstration and then accidentally put your hand in the mirrors reflect rays, changing
reflection of the Bunsen flame. Then rest your hand on top of direction.
the Bunsen burner.
Equipment
The bright flame will reflect in the screen so that the unlit kaleidoscope, periscope
Bunsen appears to be lit.
For best effect you may need to move some pupils so that they
see through and not round the screen.
This method of producing a ghost was used in theatres. A Technician sheet
screen of glass was placed on stage. When a ghost in the
wings was illuminated the image appeared on stage.
K2 Which ray? Starters
M Capture interest
Technician sheet
p ?
Supply the following equipment for a demonstration:
t u safety screen (clean) supported by holders or clamps
^ _ two identical Bunsen burners, one on and one off.
UG LP
TN
unlit Bunsen
safety
screen
lit Bunsen
Pupils sit in
this area
The Bunsen burner that is lit should be placed on the same side of the screen as
the pupils.
The unlit Bunsen burner should be placed exactly at the same place as the
reflection in the screen. This is easiest to do if you look from in front of the
screen so you can see the reflection, and move the unlit Bunsen burner to
coincide with this position.

K3 Travelling through? Starters

Pupils use a mirror to Find out about absorption and Pupils sort cards into Demonstration of refraction. Show pupils a video
t u recap reflection. transmission of light. three groups: Show pupils the effect of a rod clip of examples of
Find out about refraction. absorption, in a trough of water. Pupils can refraction.
^ _ Be able to measure how much light is

transmitted through a material. (Sc1)
transmission and
reflection.
then see the refraction effect
with a coin in a mug.
Presentations 2
UG LP
Recap last lesson
Pupils work in groups, with a mirror, to think of three Answers
things about reflection. Incoming/incident ray is straight; it is
reflected at an equal angle; angle of
Each group nominates one pupil to report back to the incidence = angle of reflection; the
class. (There may not be time, or it may prove repetitive, reflected ray is straight; no light goes into
for all groups to report back.) the mirror; the image is laterally inverted
Relevant points could be written on the board or OHT as (left to right) but not upside down
they are mentioned, or the above points put on a pre- (compare this with a pinhole camera); the
prepared OHT displayed at the end of the starter. image is the same size as the object.
Lead onto: What happens to light that is not reflected? Equipment
plane mirrors

website telling people about what happens to light when
it is not reflected. Collect suggestions as a whole-class
activity, steering pupils towards those related to the
objectives. Conclude by highlighting the questions you
want them to be able to answer at the end of the lesson.
Problem solving
Pupils have cards to place in three groups: absorption, Pupil sheet
transmission and reflection.
Answers
They will have met the words opaque and transparent. Absorption: pair of black trousers, black
Remind them of these, linking to absorption and personal stereo, vase, solar panel.
transmission. Transmission: window, fish on bottom of
pond, endoscope, pair of spectacles.
Pupils sort the cards. Discuss their results.
Reflection: mirror, disco light reflector,
lake with mirror image of mountains in it,
shiny saucepan.

Demonstrate that when a straight rod or ruler is placed in Teacher sheet
a trough of water it appears to be bent.
Equipment
Pupils place a coin in a mug, so it cannot be seen. They bowl or trough of water (opaque may be
then add water until it can be seen. an advantage), ruler, for each group:
opaque mug, coin or similar disc, beaker
of water
Pupils watch video clips showing examples of refraction. Catalyst Interactive Presentations 2

M Problem solving
p ?
t u
^ _
UG LP
TN
Black trousers Personal stereo Vase
Solar panel Window River
Glasses Endoscope Mirror
Disco mirror ball Lake Metal saucepan
Absorption Transmission Reflection

M Capture interest
Teacher sheet
p ?
t u
view in this
^ _ region, through
top of water not from
above
UG LP straight stick
or rod
TN
water plastic container

(not see through)
A Show pupils the demonstration of how a ruler in a trough appears to bend at

the boundary between water and air.
It is important to make sure that pupils are looking in the correct direction to
see this. They will not see it looking straight at the ruler from the side, and they
will not see it from directly above. A plastic (not transparent glass) container
with a large water surface is best.
They must look down through the surface of the water to one side of the ruler.
(If some see the effect, others will not admit that they cannot, so explain
carefully how to look at the ruler.)
eye eye
water
mug mug
coin coin
B Pupils should then do the experiment themselves using a coin in a beaker of

water. Have a pair of pupils try it, following the instructions below, while others
watch. Other pupils can then try it for themselves, working in groups, while
the other members of the group try to explain the effect.
1 Place the coin in the empty mug.
2 One pupil looks at the coin, then moves back from the mug until the coin
just disappears below the rim of the mug.
3 A second pupil pours water into the mug without moving the mug, while
the first pupil does not move.
4 The coin should come back into view as the mug is filled with water.

K4 Coloured light Starters

Pupils put statements Find out which colours white Pupils work in groups to Pupils look at charts Show pupils a video of rainbow
t u about the refraction of light can be split into. try to predict the path that test for colour dispersion through a prism,
light through a glass Find out how to get white light of a light ray through a blindness and other recombination with a second
^ _ block in sequence order. from coloured light.

Be able to work out what colour
glass prism. puzzles that rely on
colour. They also look
prism to give white light, and the
mixing of red, green and blue
objects will appear in red, at 3D pictures using spots to give white light.
UG LP yellow, green or blue light. (Sc1) coloured glasses. Catalyst Interactive Presentations 2
Recap last lesson

Pupils look at a list of statements about refraction Pupil sheet
through a glass block and put them in order. (core and help versions on same sheet)
They can either write them out, or cut the sheet up and Equipment
stick them in their books. class set of scissors and glue (optional)
Answers
4, 2, 3, 6, 1, 5 or 4, 5, 2, 3, 6, 1,
website telling people about coloured light. Collect
suggestions as a whole-class activity, steering pupils
towards those related to the objectives. Conclude by
highlighting the questions you want them to be able to
answer at the end of the lesson.
Problem solving
Introduce this activity by showing pupils a ray box set Equipment
up with one ray. paper, pencils, rulers
Set the problem: Show them the prism. Remind them Answer
that light bends as it enters the glass block, and back Show the path of the ray using the ray box
again as it leaves. The same thing will happen as light and the prism. Or move straight on to the
enters and leaves the prism. Can they work out what activity with the prism, and show them
will happen to light as it passes through a prism? (You using the demo equipment.
can give a hint: it helps to draw the normals.)

Pupils look at standard charts for diagnosing colour Equipment
blindness. Note that there are many forms of this and colour charts for diagnosing colour
some people can pick out the difference but find it blindness, 3D pictures and red/green
difficult rather than impossible. glasses, colour puzzles
Pupils look at 3D pictures through coloured glasses.
Note how each eye gets a different image and try two
red and two green lenses instead of one of each.
Pupils look at some coded pictures where words or
numbers are hidden in a mass of colour and can be
picked out by using the correct colour filter.

Pupils watch a video showing: a picture of a rainbow Catalyst Interactive Presentations 2
with a second, reversed bow, dispersion through a prism
and recombination to give white light, and mixing of
red, green and blue lights to give white light.

M Recap last lesson

p ? Core sheet
t u All these statements tell part of the story of what happens to a ray of
light when it hits the side of a glass block.
^ _
Put the statements in the correct order:
UG LP
1 The ray bends away from the normal.
TN
2 The ray travels through the air until it hits the glass.
3 The ray bends towards the normal.
4 A straight ray of light leaves the ray box.
5 The ray travels through the air in a straight line.
6 The ray travels straight through the glass until it reaches the edge.

This worksheet may have been altered from the original on the CD-ROM.
Sheet 1 of 1
Recap last lesson

Help sheet
All these statements tell part of the story of what happens to a ray of
light when it hits the side of a glass block.
Put the statements in the correct order:
1 The ray bends to the outwards to the first direction again.

2 The ray travels through the air until it hits the glass.
3 The ray bends inwards.
4 A straight ray of light leaves the ray box.
5 The ray travels through the air in a straight line.
6 The ray travels straight through the glass until it reaches the edge.

K4 Investigate: How do coloured Starters

M
p ? Suggested alternative starter activities (510 minutes)

Setting the context Introduce the apparatus Safety Brainstorming (1) Brainstorming (2)
t u
Pupils look at some Show pupils the white light, Pupils discuss any Pupils discuss the variables Use two different filters, e.g. yellow
^ _ coloured filters. the filters and the coloured
objects.
safety issues in
pairs.
for the investigation: the
colour of the objects and the
and magenta, to aid discussion of
which colour filters and combinations
colour of the filters. of filters should be investigated.
UG LP
Setting the context
Discuss with pupils why the filters look coloured. They can see Equipment
through them, so some light passes through. Things look a different coloured filters
different colour. To find out why, they need to investigate more
fully.
Introduce the apparatus

Show pupils the different colour filters. Which ones would they Equipment
choose to use? different coloured filters, some
example colour filters
Consider what objects should be used for the investigation.
(Ideally they should be obvious colours and black and white.)
Safety
Ask pupils to work in pairs to list the hazards involved in this
investigation.
Pupils then decide how to minimise the danger presented by
each hazard.
Pairs report back to a class discussion during which a final set of
safety procedures is listed on the board.
Brainstorming (1)
Ask pupils to discuss in groups what the variables are in the
investigation.
Ask them to decide what variable should be changed (input
variable, colour in white light) and what should be measured
during the investigation (outcome variable, colour through
filters).
Ask individual pupils for their ideas. Use class discussion to
finalise details of the two dependent variables.
Brainstorming (2)
Ask pupils to work in groups to consider the questions opposite. Questions
What needs to be done to make this
Use answers from individual pupils to initiate class discussion
a fair test?
about fair testing and reliability of results.
Will the experiments need to be
repeated? Why?
Will a preliminary investigation be
needed? Why?

K5 Mix it Think about Starters

p ? Bridging to the unit Setting the context Concrete preparation (1) Concrete preparation (2)
Discuss with pupils the colour Discuss how colour photography Pupils use hand-held spectroscopes to Pupils work in pairs to sort out cards
t u receptors we have in our eyes and television use the fact that look at light sources (not the Sun!) and marked with a mixture of up to three
and what causes colour we have three detectors called see that many colours are mixtures and spots into those that will be
^ _ deficiency/blindness. receptors. the spectroscope splits these up. recognised by a detector.
UG LP Bridging to the unit

Talk to pupils about the colour receptors in our eyes. Most people have
three: red, green and blue. Some people have one or more not working
(colour blindness) and some people have one or more that picks up a
slightly different colour or at a lower intensity and have some difficulty
in distinguishing some colours especially in low light levels. (We all
find it more difficult to distinguish colours as light level drops.)
We see everything around us as a mixture of red, green and blue. This
does not mean that everything is a mixture of red, green and blue, this
is just how we see it.
Setting the context

Because we see everything through red, green and blue receptors, our
eyes cannot tell the difference between a world made of red, green and
blue light and one made of the rainbow of colours from a prism.
Colour television works by using red, green and blue dots to make a
picture. This would not work if we had another receptor.
How many combinations of equal intensity of red, green and blue are
possible (changing levels of intensity gives more different colour).
Concrete preparation (1)

Hand-held spectroscopes are ideal for showing how our world is made
of mixtures of colours. Ask pupils to look through a hand-held
spectroscope at a light source. Safety note: pupils must not look directly
at the Sun.
Looking at filament lamps will give the rainbow spectrum.
Looking at a television screen while it is on will give red, green and blue
bands of the light given out by the phosphor screen.
Many fluorescent tubes will give red, green and blue bands showing
that their white light is made of red, green and blue from the phosphor
coating. This leads on directly to the work on combinations.
Other lamps such as a sodium lamp or neon lamp show lines of colour
given out.
Concrete preparation (2)

Pupils work in pairs. They set out the three detector cards for red, green Pupil sheet
and blue.
Pupils then sort out cards marked with a mixture of up to three spots
and decide which detectors will detect the colour.
Include a single spot marked UV, this will not be detected.
If you want to explain colour deficiency/colour blindness, remove a
detector no longer able to distinguish some combinations.

K5 Mix it Starters
M Concrete preparation (2)

p ?
RED WHITE YELLOW RED
t u
^ _ RED RED GREEN BLUE RED GREEN RED
UG LP
TN DETECTOR RED + GREEN + BLUE RED + GREEN
BLUE MAGENTA CYAN GREEN
BLUE RED BLUE BLUE GREEN GREEN
DETECTOR RED + BLUE BLUE + GREEN
GREEN ULTRA-VIOLET BLUE BLACK
GREEN BLUE
(NO RED, GREEN

DETECTOR OR BLUE) (NO COLOURS)

K-Teachers.qxd 22-Oct-03 4:25 PM Page 1

Teacher
K1a The pinhole camera activity notes
M Type Purpose Differentiation

p ? Practical Pupils use pinhole cameras to develop their ideas about seeing. The activity emphasises
that light travels in straight lines and that it must enter the eye for us to see.
Core, Help, Extension
t u
Running the activity
^ _ Pupils work in groups using pre-prepared pinhole cameras. Light levels in the room
should be reduced as far as possible.
UG LP
The simplest pinhole cameras are cardboard or plastic cylinders or boxes with black
TC sugar paper over one end and greaseproof paper over the other. An image on the
screen is obtained by moving the camera nearer to or further from the object. A cuff
around the screen makes the image easier to see, particularly if the blackout is poor.
Pupils should make their own pinhole using an optical pin, so fresh sugar paper
should be added each time. (Aluminium foil is an excellent alternative to sugar paper
as it is lightproof and easily pierced.)
If darkroom facilities are available this activity can be extended. Pupils can use their
pinhole cameras to take simple photos on bromide paper and then develop the
image. The greaseproof paper screen is replaced with a disc of bromide paper within a
black sugar paper cap.
A carbon filament bulb makes an excellent light source. Bright images of the filament
are seen easily on the screen. It also has the advantage of not igniting the cameras! If
a carbon filament bulb is not available, a candle flame should be used.
Core: Pupils make and describe an image on the screen, then copy and complete a
simple ray diagram showing how the camera works.
Help: Pupils are given more detailed instructions and answer the questions on the
sheet.
Extension: Pupils consider also the size of the image and draw a scale diagram.
Expected outcomes
Core: Pupils should see clear images of the flame/filament on the screen and use their
observations to answer questions and draw a ray diagram.
Help: Pupils should see clear images of the flame/filament on the screen and use their
observations to fill in the gaps on the question sheet and draw a ray diagram.
Extension: Pupils should see clear images of the flame/filament on the screen and use
their observations to answer questions and draw a scale ray diagram.
Pitfalls
Using an optical pin to make the hole should ensure that the holes are large enough
(1 mm) to allow through enough light without making the image blurred.
Taking photos with pinhole cameras is a complicated procedure that needs thorough
preparation and good darkroom facilities.
Safety notes
The cameras are flammable, so warn pupils to keep them away from the candle flame.
Carbon filament lamps get very hot.
ICT opportunities
It would be possible to set up a spreadsheet for the results and subsequent
calculations.


Teacher
K1a The pinhole camera (continued) activity notes
M Answers
Core:
p ? 1 On the screen.
t u 2 The image is dim (relative to the object), larger than the object if the distance of
camera to object is less than the length of the camera, smaller than the object if
^ _ the distance of camera to object is greater than the length of the camera, and it
is inverted.
UG LP 3 Light comes from the light source. Some of this light goes through the hole and
forms an image on the screen.
TC
4
Help:
1 On the screen.
2 Light, light source, image, image, inverted, eye, eye.
3 See Core answer 4 above.
Extension:
1 On the screen.
2 Light comes from the light source. Some of this light goes through the hole and
forms an image on the screen.
3 a
5 cm 2.5 cm
30 cm 15 cm
b 2.5 cm
c Similar both the same shape, different image is smaller (half size) and
inverted.
d Distance of object from camera length of camera = size of object size of image

K-Technician.qxd 22-Oct-03 4:29 PM Page 1

Technician
K1a The pinhole camera activity notes

p ? Practical Pupils use pinhole cameras to develop their ideas about seeing. The activity emphasises
that light travels in straight lines and that it must enter the eye for us to see.
t u
Equipment
^ _ For each group: thick paper
pinhole camera with no hole made up in advance (see right)
UG LP access to an optical pin to make hole

piece of thick paper (e.g. sugar paper) to make cuff
TN piece of sticky tape thin paper
screen
For the class: make pinhole
carbon filament lamp or 8 candles in candle holders here
matches (if candles used)
make cuff
For your information like this
Pupils work in groups using pre-prepared pinhole cameras. Light levels in the room should be reduced as
far as possible.
The simplest pinhole cameras are cardboard or plastic cylinders or boxes with black sugar paper over one end
and greaseproof paper over the other. An image on the screen is obtained by moving the camera nearer to or
further from the object. A cuff around the screen makes the image easier to see, particularly if the blackout is
poor. Pupils should make their own pinhole using an optical pin, so fresh sugar paper should be added each
time. (Aluminium foil is an excellent alternative to sugar paper as it is lightproof and easily pierced.)
If darkroom facilities are available this activity can be extended. Pupils can use their pinhole
cameras to take simple photos on bromide paper and then develop the image. The greaseproof
paper screen is replaced with a disc of bromide paper within a black sugar paper cap.
A carbon filament bulb makes an excellent light source. Bright images of the filament are
seen easily on the screen. It also has the advantage of not igniting the cameras! If a
carbon filament bulb is not available, a candle flame should be used.
Core: Pupils make and describe an image on the screen, then copy and complete a simple
ray diagram showing how the camera works.
Help: Pupils are given more detailed instructions and answer the questions on the sheet.
Extension: Pupils also consider the size of the image and draw a scale diagram.
Expected outcomes
Core: Pupils should see clear images of the flame/filament on the screen and use their
observations to answer questions and draw a ray diagram.
Help: Pupils should see clear images of the flame/filament on the screen and use their
observations to fill in the gaps on the question sheet and draw a ray diagram.
Extension: Pupils should see clear images of the flame/filament on the screen and use
their observations to answer questions and draw a scale ray diagram.
Pitfalls
Using an optical pin to make the hole should ensure that the holes are large enough
(1 mm) to allow through enough light without making the image blurred.
Taking photos with pinhole cameras is a complicated procedure that needs thorough
preparation and good darkroom facilities.
Safety notes
The cameras are flammable, so warn pupils to keep them away from the candle flame.
Carbon filament lamps get very hot.

K-Activity.qxd 22-Oct-03 4:19 PM Page 1

Activity
K1a The pinhole camera Core
M W You are going to use a pinhole camera to produce an image on a If you are
screen. using a
p ? candle, make
sure you keep the
t u Equipment camera out of the
flame. Carbon
filament bulbs get
^ _ pinhole camera sugar paper very hot do not
pin (for making hole) candle or carbon filament lamp touch!
UG LP
sticky tape
TN TC
Obtaining evidence
1 Look at your pinhole camera. The thin paper is
thick paper
going to be the screen, where you will see the
image.
2 Wrap a piece of paper around the screen end of
thin paper
the camera to make a cuff. This makes the
screen
image easier to see. Hold the cuff on with a
make pinhole
piece of sticky tape, as shown in the diagram. here
3 Make a single pinhole in the centre of the thick
paper. This lets light into the camera.
4 Hold the pinhole towards the lamp or flame. make cuff
like this
Move the pinhole camera forwards and
backwards until you get an image on the
screen.
Considering the evidence

1 Where did you see the image?
2 Describe the image using some of these words:
dim smaller r right way up d

bright large inverte
3 Explain how the pinhole camera works using these words:
screen hole light

image light source
4 Copy this diagram and add light rays to show

how the image is produced on the screen.
screen


Activity
K1a The pinhole camera Help
M W You are going to use a pinhole camera to produce an image on a If you are
screen. using a
p ? candle, make
sure you keep the
flame. Carbon
filament bulbs get
UG LP
sticky tape
TN TC
Obtaining evidence
a b
1 Look at your pinhole camera. thick paper
2 Make a cuff and hold it on

with sticky tape. This will
make the image easier to see. thin paper screen make cuff like this
3 Make a single pinhole in the
centre of the paper.
c d
4 Hold the pinhole towards
the lamp or flame. Move make pinhole here
forwards and backwards

until you get an image on
the screen.

2 Complete these sentences to describe how the image was made.
The words can be used more than once.
light so light
image urce inverted eye
Some of the from the goes through

the hole.
This light falls on the screen and makes an .
The is upside down. We say that the image is .
The pinhole camera is like an .
Light has to enter our for us to see.
screen
3 Draw light rays on this diagram to show how
the image is made on the screen.


Activity
K1a The pinhole camera Extension
M W You are going to use a pinhole camera to produce an image on If you are
a screen. using a
p ? candle, make
sure you keep the
flame. Carbon
filament bulbs get
UG LP
sticky tape
TN TC
Obtaining evidence
1 Look at your pinhole camera. One end is covered with thick paper, which will not
allow light through. The other end is covered with thin paper, which will allow some
light through. The thin paper is going to be the screen, where you will see the image.
2 Wrap a piece of paper around the screen end
of the camera to make a cuff. This will make thick paper
the image easier to see. Secure the cuff with
a piece of sticky tape, as shown in the
diagram. thin paper
3 Make a single pinhole in the centre of the screen
thick paper. This allows light into the camera. make pinhole
4 Hold the pinhole towards the lamp or flame. here
Move the pinhole camera forwards and
backwards until you get an image on the screen. make cuff
like this
2 Explain how the pinhole camera works using these words:
image screen hole light source light
3 Imagine there is a 5 cm tall, arrow-shaped object placed 30 cm from the hole

of a pinhole camera. The pinhole camera is 15 cm long (between the hole and
the screen).
a Draw a scale diagram showing the object, the camera and the image.
b How tall is the image?
c Compare and contrast the image to the object. In what ways are they similar and
in what ways are they different?
d Was there a way of working out the size of the image without drawing the scale
diagram? Try out your idea with other sizes of object, distance from pinhole and
length of camera.


Teacher
K1b How we see things activity notes

p ? Paper Pupils draw in ray diagrams to show how we see luminous and non-luminous objects. Core
t u Running the activity

Pupils can follow the sheet independently, or can work in pairs. You may go over the
^ _ distinction between luminous and non-luminous objects and the fact that light
travels in straight lines; this will depend on the chosen starter activity.
UG LP
Pupils add rays to the diagram of a room to show how objects are seen.
Pupils can produce their own diagrams, or pictures from newspapers and magazines
could be used either in class or for homework.
Pitfalls
All the luminous objects will cause rays that reflect off items. Diagrams will be
confusing if all of these are drawn; encourage pupils to concentrate on one source.
Answers
1 Light from Sun through the window; ceiling light; standard lamp.
2
3
5


Activity
K1b How we see things Core
M W You are going to draw ray diagrams to show how we see luminous and non-
luminous objects. Light travels in straight lines called rays, so we always draw rays
p ?
with a ruler. We show the direction of the light with an arrow.
t u
Light travels from luminous objects to our eyes: a
^ _
UG LP
TN
Non-luminous objects reflect light into our eyes: b
1 Look at the picture of the room.
1 Make a list of the luminous objects in the picture.

2 Draw a ray or rays to show how the girl sees the ceiling light.
3 Draw a ray or rays to show how she uses the ceiling light to see the clock.
4 Draw a ray or rays to show how the girl reads the book with light from the lamp.
5 Draw rays to show how the vase on the table casts a shadow. Draw the shadow of
the vase.


Teacher
K2a Equal angles activity notes

p ? Practical Pupils measure the angles at which rays are reflected in order to establish that rays are
always reflected in a predictable fashion.
t u
^ _ Pupils use a thin beam of light and a mirror, and measure the angles of the incoming
and reflected light rays.
UG LP
Core: This is aimed at pupils who may be using the green pupil book, or are using the
TC red book but may find the concept of the normal difficult. The activity sheet
introduces and explains the normal, and the angles of incidence and reflection.
Help: This sheet does not tackle the concept of the normal. As in the green pupil
book, only angles between the ray and the mirror are discussed. The practical work is
very simple and should be kept brief.
Extension: This is aimed at the more able pupils who have already met, or will meet in
the red pupil book, the concept of the normal.
For pupils using the normal for the first time it is a good idea to demonstrate this
using a mirror and set square. Show them which angle is the angle of reflection and
which is the angle of incidence.
Expected outcomes
All pupils should gain experience of constructing ray diagrams using pencil, ruler and
protractor.
Core: Pupils should realise that reflection is predictable. Pupils will have used the law
of reflection.
Help: Pupils should realise that reflection is predictable.
Extension: Pupils should realise that reflection is predictable. Pupils will have used the
law of reflection.
Pitfalls
Pace is essential as this is not the most stimulating activity. Setting a time limit is
advisable. Pupils should be warned not to turn the voltage on the power packs above
12 V, as this will blow the bulbs.
Safety notes
Take care with electrical equipment. Warn pupils that the ray box lamp and housing
will get hot enough to burn them so they should not touch it.
Answers
Core:
1 angle of incidence = angle of reflection
Help:
1 The angle between the incoming ray and the mirror is the same
as the angle between the reflected ray and the mirror.
Extension:
1 angle of incidence = angle of reflection
2 See diagram on right.


Technician
K2a Equal angles activity notes

p ? Practical Pupils measure the angles at which rays are reflected in order to establish that rays are
reflected in a predictable fashion.
t u
Equipment
^ _ For the teacher:
set square
UG LP For each group:

mirror and stand ray box with single slit
TN
sheet of white paper ruler
power pack protractor
For your information

Pupils use a thin beam of light and a mirror, and measure the angles of the
incoming and reflected light rays.
Core: This is aimed at pupils who may be using the green pupil book, or are using
the red book but may find the concept of the normal difficult. The activity sheet
introduces and explains the normal, and the angles of incidence and reflection.
Help: This sheet does not tackle the concept of the normal. As in the green pupil
book, only angles between the ray and the mirror are discussed. The practical work
is very simple and should be kept brief.
Extension: This is aimed at the more able pupils who have already met, or will meet
in the red pupil book, the concept of the normal.
For pupils using the normal for the first time it is a good idea to demonstrate this
using a mirror and set square. Show them which angle is the angle of reflection
and which is the angle of incidence.
Expected outcomes
All pupils should gain experience of constructing ray diagrams using pencil, ruler
and protractor.
Core: Pupils should realise that reflection is predictable. Pupils will have used the
law of reflection.
Help: Pupils should realise that reflection is predictable.
Extension: Pupils should realise that reflection is predictable. Pupils will have used
the law of reflection.
Pitfalls
Pace is essential as this is not the most stimulating activity. Setting a time limit is
advisable.
Pupils should be warned not to turn the voltage on the power packs above 12 V, as
this will blow the bulbs.
Safety notes
Take care with electrical equipment. Warn pupils that the ray box lamp and
housing will get hot enough to burn them so they should not touch it.


Activity
K2a Equal angles Core
M W You are going to learn about the laws of reflection. To make the Ray box
investigation easy you are going to use a thin beam of light (a ray) bulbs get
p ? very hot
and a perfect reflecting surface (a mirror). do not touch!
t u
Equipment
^ _
ray box with a single slit sheet of white paper
UG LP
ruler power pack
TN TC protractor mirror
Obtaining evidence
mirror ray box
1 Set up a ray box with a single slit on a sheet
of paper.
2 Reflect the ray of light from a mirror.
3 Mark the position of the mirror by drawing a
pencil line along its surface.
4 Mark the position of the ray by making a
series of dots.
5 Remove the ray box and mirror.
6 Mark the non-reflecting side of the mirror
with little lines.
7 Draw in the light rays using a pencil and ruler.
8 Mark the direction of the light with arrows.
Considering the evidence normal
You are going to measure the angles reflected 90 incident

the ray of light makes. Scientists measure ray ray
angles between the light rays and the
normal. The normal is a line at 90 to
the mirror.
180
0
9 Place the protractor as shown in the

diagram. Make a mark at 90.
10 Draw in the normal as shown. Use a line of dashes.
Scientists call the ray coming into the mirror the incident ray and the ray leaving the
mirror the reflected ray.
The angle between the incident ray and the normal is called the angle of incidence.
The angle between the reflected ray and the normal is called the angle of reflection.
11 Measure the angle of incidence and the angle of reflection.
12 Try other angles of incidence and write down the angle of reflection.
1 What is the relationship between the angle of incidence and the angle of reflection?


Activity
K2a Equal angles Help
M W You are going to learn about how rays reflect. Ray box
bulbs get
p ? Light reflects when it hits a mirror. You are going to use a beam of very hot
do not touch!
light, called a ray, to investigate reflection.
t u
^ _ Equipment
UG LP ray box with a single slit sheet of white paper
TN TC ruler power pack
protractor mirror
Obtaining evidence
of paper. mirror ray box
series of dots.
with little lines.
7 Draw in the light rays using a pencil and
ruler.
Your diagram should look something like the one here:

You are going to measure the angles the ray of light makes with
the mirror.
9 Use a protractor to measure the angles between the rays

and the mirror on your ray diagram.
10 Try other angles between the ray and the mirror.
90
1 What did you find out about the angles between the rays
and the mirror?
180
0


Activity
K2a Equal angles Extension
M W You are going to investigate and then apply the law of Ray box
reflection. bulbs get
p ? very hot
do not touch!
t u Equipment
^ _ ray box with a single slit sheet of white paper
ruler power pack
UG LP
protractor mirror
TN TC
Obtaining evidence
of paper. mirror ray box
series of dots.
with little lines.
7 Draw in the light rays using a pencil and ruler.

9 Use a protractor to measure 90 where the ray hits the mirror.
Make a mark and then draw in the normal.
10 Measure the angle of incidence i and the angle of reflection r.
1 What is the relationship between the angle of incidence and the

angle of reflection?
2 Where are the mirrors in the ray diagram on the right? Make an
accurate copy of the diagram, then use a protractor to draw in
the normals and the mirrors.


Teacher
K2b Kaleidoscopes activity notes

?
Practical Pupils investigate how the angle between two mirrors relates to the number of images Core, Extension
p produced.
t u
^ _ This is not an open investigation as most of the key variables are set, i.e. the number
of mirrors (two) and the plane of reflection (flat on the table). Pupils are only allowed
UG LP to vary the angles between the mirrors.
TC Core: Pupils are guided through the process, and are given a structured plan.
Extension: This encourages a more open approach. Pupils choose the angles they are
going to investigate, so they need to choose angles that divide easily into 360
(i.e. that give whole number answers).
Expected outcomes
Pupils discover that the relationship is: number of images = (360 angle between
mirrors) 1.
Angle between 360 angle between Number of images

mirrors mirrors
180 2 1
120 3 2
90 4 3
45 8 7
36 10 9
Pitfalls
Small angles will be difficult 20 should give 17 images, 18 should give 19 images
and 15 should give 23 images, so getting the right number of images for small angles
will require a degree of precision that is probably impossible. However, this will
provide an interesting point for discussion.
Answers
Core:
1 The smaller the angle between the mirrors the more images you see.
2 Varies.
3 If you divide 360 by the angle between the mirrors, you get a number. This
number is always one less than the number of images/number of images = (360
angle between mirrors) 1.
4 5
Extension:
1 The smaller the angle between the mirrors the more images you see. If you divide
360 by the angle between the mirrors, you get a number that is always one more
than the number of images, i.e. number of images = (360 angle of mirrors) 1.
2 180 = 1; 120 = 2; 90 = 3; 60 = 5; 45 = 7; 36 = 9; 30 = 11


Technician
K2b Kaleidoscopes activity notes

p ? Practical Pupils investigate how the angle between two mirrors relates to the
number of images produced.
Core, Extension
t u
Equipment
^ _ For each group:
object, e.g. brightly coloured die
UG LP two mirror stands

two mirrors
TN protractor

This is not an open investigation as most of the key variables are set, i.e. the
number of mirrors (two) and the plane of reflection (flat on the table). Pupils are
only allowed to vary the angles between the mirrors.
Core: Pupils are guided through the process, and are given a structured plan.
Extension: This encourages a more open approach. Pupils choose the angles they
are going to investigate, so they need to choose angles that divide easily into 360
(i.e. that give whole number answers).
Expected outcomes
Pupils discover that the relationship is: number of images = (360 angle between
mirrors) 1.
Angle between 360 angle Number of

mirrors between mirrors images
180 2 1
120 3 2
90 4 3
45 8 7
36 10 9
Pitfalls
Small angles will be difficult 20 should give 17 images, 18 should give 19
images and 15 should give 23 images, so getting the right number of images for
small angles will require a degree of precision that is probably impossible.
However, this will give an interesting discussion point.


Activity
K2b Kaleidoscopes Core
M W You are going to investigate what happens when you put two mirrors at an angle
to one another. You will then use what you have learned to make a prediction for
p ?
a new experiment.
t u
Equipment
^ _ object, e.g. brightly coloured die two mirror stands
UG LP two mirrors protractor
TN TC
Planning and predicting
The input/independent variable for this investigation is the angle between the mirrors.
The outcome/dependent variable is the number of images.
The variables kept the same include: the number of mirrors (two), the type of mirror (flat)
and the plane of the experiment (flat on the table).
1 Look at diagrams A E. A B
They show the values you
are to use.
180 120
2 Prepare a suitable table
for your results.
Obtaining evidence
C D E
3 Carry out the experiment.
Count the number of
images each time. 90 45 36
4 Record your results.

1 There is a relationship between the number of images and the angle between the
mirrors.
Think about these things. Copy and complete the sentence.
The smaller the angle between the mirrors the images you see.
2 Copy and complete this table:
Angle between mirrors 360/angle between mirrors Number of images
3 Explain how the angle between the mirrors and the number of images is related.
4 Predict the number of images you will get with a 60 angle.
5 Carry out an experiment to test your prediction. Write down your results.
Were you correct?

Activity
K2b Kaleidoscopes Extension
M W You are going to investigate what happens when you put two mirrors at an angle
to one another. You will then use what you have learned to make a prediction for
p ?
a new experiment.
t u
Equipment
^ _ object, e.g. brightly coloured die two mirror stands
UG LP two mirrors protractor
TN TC
The input/independent variable for this investigation is the angle between the mirrors.
The outcome/dependent variable is the number of images.
The variables kept the same include: the number of mirrors (two), the type of mirror (flat)
and the plane of the experiment (flat on the table).
1 Look at the diagram. It shows two mirrors at
an angle, with an object.
2 Decide on five values for the angle between
the mirrors.
Hint: If you need help selecting suitable
angles, ask your teacher or look through the
rest of this sheet carefully.
3 Prepare a suitable table for your results.
Obtaining evidence
4 Carry out the experiment. Count the number of images each time.
5 Record your results.

There is a relationship between the number of images and the angle between the
mirrors. Think about the size of the angle relative to 360.
1 Explain the relationship between the angle between the mirrors and the number of
images.
2 Here are some possible values for the angle between the mirrors. Predict the number
of images for two values you did not include in your investigation.
180 120 90 60 45 36 30
3 Carry out an experiment to test your predictions. Write down your results.
Were you correct?


Teacher
K3a Is it transparent? activity notes

p ? Practical Pupils use light meters to classify materials according to the amount of light they
transmit.
Core
t u
^ _ The set-up used will depend on the equipment available. A light source is put on one
side of the material to be tested, and a light sensor on the other. The light sensor
UG LP should be connected to a computer or datalogging device.
TC Ideally, the materials should all be of the same thickness. Pieces 5 mm thick would
probably be easier to obtain. Materials should include the following:
Clear colourless glass, clear coloured glass, opaque white glass and translucent
white glass. This could be obtained from a stained glass supplier. Possibly a
member of staff or parent in the school will use stained glass as a hobby and may
be able to help with remnants.
Clear colourless plastic, clear coloured plastic, translucent white plastic and
opaque plastic should be obtained from appropriate suppliers (approach the
Technology department for assistance).
Paper would probably have to be thinner than 5 mm, but different types of paper
would be appropriate materials to include.
5 mm aluminium is also a possibility.
Expected outcomes
This will depend on the materials used. Each pupil should have a bar chart showing
light level against material.
Pitfalls
Ambient light levels will vary. The shield of black card around the light sensor will
help.
Safety notes
Sharp edges on cut samples of materials need to be taped over.
Take care with electrical equipment.
Warn pupils that the ray box lamp and housing will get hot enough to burn them so
they should not touch it.
Answers
1 Depends on materials used.
2 There will be a range of light levels transmitted, and pupils will have to decide the
boundaries between the groups.
3 Possibly not all the materials were the same thickness.
4 Possible answers: all materials same thickness and same colour, light source with a
whiter light, more access to the computer, method of inputting the names of the
material into the computer, etc.


Technician
K3a Is it transparent? activity notes

p ? Practical Pupils use light meters to classify materials according to the amount of light they
transmit
Core
t u
Equipment
^ _ low voltage supply
ray box
UG LP black paper or card
scissors and sticky tape
TN plasticine (to hold sample)
computer
interface
light sensor
datalogging software
printer (optional)
samples of test materials, preferably all the same thickness (approximately 5 mm),
to include: clear, colourless glass; opaque white glass; translucent white glass; clear
colourless plastic; clear coloured plastic; translucent white and opaque plastics;
aluminium; cardboard

The set-up used will depend on the equipment available. A light source is put on one
side of the material to be tested, and a light sensor on the other. The light sensor
should be connected to a computer or datalogging device.
Ideally, the materials should all be of the same thickness. Pieces 5 mm thick would
probably be easier to obtain. Materials should include the following:
Clear colourless glass, clear coloured glass, opaque white glass and translucent
white glass. This could be obtained from a stained glass supplier. Possibly a
member of staff or parent in the school will use stained glass as a hobby and may
be able to help with remnants.
Clear colourless plastic, clear coloured plastic, translucent white plastic and
opaque plastic should be obtained from appropriate suppliers (approach the
Technology department for assistance).
Paper would probably have to be thinner than 5 mm, but different types of paper
would be appropriate materials to include.
5 mm aluminium is also a possibility.
Expected outcomes
This will depend on the materials used. Each pupil should have a bar chart showing
light level against material.
Pitfalls
Ambient light levels will vary. The shield of black card around the light sensor will
help.
Safety notes
Sharp edges on cut samples of materials need to be taped over. Take care with
electrical equipment. Warn pupils that the ray box lamp and housing will get hot
enough to burn them so they should not touch it.


Activity
K3a Is it transparent? Core
M W You are going to classify materials as transparent, translucent or Ray box

opaque. bulbs get
p ? very hot
do not touch!
t u Transparent Opaque Translucent
^ _ Light goes through Light does not go Some light goes

the material. through the material. through but
UG LP
not all of it.
TN TC
Equipment
low voltage supply ray box
black paper or card scissors and sticky tape
plasticine (to hold sample) computer
light sensor
samples of test materials, preferably all the same thickness, e.g.
clear colourless glass; opaque white glass; translucent white glass;
clear colourless plastic; clear coloured plastic; translucent white and
opaque plastics; aluminium; cardboard
Obtaining evidence
1 Set up the apparatus as shown in the diagram.
light sensor
ray box black paper

around sensor
test material
interface computer
2 Set the computer to record a light level.

3 Test all the materials provided.
The computer will display the amount of light transmitted (allowed

through) by each material.
Presenting the results

4 Print out the bar chart or draw a sketch of it. Label the bars to show
which material they were.


Activity
K3a Is it transparent? (continued) Core
M W Considering the evidence

p ? 1 Look at your data. Classify the materials as transparent, opaque
t u
or translucent.
^ _ Evaluating
UG LP 2 Were there any materials that were difficult to put into a group?
Explain your answer.
TN TC
3 Do you think this investigation was a fair test? Explain your
answer.
4 If you were doing this investigation again, and you could have
any equipment you wanted, how would you improve the
experiment?


Teacher
K3b Refraction activity notes

p ? Practical Pupils use a glass block to show how light refracts. Core

Pupils examine the path of a light ray through a glass or Perspex block. Less able
^ _ pupils will benefit from a demonstration of how to set up the apparatus.
UG LP
Expected outcomes
TC
The light ray passes straight through the glass block when it hits the surface at 90
(along the normal). When the light ray hits the block at other angles, the ray bends
towards the normal when it enters the glass, and away from the normal as it leaves
the glass. Less able pupils will not use the term normal. Higher achieving pupils
should be encouraged to use the words normal and refract in their answers.
Pitfalls
Set a time limit as the experiment is repetitive and it is not necessary for all pupils to
finish all the angles.
Pupils should be warned not to turn the voltage on the power packs above 12 V, as
Safety notes
Warn pupils that the ray box lamp and housing will get hot enough to burn them so
they should not touch it.
Answers
1 It goes straight in.
2 It bends inwards (refracts towards the normal).
3 It comes straight out.
4 It bends outwards (it refracts away from the normal).
5 They are in the same direction (parallel to each other).


Technician
K3b Refraction activity notes

p ? Practical Pupils use a glass block to show how light refracts. Core
t u Equipment
For each group:
^ _ ray box with single slit
low voltage supply
UG LP glass block
white paper
TN ruler

Pupils examine the path of a light ray through a glass or Perspex block. Less able
pupils will benefit from a demonstration of how to set up the apparatus.
Expected outcomes
The light ray passes straight through the glass block when it hits the surface at 90
(along the normal). When the light ray hits the block at other angles, the ray
bends towards the normal when it enters the glass, and away from the normal as it
leaves the glass. Less able pupils will not use the term normal. Higher achieving
pupils should be encouraged to use the words normal and refract in their
answers.
Pitfalls
Set a time limit as the experiment is repetitive and it is not necessary for all pupils
to finish all the angles.
Pupils should be warned not to turn the voltage on the power packs above 12 V as
Safety notes
Warn pupils that the ray box lamp and housing will get hot enough to burn them
so they should not touch it.


Activity
K3b Refraction Core
M W You are going to see what happens when light passes from one Ray box
transparent medium to another. bulbs get
p ? very hot
do not touch!
t u Equipment
^ _ ray box with a single slit low voltage supply
glass block white paper
UG LP
ruler
TN TC
Obtaining evidence ray box
1 Set up the apparatus as shown in the diagram. glass block

You are going to draw light rays going into and
coming out of the glass block for each of the plain
following angles: white
paper
2 For the first ray draw around the glass block.

3 Mark the ray going into the block with four dots.
4 Mark the ray coming out of the block with four dots.
5 Take away the block.
6 Join the first four dots to draw the ray going into the block.
7 Join the second four dots to draw the ray coming out of the block.
8 Draw a line inside the block joining the incoming and outgoing rays
(this is what happens inside the block).
9 Repeat steps 2 to 8 for the other rays shown in the diagrams.

1 What happens when the ray enters the block at 90?
2 What happens when the ray enters the block at any other angle?
3 What happens to the ray that entered at 90 when it leaves the block?
4 What happens to the other rays when they come out of the block at any other angle?
5 Compare the direction of the ray entering the block with the direction of the ray
coming out of the block.


Teacher
K4a Coloured light activity notes

p ? Practical Demonstration to show pupils that white light is made up of colours. Core

1 The prism
^ _
Use a good-quality large prism to split the light up into a spectrum.
UG LP With one prism and an intense light source forming a beam of white light, produce the spectrum on a screen.
TC Using a second prism recombine the colours to give white light again. (The prisms may have to be
touching.) Newton did this to show that the white light is made of colours, and the prism just separates
and recombines them it does not change the colour.
2 Mixing coloured lights
Three light sources are needed: one red, one blue and one green. The light is shone on a white surface like
a whiteboard or projection screen. The colours are mixed in pairs, and then all three are mixed to produce
white. It may be necessary to fine-tune the intensity of each light to produce a perfect white.
Expected outcomes
1 Core: White light is made up of the colours of the rainbow. A prism can separate these and recombine
them.
Help: White light is made up of the colours of the rainbow. A prism can separate these.
Extension: White light is made up of the colours of the rainbow. A prism can separate these and recombine
them. Recombining to white light shows that the prism is not altering the colour, just splitting it.
2 Red + blue = magenta. Blue + green = cyan. Red + green = yellow. Red + green + blue = white.
Pitfalls
1 High-quality glass or quartz prisms give much better spectra. This is another reason for demonstrating
this activity. The prisms must be placed so that the beam of light enters at an angle other than 90, so
that there is refraction at both surfaces.
2 The coloured filters in the light sources need to be of good quality. The intensity of the light sources
need to be carefully controlled. This is most easily done if they are connected to a power pack with
variable voltage. A low ambient light level is necessary (blackout is best). It is essential to try this
demonstration out in advance.
Answers
Core:
1 2
R white
R
V
light
V
spectrum ray box

ray box
R = red
V = violet
3 It is split into a rainbow of colours.

4 The colours recombine to give white light.
5 When light is split into separate colours (white light
gives a rainbow). Y
Red Green
6 dispersion W Y = Yellow
M C M = Magenta
7 See diagram on right. C = Cyan
W = White
Blue


Technician
K4a Coloured light activity notes

p ? Practical Demonstration to show pupils that white light is made up of colours. Core
t u Equipment
For the prism demonstration:
^ _
two good-quality large prisms
UG LP light source with intense white beam (not fluorescent)
white screen onto which to direct spectrum
TN For the colour mixing demonstration:
three light sources, preferably of variable intensity (e.g. ray boxes linked to low-voltage supplies with
variable voltage, encased to produce a circular beam of light)
a red, a green and a blue filter, each fitted to one of the lights to give a red, a green and a blue light.
(Alternatively, you may have a dedicated piece of equipment for mixing the lights.)
white screen

1 The prism
Use a good-quality large prism to split the light up into a spectrum.
With one prism and an intense light source forming a beam of white light, produce the
spectrum on a screen.
Using a second prism recombine the colours to give white light again. (The prisms may
have to be touching.) Newton did this to show that the white light is made of colours,
and the prism just separates and recombines them it does not change the colour.
2 Mixing coloured lights
Three light sources are needed: one red, one blue and one green. The light is shone on a
white surface like a whiteboard or projection screen. The colours are mixed in pairs, and
then all three are mixed to produce white. It may be necessary to fine-tune the intensity
of each light to produce a perfect white.
Expected outcomes
1 Core: White light is made up of the colours of the rainbow. A prism can separate these
and recombine them.
Help: White light is made up of the colours of the rainbow. A prism can separate these.
Extension: White light is made up of the colours of the rainbow. A prism can separate
these and recombine them. Recombining to white light shows that the prism is not
altering the colour, just splitting it.
2 Red + blue = magenta. Blue + green = cyan. Red + green = yellow. Red + green +
blue = white.
Pitfalls
1 High-quality glass or quartz prisms give much better spectra. This is another reason
for demonstrating this activity. The prisms must be placed so that the beam of light
enters at an angle other than 90, so that there is refraction at both surfaces.
2 The coloured filters in the light sources need to be of good quality. The intensity of
the light sources need to be carefully controlled. This is most easily done if they are
connected to a power pack with variable voltage. A low ambient light level is
necessary (blackout is best). It is essential to try this demonstration out in advance.


Activity
K4a Coloured light Core
M W You are going to watch some demonstrations of white and

coloured light.
p ?
t u The prism
^ _ 1 When a ray of white light strikes a glass prism
the ray is refracted. Watch the demonstration.
UG LP
TN TC 1 Add to the diagram to show what happens to
the light:
ray box
2 A second prism is added in the path of the ray,
as shown in the diagram.
2 Complete the prism diagram to show what happens to the light.
3 Complete these sentences to describe what happens:
3 When white light passes through a glass prism it

.
4 When the light then passes through a second glass prism
.
5 A spectrum is .
6 The splitting up of white light by a prism is called .
Mixing coloured light

When coloured light is mixed, our eyes see new colours.
4 Watch the demonstration.
7 Copy and complete this diagram to show what happens when

red, green and blue light are mixed.


Teacher
K4b Reflecting colour activity notes

p ? ICT Pupils apply their understanding of reflection and absorption to explain why objects
appear coloured.
Core, Help
t u
^ _ Where the availability of computers is limited, the teacher might choose to
demonstrate the technique. Alternatively, the activity could be part of a circus of
UG LP experiments.
TC Core: Pupils use a light sensor to measure how well different colour surfaces reflect
light.
Help: Pupils either watch or are shown how to use the light sensor, and then
answer the questions on the sheet.
Expected outcomes
At a light level of 70 lux a white surface gave 67 lux, a green surface 64 lux and a
black surface 57 lux.
Bright white paper/card should reflect the most light, probably followed by yellow
(which reflects both red and green, the predominant colours in the light from an
electric filament lamp). Black paper/card should reflect the least light.
Pitfalls
Ambient light can be a problem, particularly if the ambient light level varies.
Safety notes
Answers
Core:
3 White, because it reflects all colours of light/does not absorb any light.
4 White reflects all colours of light.
5 Depends on pupil prediction.
Help:
1 White (but should be consistent with pupils results).
2 Black (but should be consistent with pupils results).


Technician
K4b Reflecting colour activity notes

p ? ICT Pupils apply their understanding of reflection and absorption to explain why objects
appear coloured.
Core, Help
t u
Equipment
^ _ For each group:
computer
UG LP interface
light sensor
TN datalogging software
printer (optional)
low voltage supply
ray box
black paper or card
scissors and sticky tape
selection of metal plates sprayed with paint, or coloured card
plasticine to support coloured surfaces

Where the availability of computers is limited, the teacher might choose to
demonstrate the technique. Alternatively, the activity could be part of a circus of
experiments.
Core: Pupils use a light sensor to measure how well different colour surfaces reflect
light.
Help: Pupils either watch or are shown how to use the light sensor, then answer
the questions on the sheet.
Expected outcomes
At a light level of 70 lux a white surface gave 67 lux, a green surface 64 lux and a
black surface 57 lux.
Bright white paper/card should reflect the most light, probably followed by yellow
(which reflects both red and green, the predominant colours in the light from an
electric filament lamp). Black paper/card should reflect the least light.
Pitfalls
Ambient light can be a problem, particularly if the ambient light level varies.
Safety notes


Activity
K4b Reflecting colour Core
M W You are going to use a light sensor to measure how well Ray box
different-coloured surfaces reflect light. bulbs get
p ? very hot
do not touch!
t u Equipment
^ _ computer light sensor
UG LP
TN TC selection of metal plates sprayed with paint, or coloured card

1 Which colour do you predict will reflect the most light?
2 Why?
Obtaining evidence
1 Set up the apparatus as shown in the diagram.
light sensor
ray box
interface computer
coloured surface supported by black paper

Blu-Tack or clamp stand around sensor
2 Set the computer to record the light level.

3 Carry out the experiment with a range of coloured surfaces.
The computer will display the amount of light reflected by each surface.

4 Print the bar chart or draw a sketch of it. Label the bars to show the colours.

3 Which colour reflects the most light?
4 Use your scientific knowledge about light to say why this colour reflects the most light.
5 Compare your results with your prediction. Do they show what you expected?


Activity
K4b Reflecting colour Help
M W You are going to use a light sensor to measure how well Ray box
different-coloured surfaces reflect light. bulbs get
p ? very hot
do not touch!
t u Equipment
^ _ computer light sensor
UG LP
TN TC selection of metal plates sprayed with paint, or coloured card
Obtaining evidence
1 The apparatus is set up as shown in the diagram.
light sensor
ray box
interface computer
coloured surface supported by black paper

Blu-Tack or clamp stand around sensor
2 Set the computer to record the light level.

3 Carry out the experiment with a range of coloured surfaces.
The computer will display the amount of light reflected by each surface.

4 Draw a sketch of the bar chart shown on the computer
(or your teacher may give you a printout). Label the bars to show the colours.

1` Which colour reflected the most light?
2 Which colour reflected the least light?


Teacher
K4d Investigate: How do coloured activity notes
M
p ? Type Purpose Differentiation

t u Practical Pupils reinforce their understanding of colour by explaining what they see through Core, Help
coloured filters.
^ _
UG LP Pupils plan an investigation using combinations of coloured filters to look at
different coloured objects. The coloured objects should be intense colours, primary
TC and secondary colours and black and white. Pupils carry out their experiment and
record the results.
Expected outcomes
Pupils should realise that the world looks different when you look at it through
coloured filters. For example, through a red filter most objects look red but some,
particularly green and blue objects, look black. Combining two filters from red,
blue and green should allow no light through, if the filters are of good quality.
Pitfalls
It is notoriously difficult to make colour experiments work in school laboratories.
This is because of the high level of ambient light and the poor quality of the filters
used to produce coloured light. Good-quality filters are essential for this activity:
they should absorb all colours other than the one they transmit. Two primary
filters should cut out all light. You may be able to use 3D glasses for viewing 3D
pictures as these do contain surprisingly good filters (or 3D pictures would not
be seen).
Pupils sometimes think they can see the original colour through the filter if they
know what it is.
Answers
Core:
1 Red, blue, green.
2 Other light was absorbed.
3 Nothing (black); red absorbed everything except red; green absorbed everything
except green, so no light got through.
4
5 (depends on 4) Higher quality filters.
Help:
1 Red, blue, green.
2 were absorbed.
3 Nothing (black).
4
5 Some colours might be transmitted that should not be with better quality
filters.


Technician
K4d Investigate: How do coloured activity notes
M
p ? Type Purpose Differentiation

Practical Pupils reinforce their understanding of colour by explaining what they see through Core, Help
t u coloured filters.
^ _ Equipment
UG LP For each group:
coloured objects (red, green, blue, black, white, yellow, magenta, cyan)
TN coloured filters (red, green and blue)
lamp (white light)

Pupils plan an investigation using combinations of coloured filters to look at
different coloured objects. The coloured objects should be intense colours, primary
and secondary colours and black and white. Pupils carry out their experiment and
record the results.
Expected outcomes
Pupils should realise that the world looks different when you look at it through
coloured filters. For example, through a red filter most objects look red but some,
particularly green and blue objects, look black. Combining two filters from red,
blue and green should allow no light through, if the filters are of good quality.
Pitfalls
It is notoriously difficult to make colour experiments work in school laboratories.
This is because of the high level of ambient light and the poor quality of the filters
used to produce coloured light. Good quality filters are essential for this activity:
they should absorb all colours other than the one they transmit. Two primary
filters should cut out all light. You may be able to use 3D glasses for viewing 3D
pictures as these do contain surprisingly good filters (or 3D pictures would not
be seen).
Pupils sometimes think they can see the original colour through the filter if they
know what it is.


Activity
K4d Investigate: How do coloured Core
M W
You are going to plan and carry out an investigation into
p ?
how a coloured filter affects the colour of objects.
t u
Equipment
^ _
coloured objects coloured filters (red, green and blue) lamp
UG LP
TN TC Planning and predicting
1 What is the aim of your investigation? Write down the question you are trying to
answer.
2 Discuss in your group what combinations of filters you will use (you can look through
0, 1, 2 or 3 filters).
3 Discuss and list all the object colours you need to use.
4 Discuss whether the light will affect the results.
5 Decide what equipment you will use and make a list.
6 Decide how you will set up your equipment. Draw a diagram.
7 Think about how to make your results reliable.
8 Finish your plan. Make sure it states:
what you are going to change (the independent variable)
what you are going to observe (the dependent variable)
what you will keep the same
the number of observations you will make.
9 Check your plan with your teacher. Before you begin to make observations, draw a
table for your results with headings for each column.
10 Write a sentence to say what you think will happen in your investigation as you look
through each filter combination and say why.
Obtaining evidence
11 Set up the experiment as you planned it.
12 Carry out the plan and record your results for all the filter combinations.

1 What colour of light came through the red filter? blue filter? green filter?
2 What do you think happened to the colours of light that did not come through the
filter?
3 What did you see when you combined a red and a green filter? Explain what you saw.
Evaluating
4 Did the combinations of filters all cut out the light you expected?
5 How could the investigation be improved?


Activity
K4d Investigate: How do coloured Help
M W
You are going to plan and carry out an investigation into
p ?
how a coloured filter affects the colour of objects.
t u
Equipment
^ _
coloured objects coloured filters (red, green and blue) lamp
UG LP
TN TC
Discuss the points below in your group. Fill in the gaps. The question we want to answer is:
1 There are three different-coloured filters. You can look at an object through 0, 1, 2 or 3
filters. Complete this list of all the different combinations you can use:
no filter.
red filter, filter, filter.
red and green filters, blue and green filters, and filters.
red, green and blue filters.
2 The input/independent variable: the filter combination being used.
3 What colour objects you will use:
4 The outcome/dependent variable: the colour the object appears through
5 Will the colour of the light shining on the objects affect the results?
6 Equipment you will need:
7 Diagram of set-up:
8 Reliable results: we will have people to say what colour each object is
through the filter.
9 Prediction: the colours through the red, green and blue filters will be:
objects the same colour as the filter will
white objects will
black objects will
through two filters:
through three filters:

Activity
K4d Investigate: How do coloured filters Help
change the colour we see? (continued)
M W
p ? Obtaining evidence
t u 10 Set up the experiment as you planned it.
^ _ 11 Write here what you are changing (the input variable):

UG LP 12 Write here what you are recording (the outcome variable):
TN TC 13 Carry out your plan and record the results in this table:
Colour of object with:
No Red Blue Green Red and Red and Blue and Red,
filter filter filter filter blue green green green and
filters filters filters blue filters

Fill in the gaps:
1 What colour of light came through the:
red filter?
blue filter?
green filter?
2 I think the colours of light that did not come through the filter
3 Through a red and a green filter I saw
Evaluating
4 Did looking through two different filters always look pitch black?
5 If not, how do you think this might affect your results?


Teacher
K5a Mix it activity notes

p ? Paper Pupils work out the number of combinations possible of two, three and, if time, four
objects.
Core, Help
t u
^ _ Some pupils will be able to use a table to fill in all the different combinations
directly, but others will find that it helps to have some objects to use. As the
UG LP simplest option these can be pieces of coloured card, but if you have bricks or discs
available these could be used.
Expected outcomes
Core: There are three combinations of red and green (R, G and R+G).
There are seven combinations of red, blue and green (R, B, G, R+B, R+G, B+G and
R+B+G).
There are fifteen combinations of four types (R, B, G, U, R+B, R+G, B+G, R+U, B+U,
G+U, and R+B+G R+B+U, R+G+U, B+G+U, and R+B+G+U).
Help: There are three combinations of red and green (R, G and R+G).
There are seven combinations of red, blue and green (R, B, G, R+B, R+G, B+G and
R+B+G).
For information:
The number of combinations forms a series: nth term = (2n 1)
i.e. combinations of five objects = 31
Pitfalls
Pupils may fill in all arrangements, i.e. R+G and G+R as separate entries.
Answers
Core:
1 3
2 7
3 increases
4
5 15
Help:
1 3
2 7
3 increases


Activity
K5a Mix it Core
M W You are going to find out about combinations.
p ?
Equipment
t u
Red, blue and green objects (bricks, balls, discs, cards)
^ _
UG LP
TN 1 Draw a table to record how many ways there are of choosing
objects from red and green.
Obtaining evidence
2 Using the objects to help you, fill in the table with all the ways of
choosing objects from red and green.
1 How many ways are there to do this and have a different

combination of colours each time?
3 Draw a table to record how many ways there are of choosing

objects from red, green and blue. Fill in the table (use the objects
to help you).


3 What happens to the number of combinations as the number of
objects goes up each time?
4 If you have time, try drawing out a table for four types of object
and listing the different combinations.
5 How many combinations of four types of object are possible?


Activity
K5a Mix it Help
M W You are going to find out about combinations.
p ?
Equipment
t u
Red, blue and green objects (bricks, balls, discs, cards)
^ _
UG LP
Obtaining evidence
TN 1 Draw this table of all the ways of choosing objects from red and
green.
2 Using the objects to help you, complete the table
Red object Green object
1 Count up the rows in the table to find out how many ways there
are to do this and have a different combination of colours each
time.
3 Draw this table for recording how many ways there are of
choosing objects from red, green and blue. Fill in the table
(use the objects to help you).
Red object Green object Blue object


3 What happens to the number of combinations as the number of
objects goes up each time?

K-Plenaries.qxd 22-Oct-03 4:29 PM Page 1
K1 Seeing the light Plenaries
M Suggested alternative plenary activities (510 minutes)

p ? Review learning Sharing respon ses Group feedback Brainstorming Looking ahead
Pupils choose the Pupils discuss the similarities In groups, pupils sort possible ray Pupils think of as many How do we see
t u correct rays on a and differences between a diagrams from impossible, then different luminous reflections?
diagram (eye, camera). pinhole camera and the eye. compare decisions for the whole class. sources as possible.
^ _
Review learning
UG LP As a whole-class activity look at the ray diagrams and decide Pupil sheet
which ones are correct.
Answers
c and i
Sharing responses
Pupils discuss how they could use the pinhole camera to take a Questions
photo. What would you need to add to the
pinhole camera to take a photo?
Pupils compare the pinhole camera with the eye link back to
(Film, shutter, possibly a lens.)
Activity K4a.
How is the eye similar to a camera?
(Light enters pupil pinhole, image
formed at back of eyeon screen.)
Group feedback
In groups, pupils decide which ray diagrams are possible and Pupil sheet
which are not. Answers
Pupils discuss their decisions with other groups. Correct: 1b, 1c depends on surface
of table is there a reflection? 1d,
2a, 2c.
Brainstorming
Pupils think of as many different luminous sources as possible. Answers
These include: sparks, lightning,
stars (including Sun, white dwarf,
nova, red giant), fire, very hot
objects (e.g. coals, metals, welding,
candles, filament lamps), LEDs, gas
discharge tubes, TV, fluorescent
minerals.
Looking ahead
Pupils consider how mirrors and other reflective surfaces Equipment
produce a reflection. mirrors

M Review learning
p ?Look at the illustrations below, and choose one correct for (a)(e) and
t u
one correct for (f)(j).
^ _ eyeball
UG LP
receptor
TN lens cells detect
light c
a
d
b e
camera
h
lens
film
f i
g
j

Sheet 1 of 1
M Group discussion
p ? 1 Which of these lines show how rays from the candle could travel?
t u
^ _
UG LP a
TN b
d c
2 Which of these diagrams shows how rays travel?
Sun
a
c
b Sun

K2 Which ray? Plenaries

p ? Review learning Sharing responses Group feedback Word game Looking ahead
Pupils write down three Whole-class discussion of In pairs, pupils explain how they Pupils decide which What happens to light
t u facts about reflection. the results of Activity K2b. would see their reflection in a mirror. statements are true or false. that is not reflected?
^ _ Review learning
UG LP Ask pupils to write down three facts they know about Answers
reflection of light. The light is reflected in a straight line,
angle of incidence = angle of reflection
or the angle between the ray and the
surface is the same for the incoming
and the reflected ray, light reflects from
lots of objects that is how we see
them, very smooth objects like mirrors
give images, reflections are laterally
inverted, i.e. left = right.
Sharing responses
Pupils discuss in groups the patterns they discovered in
Activity K2b on kaleidoscopes.
Pupils then share their findings with the whole class.
Group feedback
In pairs, one pupil explains to the other how they can see
their reflection in a mirror.
Word game
Give out, or read out, the list of questions. Pupils decide if Pupil sheet
each one is true or false.
Answers
1 F; 2 T; 3 F; 4 F; 5 T; 6 F; 7 F; 8 T; 9 T;
10 T; 11 F
Looking ahead
Discuss with pupils what happens to light that is not Answers
reflected. Some objects obviously reflect more than others. Transmitted, absorbed.
Where does the light go if it is not reflected?
You can leave the question unanswered for the next lesson
or answer it now, as appropriate for the group.

K2 Which ray? Plenaries
M Word game
p ?Which of these statements are true and which are false? Circle the
t u
correct answers.
^ _ 1 Light striking a mirror curves back towards you, forming a

reflection. True/False
UG LP 2 Images in a mirror are inverted so that right is left. True/False
TN 3 Light hits a mirror at 300 miles per hour. True/False
4 The angle between an incoming light ray and the mirror is twice
the angle between the reflected light ray and a mirror. True/False
5 Reflected light leaves the mirror at 300 million m/s. True/False
6 The light goes into the mirror to make the reflection. True/False
7 Images in a mirror are inverted so that they are upside down.
True/False
8 The angle of incidence equals the angle of reflection, or in other
words: The angle between a flat mirror and the incoming ray
equals the angle between the mirror and the reflected ray.
True/False
9 Incoming rays and reflected rays are always straight lines.
True/False
10 In a flat mirror your reflection is the same size as you. True/False
11 In all mirrors your reflection is always the same size as you.
True/False

K3 Travelling through? Plenaries

Pupils devise three questions to ask Pupils discuss Pupils demonstrate refraction Pupils complete a Show pupils photos of rainbows
t u another group about absorption and refraction. by linking arms and then crossword using the and other spectra.
transmission or refraction. taking different-sized steps. clues. Catalyst Interactive Presentations 2
^ _
Review learning
UG LP In groups, pupils prepare three questions based on this lesson
to challenge another group. They must be able to answer
their own questions.
Sharing responses
Ask pupils to describe what happens when a ray of light
enters a glass block.
Ask pupils to describe what happens when a ray of light
leaves a glass block.
Relate this back to Activity K3b.
Group feedback
Pupils are put into groups of four. They practise walking so
that the first person takes small steps, about 20 cm, the
second about 35 cm, the third about 50 cm and the fourth
about 80 cm.
After some practice, the group links arms in number order.
They walk, keeping their steps the same size as before. One
person will need to count so that the group keeps in step.
The direction changes as the slowest person moves a shorter
distance than the fastest. The slowest person will be on the
inside of the curve.
Explain that this models the behaviour of light, which slows
as it enters the glass. One side of the ray enters first and is
slowed more, so the ray changes direction.
Word game
Pupils complete the crossword using the clues. Pupil sheet
Answers
Across: 2 red, 4 opaque, 7 transparent,
9 incident, 11 through. Down: 1 ray;
2 refraction; 3 light; 5 green, 6 reflects;
8 mirror; 10 not.
Looking ahead
Pupils look at colour photos of rainbows, including double- Catalyst Interactive Presentations 2
bow and rainbows formed by waterfalls and fountains. Also
show rainbow colours from prisms, such as patterns on the
walls of a room from hanging prisms.
Ask the questions: How are the colours formed? Why are the
colours and the order of colours the same? (Except for the
double bow, where the second one is reversed.) What is
needed to produce a rainbow? (Drops of water and sunlight.)
Leave other answers to the next lesson.

K3 Travelling through? Plenaries
M Word game
p ? Complete the crossword using the clues.
t u
1 2 3
^ _
4
UG LP
TN
5 6
10
11
Across
2 A colour.
4 You cannot see through objects like this.
7 You can see through objects like this.
9 Word used to describe incoming ray.
11 Light will go glass.
Down
1 Straight path of light.

2 Bending of light as it goes from air to glass.
3 You cannot see without it.
5 A colour.
6 Number 8 does this to light.
8 on the wall.
10 A translucent material is completely opaque or
completely transparent.
K4 Coloured light Plenaries

Pupils look at some objects in Pupils discuss how the eye Pupils draw and mark a Venn Pupils play a loop Pupils look at some filters
t u the light of a sodium lamp and sees colour and how and diagram: no red, no green, game with words in preparation for the
explain what they see in terms why colour TV and no blue and compare with a from the unit. investigation in K4
^ _ of Activity K4b. photography work. red, green and blue one. Investigate.
UG LP Review learning
In groups, pupils discuss how objects appear coloured in white light by Equipment
reflecting only some colours. sodium lamp, blackout or
Extend this to consider what happens in light of one colour, e.g. blackout area, small objects,
sodium street lamps are only yellow. (Note this is a pure yellow, no red e.g. green bead, red brick,
or green.) blue toy, etc.
Look at some coloured objects in sodium light. This is most effective Answers
with good blackout and with objects that pupils have not seen in white Yellow and white appear
light, otherwise they think they can tell. yellow, all others are
varying shades of grey or
black.
Sharing responses
Pupils look at a switched on colour TV with a magnifying glass to see Teacher sheet
the red, green and blue dots making up the picture. Discuss how TV
Equipment
pictures are produced and why they depend on how our eyes see.
TV, magnifying glass
Pupils discuss photography and how many inks colour printers use.
Group feedback
Working in groups, pupils draw a Venn diagram of three overlapping Equipment
circles. Instead of red, green and blue light overlapping, this diagram is coloured pens, large sheets
one of red missing, blue missing and green missing. Discuss in groups of paper, drawing
what colours will be seen. See diagram below right. compasses or circular
Fill in the coloured sections and give feedback to the rest of the class. templates
G = green, B = blue, R = red, K = Black
Word game G
no red cyan yellow no blue
Pupils play a loop game to revise the work done so far. K
B R
Give each pupil a card containing a question and answer. Ask one pupil
magenta
to stand up and read out the question on their card then sit down. The
pupil who has the answer stands up, reads out their answer, then asks no green
the question on their card and sits down, and so on. The game is
complete when the pupil who started the game stands up for a second
time to read out the answer on their card.
If there are not enough question/answer cards for the whole class, you Pupil sheet
may need to make extra copies. Some pupils will have the same
question/answer card the first one to stand up gets to read their
answer and ask their question.
Before cutting up the Pupil sheet, copy it so that you hold a copy of the
correct answers next to their questions.
Looking ahead
Pupils look through coloured filters in preparation for the next lesson. Equipment
Use ones that they will not use in the investigation. coloured filters other than
Ask pupils what colours are unchanged and what colours look different. red, green and blue or 3D
glasses and pictures
Alternatively, use 3D glasses that have two different filters (red and blue
or green). These are usually good quality.

M Sharing responses
Teacher sheet
p ?
Points that may come up in discussion:
t u
Colour television
^ _ With a magnifying glass the screen appears to be made up of coloured dots
red, green and blue.
UG LP A black and white TV builds up a picture of dots of varying brightness. The
bright dots are formed by charged particles (electrons) hitting the screen. The
TN screen is a phosphor screen that glows white when electrons hit it.
A colour TV has a screen made of three different colour phosphors red, green
and blue. There are three electron guns one builds up a red picture, one green
and one blue.
Our eyes see this as a full colour picture because our eyes have only red, green
and blue receptors.
Colour photography and printing

We can also use three colours to make photos and print pictures but in this case
secondary colours are often used, i.e. yellow, cyan and magenta.
Pupils may know that when one of the three ink colours runs out in a printer
they get some strangely coloured prints.
Colour blindness
If one type of receptor is missing, it is impossible for a person to see that colour.
However, there are many different types of colour deficiency and it may just
be more difficult for a person to distinguish certain colours.
One in twelve boys and one in two hundred girls has some form of colour
blindness.
For more information, see the following website:
The Production of Colour Teaching Materials and Colour Blindness
To help those with difficulty in distinguishing colours: a filter colour chosen to
emphasise the dark/light differences between the colours being confused can
offset the effect of the defect. Good illumination also helps.

M Word game
p ?
t u Q A Q A
^ _ What is the speed of It is In what directions do 300 million
UG LP light? absorbed rays travel: curves, spirals metres per
or straight lines? second
TN
Q A Q A
Is the Moon luminous or In straight What do we call a thin Non-
non-luminous? lines beam of light (e.g. in luminous
diagrams)
Q A Q A
The angle of incidence = A ray When a light ray enters a The angle
glass block at an angle of
what happens to its reflection
direction?
Q A Q A
When a light ray leaves a It bends Light bends as it goes from It bends
glass block at an angle towards air to glass. What is this away from
what happens to it? the called? the normal
normal
Q A Q A
If light wont go through a Refraction If light will go through a Opaque
material we say it is material we say it is

K4 Coloured light (continued) Plenaries
M Word game
p ?
t u Q A Q A
^ _ What can you use to split transparent When a prism splits A prism
UG LP white light into colours? white light into a
spectrum this is
TN
called
Q A Q A
What three colours will Dispersion If some light, but not all, Red, green
make white light? goes through a material and blue
we say it is
Q A Q A
An image in a mirror is Translucent Mixing red and green Changed so
light gives that left is
right (later-
ally inverted)
Q A Q A
What colours of light is Yellow What colours of light do Green and
cyan coloured light a light black objects reflect? blue light
mixture of?
Q A Q A
What colours of light do No light What happens to light All the
white objects reflect? that is not reflected or colours of
transmitted? light

K4 Investigate: How do coloured Plenaries

M
p ? Suggested alternative plenary activities (510 minutes)

Review learning Group feedback Analysing Evaluating
t u
Teacher-led review of the In groups, pupils discuss whether they Teacher-led discussion of Teacher-led discussion of how the
^ _ transmission of light through each carried out the investigation as they had pupils predictions and results. results could be improved.
filter combination. planned.
UG LP
Review learning
Ask pupils for each filter combination they used.
For each combination consider the seven colours and ask pupils
whether each one was transmitted or absorbed. (Depending on
the quality of filters, some of the colour either side of the filter
colour may be transmitted.)
For the combinations of filters, go through each one and then
look for common colours transmitted none, i.e. zero
transmission.
Group feedback
In groups, pupils discuss whether they carried out the
investigation as they planned, or had to change it during the
experiment.
If changes were needed, why was this?
Analysing
Discuss with pupils whether they got the results they expected
in their predictions.
How can they explain the lack of transmission through filter
combinations?
Do combinations always give black? (Filters that let more than
one colour through may not.)
Evaluating
Pupils consider whether any of the filters needed to be
improved in quality.
Pupils consider whether everyone sees the same results or if
individual eye response affects results.

K5 Mix it Think about Plenaries

p ? Group feedback Bridging to other topics
Discuss how groups used systematic Discuss with pupils how animals have
t u ways to make sure they did not miss any different numbers of receptors. Combinations
combinations. also come into effect with genes.
^ _
Group feedback
UG LP Pupils discuss in groups how they set out the lists was
it random or did they use patterns?
Go through some possible patterns with the class.
(Example for three might be to do all combinations
with one colour, then two, then three.)
Bridging to other topics

Discuss with pupils how animals have different
numbers of receptors some have four receptors (an
extra one in the UV). There is evidence that we have
evolved from ancestors that could see in the UV. Bees
have a receptor in the UV instead of one in the red.
There are different combinations of genes possible as
each person has two copies and inherit two from
parents (red pupil book only).

K-Specials.qxd 29-Sep-03 1:23 PM Page 36
K1 Seeing the light Specials
M W 1 Draw lines to match the words to their meanings.

p ?
light source Energy that moves away from a light source
t u
in all directions. It moves very, very quickly.
^ _
UG LP The picture you get on the screen
light
A of the pinhole camera.
pinhole camera Something that gives out light.
Your light detector! You see when light

image goes into this. It turns light into a signal
that goes to your brain.
A box with a hole at one end and

eye
a screen at the other.
2 Draw a circle round all the light sources below.
book
pencil
candle traffic lights
Sun
light bulb
television
bonfire
fireworks
cat

K1 Seeing the light (continued) Specials
M W 3 This question is about a pinhole camera.

p ? Use the drawing to pinhole
t u help you answer screen
^ _
these questions.
UG LP a In the pinhole
camera the image object
A
can be seen on
the
b Choose words from this list that describe what the image is like.
upside Colour in the

clear down sharp right words.
Cross out the
wrong words.
blurry
right way up
4 Look at these pinhole cameras.

A B screen
object object
image image
C D
object object
image image
a Which camera is the longest?

b Which camera gives the largest image?

K2 Which ray? Specials
M W 1 Draw lines to match the words to their meanings.

p ?
The Moon is this. It does not make
t u
luminous
its own light.
^ _
These are things that make their
UG LP non-luminous
own light.
A
Made from two mirrors so that you can
reflection
see around corners or over a wall.
scattering Light bouncing off a surface.
Light bouncing off a surface in

mirror
all directions.
This has a very smooth surface. It is very

periscope good at reflecting light rays in the same
direction.
ray A thin beam of light.
2 Write true or false for each sentence.

a A ray of light is straight.
b A rough and bumpy surface reflects light well.
c A smooth and flat surface reflects light well.
3 Look at these two diagrams.
Which diagram shows a A B
light ray being scattered?
Tick the box
to show the
A right answer.
B

K2 Which ray? (continued) Specials
M W 4 Look at this diagram of a light ray

being reflected by a mirror. A
p ?
t u Which is the correct reflected ray?

^ _ A Tick the box
to show the
UG LP
B right answer.
A
B
C
C
mirror
D
5 When a light ray is reflected by a mirror, the angle of the

light ray and the reflected ray is:
Tick the box
the same to show the
right answer.
different.
6 Complete these diagrams by drawing in the reflected rays.

K3 Travelling through? Specials
M W 1 Draw lines to match these words to their explanations.

p ?
This is when a material, like paper
t u transmission
or brick, soaks up light.
^ _
UG LP This is when a material, like air, glass
absorption
A or water, lets light travel through it.
You cant see through this kind

transparent
of material.
You can see through this kind

opaque
of material.
Light gets bent when it goes

refraction
from air into glass.
2 Look at these diagrams that show light rays hitting glass blocks.
90
Which of these statements are correct? Mark them with

a tick () or a cross ().
a If a light ray strikes a glass block at 90 it will be

refracted (bent).
b Light refracts (bends) outwards when it goes from
air to glass.
c Light refracts (bends) outwards when it goes from
glass to air.
d Light refracts (bends) because it moves at different
speeds in the different materials.

K3 Travelling through? (continued) Specials
M W 3 Look at these diagrams of light rays refracting. Some

p ?
of the diagrams have been drawn incorrectly.
t u Draw a circle round the letters of the correct diagrams.

^ _
A B C
UG LP
A
D E
4 Complete these diagrams by drawing in the refracted

rays. Remember to use a ruler to draw light rays!

K4 Coloured light Specials
M W 1 Use these words to fill in the gaps.

p ?
prism spectrum
t u
^ _ rainbow
mixture white
UG LP
A
a White light is a of colours.
b I can see the colours that make up white light when sunlight shines
through raindrops and makes a .
c I can also see the colours that make up white light when white light
shines through a and makes a .
d If I mix the colours together again I get light.
2 Use some of these words to fill in the gaps.
spec filter
t trum
objec
mixture colours
a When white light shines through a coloured it looks

coloured. Only certain of light can go through the
filter.
b The colour of an depends on the colours of the light
falling on it.
white white white
3 Look at these diagrams. light light light
They show white light
going through different
filters. red green blue
filter
a Colour the filters as

labelled.
b Colour the light that
comes through each filter.
K4 Coloured light (continued) Specials
M W 4 a Complete the diagram of the colours of the spectrum.

p ?
Use some words from this list.
t u t
brown
blue viole grey
^ _ pink
UG LP
A orange black purp green
le
red yellow indigo
b When you have done that, colour the spectrum in!

5 We can see a white piece of
white light
paper as white because it
reflects all the colours of light white light
in the spectrum. It reflects

white light for us to see.
white paper
We can see a red book as
red because it reflects back wh
ite
red light for us to see. All lig colours absorbed
ht
the other colours are absorbed orange
yellow
by the book. green
red book
blue
a What colour light does indigo
violet
a violet book reflect? ight
re dl
b What colour light does a green book reflect?

c What colour light does a yellow book reflect?
d What colours of light are absorbed by an orange book?
e What colours of light are absorbed by a violet book?

K5 Mix it Specials
M W 1 Look at this list of colours.

p ?
t u
^ _
red yellow white
cyan
UG LP
A blue green
magenta
Which are the primary colours of light? Colour them in.

2 Look at this list of colours.
red yellow white

cyan
blue green
magenta
Which are the secondary colours of light? Colour them in.

3 When the primary colours of light are mixed, you get the
secondary colours.
yellow cyan white

red
magenta blue green
Use words from this list to complete the colour sums below.
Colour the sums in when youre sure theyre correct.
a red + blue =
b red + = yellow
c + = cyan
d + + = white

Spe Answers.qxd 25-Nov-03 9:04 AM Page 12
K Light Specials answers
M K1 Seeing the light 2 a c

b d
1 light source Something that gives out
p ? light.
3 Circled B, C, E
4
light Energy that moves away from a light
t u source in all directions. It moves very, very
quickly.
^ _ pinhole camera A box with a hole at one end
and a screen at the other.
UG image The picture you get on the screen of
the pinhole camera.
eye Your light detector! You see when light
goes into this. It turns light into a signal that
goes to your brain.
2 Circled candle, traffic lights, Sun, light bulb,
bonfire, fireworks, television
3 a screen b upside down, sharp
4 a C b C
K2 Which ray? K4 Coloured light

1 luminous These are things that make their 1 a mixture c prism, spectrum
own light. b rainbow d white
non-luminous The Moon is this. It does not 2 a filter, colours b object
make its own light. 3 a Filters coloured as stated.
reflection Light bouncing off a surface. b Red light below red filter, green light below
scattering Light bouncing off a surface in all green filter, blue light below blue filter.
directions. 4 a orange, green, blue, violet
mirror This has a very smooth surface. It is b Coloured correctly.
very good at reflecting light rays in the same 5 a violet b green c yellow
direction. d red, yellow, green, blue, indigo, violet
periscope Made from two mirrors so that you e red, orange, yellow, green, blue, indigo
can see around corners or over a wall.
ray A thin beam of light.
2 a true b false c true K5 Mix it
3 B 1 Coloured in red, green, blue
4 B 2 Coloured in magenta, yellow, cyan
5 The same. 3 a magenta
6 A b green
c green + blue
d red + green + blue
B C
K3 Travelling through?
1 transmission This is when a material, like air,
glass or water, lets light travel through it.
absorption This is when a material, like paper
or brick, soaks up light.
transparent You can see through this kind of
material.
opaque You cant see through this kind of
material.
refraction Light gets bent when it goes from
air into glass

K-Homework.qxd 22-Oct-03 3:30 PM Page 1
K1 Seeing the light Homework
M W HELP
p ? 1 Copy the diagram below.

t u screen
^ _
UG LP
A light
source
object
a Continue the two light rays to show where they would hit the
screen.
b On the screen, draw the shadow that the heart would form.
c Put an arrow onto each ray, to show which way the light is
travelling.
2 a Imagine that you had a pinhole camera where the screen is.
Draw the shape that would form on the small screen inside
the camera.
b What do we call the picture inside the camera?
3 a When you switch on a light do you:

A see the light after about one second?
B see the light after about 2 seconds?
C see the light immediately?
b What does this tell you about the speed of light?
4 When a building is on fire it can be seen from anywhere.

Explain why this is so.

K1 Seeing the light (continued) Homework
M W CORE
p ? 5 John is experimenting with solar cells. This diagram shows how he

has set up a solar cell to drive an electric fan.
t u
^ _
lamp electric fan
UG LP
A
solar cell
a Draw an energy transfer diagram showing all the energy transfers,

from the light leaving the lamp to the fan spinning.
b Explain why John can see the lamp.
c Explain why John can see the solar cell.
6 a The speed of light is 300 000 km/s. How far will light travel in half
a second?
b How far will it travel in 5 seconds?
EXTENSION
7 During autumn we can see both Jupiter and Venus, from the Earth, at the same time.
a Venus is often the brightest object in the night sky but it is much smaller than
Jupiter. Give three reasons why Venus is always brighter than Jupiter.
b i Jupiter has four bright moons that can be seen with a telescope.
Explain why it is possible to see them.
ii Jupiters moons have different brightnesses, even though they are all about
the same distance from the Earth. Suggest a reason for the differences.
8 The Earth is 150 million kilometres from the Sun. Mars is 225 million
kilometres and Jupiter is 780 million kilometres away from the Sun.
Light takes 8.5 minutes to travel from the Sun to the Earth.
a How long does it take for light from the Sun to reach Mars? Show your working.
b How long does it take for light from the Sun to reach Jupiter?
c How long does it take reflected light, from Jupiter, to reach the Earth?
Show your working.
K2 Which ray? Homework
M W HELP
p ? 1 Copy and complete the sentences below.

t u a Light is reflected from a shiny surface because
^ _ b Black sugar paper does not reflect light because
UG LP 2 Cut out the mirror diagrams for this question (H1 H4) and stick them
A into your book.
a i Look at diagram H1. The line going to the mirror makes a right angle
(90 angle) to the mirror. Describe where the reflected ray goes.
ii On diagram H2 continue the ray to show how it is reflected from
the mirror. Dont forget the direction arrow.
ii On diagram H3 draw a ray that enters the mirror at 45 to it and
is reflected. It must touch the centre of the cross on the mirror.
iv On diagram H4 draw a line to show where the mirror should be.
CORE
3 a Nick often cycles at night. He wears a reflective Reflective surface
strip so that other traffic can see him. The diagram of strip
shows a close-up of the strip, shown edge-on. Inside surface
i What happens to the light that hits the

reflective strip?
ii Redraw the diagram, adding three or four light
rays, and explain how the strip helps Nick to be
seen at night.
iii Give one other situation where this effect is used to improve safety.
4 a What are the correct names for these angles in the diagram: Z
i angle Y?
ii angle X?
b What is the dotted line called, marked Z?

X Y
5 Cut out the mirror diagrams for this question (C1 and C2) and
stick them into your book.
a Look at diagram C1. Continue the line to show where the ray goes.
b On diagram C2, draw a line to show where the second mirror should be.

K2 Which ray? (continued) Homework
M W EXTENSION
p ? 6 Gitte is using a periscope to watch the foxes in her garden. She is

hiding behind a wall.
t u
^ _
UG LP
A
a i Draw a ray on the diagram to show the direction taken by

the light when Gitte sees the fox.
ii Add an arrow to the ray to show the direction in which
the light is travelling.
iii A fox cub has appeared at point X. What must Gitte do to
see it?
7 Cut and stick the mirror images for this question (E1 E3) into
your book.
a Look at diagram E1. Continue the ray to show how and

where it would emerge from the mirror wall.
b For diagram E2, predict the maximum number of images you

could see in the mirrors. Show clearly how you reached your
answer.
c At what angle would you set the mirrors to see exactly 8

images? Show your working out.
d i Look at diagram E3 of a convex mirror. Continue both

rays to show how they would be reflected.
ii Explain whether the image would be taller, shorter or the
same size as the object.
iii Suggest one place where a mirror like this might be used.

K2 Which ray? (continued) Homework
M W HELP
H1 H2 H3 H4
p ?
Normal Normal
t u
^ _

20
UG LP 2
0
60
90
A
CORE
C1 C2
Nor 80
Normal mal
Normal 80
45 45
EXTENSION
E1 E2
Normal
Normal
E3
24
45
Normal

K3 Travelling through? Homework
M W HELP
p ? 1 Mike looked at a computer screen through sheets of material.

t u Through sheet A he could see the screen clearly.
^ _ Through sheet B he could not see the screen at all.
Through sheet C the screen looked grey and not very clear.
UG LP
Copy and complete these sentences using the words below.
A
cent opaque rent

translu transpa
a Sheet A was because
b Sheet B was because
c Sheet C was because
2 Copy the diagrams below. Then continue each light ray to show
where it goes inside the glass blocks.
90
A B C

K3 Travelling through? (continued) Homework
M W CORE
p ?3 a Draw a rectangular glass block, as seen from above.

Draw onto it a light ray entering, from the top, at 45.
t u
Continue the ray through the block and out of the other side.
^ _
b What is this effect of the glass on the light called?
UG LP
4 a In Sea Life Centres, the really big tanks have glass walls up to
A
10 cm thick. Explain why a shark sometimes looks bigger
than it really is.
b If the builders had made the tank from stainless steel, the
sides could have been much thinner. Why didnt they use
steel?
EXTENSION
5 a Explain why light bends as it enters a glass block.
b The diagram shows waves on the sea moving past a

headland.
As the waves cross the shallower area they slow down. They
are affected as light would be, as it slows down. Describe
what happens to the direction of the waves as they move
over the shallow area.
6 Amazonian Indians catch fish with spears. They have to learn

how to do this from their parents.
Draw a diagram and write a couple of sentences to explain how

refraction makes spearfishing difficult.

K4 Coloured light Homework
M W HELP
p ? 1 Cut out the word square on sheet 3 and stick it into your book.
t u The answer to each of these questions can be found in the word
^ _ square. Circle the answers in the square.
UG LP a The colours of light make up a .
A b Splitting white light into its colours is called .
c We can use this object to split light into its colours.
d When white light goes through a red filter, the colour that
comes through is .
e Light which does not come through a coloured filter is
f There are colours in white light.
2 Copy and complete the sentence below.
The light coming into a building through stained glass windows

is coloured because
CORE
3 Ellie is an actress. She is wearing a coloured top on stage. It has
squares coloured blue, red and green.
a What colours will Ellie see on her top if she is standing in

white light?
b What colours will she see if she is standing in light from a

green light and a red light at the same time?
c What colours will she see if she is only standing in a blue

light?
d Ellie is lit by a single spotlight. It has a blue filter and a green

filter in front of the lamp.
i Which coloured light will actually be shining on Ellie?
ii What colour will Ellies top appear to the audience?

K4 Coloured light (continued) Homework
M W EXTENSION
p ?4 Chlorophyll gives leaves their green colour. It is an important part

of photosynthesis. Gilly did some photosynthesis experiments
t u
with different coloured lights.
^ _
She obtained the different colours by putting filters between
UG LP some pondweed, in a beaker of water, and a white light. She
A counted the number of bubbles of oxygen that the pondweed
produced every minute. This table shows Gillys results.
Colour of light used Number of bubbles per minute
White 37
Red 24
Green 0
Blue 34
a Explain why the number of bubbles produced in green light

is zero.
b Why does white light give the most bubbles?
c Which single colour can plants use most successfully?
d Gilly noticed that the pondweed beaker became quite warm,

on the side nearest to the lamp.
i Why is this a problem?
ii What could Gilly do to solve the problem?
e Gilly was not very careful about where she put the lamp but
it was always between 0.25 and 0.5 metres from the beaker.
Explain why this might be a different problem from the
warming.
5 When white light is dispersed by a prism a spectrum is obtained

on a screen. Jim passes a beam of pure blue light through a
prism.
a Describe what Jim would see on the screen.
b Explain your answer.

M W HELP a l d e b r o s b a t w
p ? Wordsearch m d i m y b e l r j g j
t u t r s p e c t r u m u k
^ _ d s p t r k d y s b g e
UG LP q t e d e t o i j i g s
A a f r v b s r i w r d n
d r s g e p h k f p i e
f o i t y n s i g d d v
g j o e k y e u y e u y
t r n r o y t y h r r t
s p f s h e f f h r t e
r m v j c d o c o v b s

Sheet 3 of 3
HELP a l d e b r o s b a t w
Wordsearch m d i m y b e l r j g j
t r s p e c t r u m u k
d s p t r k d y s b g e
q t e d e t o i j i g s
a f r v b s r i w r d n


Homework
K1 Seeing the light mark scheme
M W HELP
Question Answer Mark
p ?
1 a, b, c screen Position of heart correct 1
t u straight lines from source, 1
touching object, to the image
^ _ light
source arrow on at least one ray. 1
UG LP object
HM 2 a Heart drawn upside down. 1

b Image 1
3 a C 1
b Travels very fast. 1
4 Light travels outwards from source 1
in all directions. 1
Total for Help 9
CORE
5 a light
Solar cell
transferred as
Motor
transferred Award 1 mark for each of
energy electrical as movement
energy (kinetic) energy the statements in italic. 5
Lamp
transferred Award 1 mark for the
as
overall quality of
heat
energy
the diagram.
b It is a source of light or it is giving out light. 1

c Light is reflected from it 1
into his eyes. 1
6 a 150 000 km 1
b 1500 000 km 1
Total for Core 10
EXTENSION
7 a Jupiter is further from the Sun or Venus is nearer to the Earth; Jupiter is 3
further from the earth or Venus is closer to the Earth; Venus reflects light
better than Jupiter (or vice versa).
b i Light from the Sun 1
is reflected from them to the Earth. 1
ii Either they are different sizes or some reflect better than others. 1
8 a 12.75 minutes or 12 minutes 45 seconds; 8.5 150 225 2
b 44.2 minutes or 44 minutes 12 seconds 1
c Distance of Earth from Jupiter = 630 million km 1
time taken = 8.5 150 630 1
= 35.7 minutes or 35 minutes 42 seconds 1
Total for Extension 12


Homework
K2 Which ray? mark scheme
M W HELP
p ?
1 a Light is reflected from a shiny surface because it bounces from the surface.
t u Underlined section is pupil response, the rest is copied. Accept
equivalent answers. 1
^ _ b Black sugar paper does not reflect light because the surface absorbs the light.
Underlined section is pupil response, the rest is copied. Accept
UG LP
equivalent answers. 1
HM 2 a i Back along the way it came, with arrow in reverse direction. Accept
equivalent answer. 1
ii Straight line (accept 5 degrees error either way) 1
arrows pointing right way. 1
60 60
iii Two straight rays (accept 5 degrees error either way), 2

45 45
correct arrow (not awarded if both point towards the mirror). 1
iv Mirror in correct position (accept 5 degree error) 1

70
straight mirror 1
reflective surface shown. 1
70
Total for Help 11
CORE
3 a i It is scattered/reflects in all directions. Reflective surface of strip 1
ii Any diagram showing 3 or 4 rays being Inside surface
scattered, such as
Light is reflected in many directions. 1
iii One correct suggestion: e.g. bike or car reflector, or back of motorway
police car or sharp bend indicator chevrons. 1
4 a i Angle of reflection. 1
ii Angle of incidence. 1
b The normal. 1
5 a i Diagram as shown:
Straight lines 1
45 45
one additional direction arrow. Allow up to 2 degrees error in Normal 1

the angle. 45 45
ii Diagram as shown:
Straight mirror
reflective surface Nor 80
ma
l
correct position. Allow up to 2 degrees error in the angle. Normal 80 3
45
Total for Core 11


Homework
K2 Which ray? (continued) mark scheme
M W EXTENSION
p ?
6 a i Continuous ray 1
t u
accurately drawn. 1
^ _
UG LP
HM
ii Arrow pointing away from the fox/down the periscope/towards the eye. 1
iii Tilt bottom up/tilt it more/tilt top down Accept equivalent answers. 1
7 a Straight lines 1
correct additional arrow 1
Normal
correct angles (to within 2 degrees). 1
45
b 360/24 1 1
=14 1
(Do not award both marks if no working is shown.)
c 360/x = 9 1
x = 360/9 1
= 40 1
Deduct 1 mark if answer is correct but no working is shown.
d i Lines diverging Normal
1
lines drawn straight. 1
Normal
ii Taller because rays are further apart. 1

iii Any correct suggestion, for example: funny mirrors hall, on blind exit to
see round a corner, in a bus for the driver to see upstairs, in a shop
for surveillance. 1


Homework
K3 Travelling through? mark scheme
M W HELP
p ?
1 a Sheet A was transparent because he could see through it clearly. Word in bold
t u type must be correct. Underlined section is the remainder of the pupil response.
Accept equivalent statements. 1
^ _ b Sheet B was opaque because he could not see through it at all. Word in bold
type must be correct. Underlined section is the remainder of the pupil response.
UG LP
Accept equivalent statements. 1
HM c Sheet C was translucent because he could see through it but not clearly.
Word in bold type must be correct. Underlined section is the remainder of
the pupil response. Accept equivalent statements. 1
2 Diagrams must look very similar 3
to those shown here. 90
A B C
Total for Help 6
CORE
3 a Ray bends towards normal as it enters the block 1
ray bends away from normal as it leaves the block 1
emerging rays is parallel to entering ray. 1
b Refraction 1
4 a Light coming from shark is refracted by the glass 1

which makes it look bigger. 1
b Steel is opaque/not transparent. 1
Total for Core 7
EXTENSION
5 a It slows down as it enters the glass. The light hitting the glass first slows first. 1
So the outside light overtakes the inside light.
(Accept equivalent answers.) 1
b They will bend towards the headland. (Accept equivalent answers.) 1
6 Diagram similar to this:
Must show light coming from the fish 1
which is refracted at the water surface. 1
Statement must include these ideas:
aiming at where the fish appears to be will miss
need to aim below where the fish appears to be
to allow for refraction. 1


Homework
K4 Coloured light mark scheme
M W HELP
p ?
1
t u a l d e b r o s b a t w
^ _ m d i m y b e l r j g j
UG LP t r s p e c t r u m u k
HM d s p t r k d y s b g e
q t e d e t o i j i g s
a f r v b s r i w r d n
Award 1 mark for each correctly circled word from the list as shown. 5
2 The coloured glass only lets some colours through 1
and absorbs the others. 1
Total for Help 7
CORE
3 a The chlorophyll reflects green light. 1
b Green and red only. 2
c Blue only. 1
d i No light will be shining on her. 1
ii The blue filter only lets blue light through 1
the green filter absorbs blue light 1
so no light gets through. Accept equivalent answers. 1
iii Black 1
Total for Core 9


Homework
K4 mark scheme
M W EXTENSION
p ?
4 a Green light is reflected by the chlorophyll. 1
t u
b It contains all the colours the plant can use. 1
^ _ c Blue 1
d i Higher temperatures speed up photosynthesis. Do not accept not a fair test 1
UG LP
without an indication of why not.
HM ii Put a glass sheet between the lamp and the pondweed. Accept other sensible 1
answers.
e The nearer it is to the pondweed the more light the weed would receive 1
and it must get the same each time to be a fair test. 1
5 a i A ray of blue light. 1
ii It only contains one colour 1
so cannot be dispersed. 1

Test-Qust.qxd 22-Oct-03 4:00 PM Page 21
K Light Test yourself
M 1 Draw lines to match the terms about light to the correct meaning.
p ? Term Meaning
source transmitting light
t u
shadow absorbs all light
^ _ transparent represents the path of light
UG translucent where an object blocks light
A opaque both absorbs and transmits light
ray diagram something that gives off light
2 Complete the sentences by crossing out the wrong words.
a The Sun/Moon gives out light.

b Light travels 300 m/300 million m in one second.
c Light travels in straight lines/curves.
d A shiny metal surface reflects/absorbs most of the light shining on it.
e A carpet reflects/absorbs most of the light shining on it.
3 Complete these sentences using the words below. You may use each word
once, more than once or not at all.
bigger smaller dark light camera film
lens luminous non-luminous reflects refracts
scatters retina pupil Sun upside down
a Sources of light are because they give out light.

b We see objects by the light they reflect.
c We see the Moon because it light from the .
d The human eye is rather like a . Light passes into the eye
through a hole called the . This gets when it is
to let in more light. The image in the eye is formed on the
. The image is .
4 a Label the diagram using these words.
reflected ray
mirror incoming ray
b What can you say about the sizes of the marked

angles?
Test-Qust.qxd 22-Oct-03 4:00 PM Page 22
K Light (continued) Test yourself
M 5 Complete the diagrams to show the path taken by the ray of light
from air to glass and from glass to air.
p ?
t u
^ _ air air glass
UG
glass glass air
A
air glass air
air glass air
6 Complete this sentence by underlining the correct answer.
The splitting of white light into different colours of light is called
magnetism.
convection.
reflection.
dispersion.
7 Cross out the wrong words so that these sentences make sense.
a If we shine white light through a blue filter, only red/blue/green

light comes through. The other colours are
absorbed/reflected/scattered.
b A red surface reflects blue/red/green light. The other colours are

absorbed/reflected/scattered. In red light a green ball will
look green/black/red because the red light is
c Red, blue and green are the three primary/secondary colours.

If red and blue lights are shone onto a white screen so that the
beams of light overlap, red/magenta/yellow light is seen.

Test-Ans.qxd 22-Oct-03 4:06 PM Page 21

Test yourself
K Light Answers
M 1 Draw lines to match the terms about light to the correct meaning.
p ? Term Meaning
source transmitting light
t u
shadow absorbs all light
^ _ transparent represents the path of light
UG translucent where an object blocks light
TY opaque both absorbs and transmits light
ray diagram something that gives off light
2 Complete the sentences by crossing out the wrong words.
a The Sun/Moon gives out light.

b Light travels 300 m/300 million m in one second.
c Light travels in straight lines/curves.
d A shiny metal surface reflects/absorbs most of the light shining on it.
e A carpet reflects/absorbs most of the light shining on it.
3 Complete these sentences using the words below. You may use each word once, more
than once or not at all.
bigger smaller dark light camera film
lens luminous non-luminous reflects refracts
scatters retina pupil Sun upside down
a Sources of light are luminous because they give out light.

b We see non-luminous objects by the light they reflect.
c We see the Moon because it reflects light from the Sun .
d The human eye is rather like a camera . Light passes into the eye
through a hole called the pupil . This gets bigger when it is
dark to let in more light. The image in the eye is formed on the
retina . The image is upside down .
4 a Label the diagram using these words. mirror

reflected ray
mirror incoming ray
b What can you say about the sizes of the marked

incoming reflected
They are equal. ray ray
angles?

Test-Ans.qxd 22-Oct-03 4:06 PM Page 22

Test yourself
K Light (continued) Answers
M 5 Complete the diagrams to show the path taken by the ray of light
from air to glass and from glass to air.
p ?
t u
^ _ air air glass
UG
glass glass air
TY
air glass air
air glass air
6 Complete this sentence by underlining the correct answer.

The splitting of white light into different colours of light is called
magnetism.
convection.
reflection.
dispersion.
7 Cross out the wrong words so that these sentences make sense.
a If we shine white light through a blue filter, only red/blue/green

light comes through. The other colours are
b A red surface reflects blue/red/green light. The other colours are
absorbed/reflected/scattered. In red light a green ball will look
green/black/red because the red light is
c Red, blue and green are the three primary/secondary colours. If
red and blue lights are shone onto a white screen so that the
beams of light overlap, red/magenta/yellow light is seen.

K-EUTest.qxd 25-Nov-03 8:52 AM Page 1

End of unit test
K Light Green
M 1 How do we see objects that are non-luminous? 1 mark
p ? 2 Mary holds a doll between a bright light and a screen.
t u screen
^ _
UG SS
MS ET
a A clear shadow of the doll is seen on the screen. What does this
tell you about the way that light travels? 1 mark
b Copy the diagram and continue the three rays of light to show
how a shadow of the doll is formed on the screen. 3 marks
c When the light is turned on, Mary can see the shadow and the
brightly lit part of the screen straight away. What does this tell
you about the speed of light? 1 mark
3 Sam sees an EXIT sign reflected in a flat mirror.
Which diagram shows what Sam sees? 1 mark
A B
EXIT C D
EXIT TIXE EXIT
4 The diagram shows a ray of light reflected
from a flat mirror.
a If the angle between the incoming ray and the
mirror is 40, what will be the angle between
the reflected ray and the mirror? 1 mark
incoming reflected
b i What is missing from the rays in the ray ray
diagram? 1 mark
ii What would happen to a ray of light shone at 90 to the mirror? 1 mark
5 The diagrams P, Q and R show a ray of light passing through a
rectangular glass block.
P Q R
a What is the process of bending light like this called?

A reflection B dispersion
C refraction D scattering 1 mark
b Which diagram, P, Q or R, shows the correct path of the light? 1 mark


End of unit test
K Light (continued) Green
M 6 Sunlight is split up into a spectrum of colours by a

triangular prism, as shown in the diagram. X
p ? white
a What name is given to the splitting up of sunlight light
t u
in this way?
^ _
A diffraction B dispersion
UG SS C differentiation D division 1 mark
MS ET
b What colour is the light at X? 1 mark
c How does the prism split white light up into a spectrum? 1 mark
7 a White light is shone at a green filter.

What colour is the light transmitted by the green filter? 1 mark
b Grass looks green in white light because it reflects green light

and absorbs all the other colours.
i Explain why a blue flower looks blue in white light. 2 marks
ii In a bunch of red and blue flowers, which flowers will look black
in blue light? 1 mark
8 A school is presenting Alice in Wonderland. In one scene some of

the cast dress up as playing cards. Their costumes are white with the
playing card patterns painted on.
The stage is lit by red light. The red nines of hearts and diamonds
look red all over. Explain why the white background looks red. 1 mark
9 David and his class are investigating how effective sunglasses are at
reducing light. They are using a light sensor to measure the amount
of light passing through the lens of each pair of sunglasses. They
decide to test the following.
Reactolite gla
sses Blue tinted
Normal glasse
s these get dark Brown tinted
er glasses
with more lig glasses
ht
a David says it is important to do the experiment with normal

glasses as well as the sunglasses. Why did he say this?
Choose from the list below.
A The glass may affect the experiment.

B It is safer to do this.
C Only one factor is being changed.
D It makes predicting the result easier. 1 mark


End of unit test
K Light (continued) Green
M b David said that it was important to keep the light sensor the same
distance from the lamp each time. Choose the best reason he gave
p ?
for this from this list:
t u
A Otherwise the amount of light might be different.
^ _ B Otherwise the angle of the lamp would have to be changed.
UG SS C Otherwise heat from the lamp would affect the light sensor.
MS ET D Otherwise their conclusions might be wrong. 1 mark
c David says the experiment should be carried out in sunlight, but

it is a windy day and clouds keep passing in front of the Sun.
Megan says that they should use an electric lamp instead.
Why would Megans idea give more reliable results? 1 mark
d The graph below shows the results of the experiment.

Which glasses were most effective at blocking light? 1 mark
100
90
80
70
60
50
Light (units)
40
30
20
10
0
0 1 2 3 4
normal reactolite brown blue
glasses glasses glasses glasses
e Emma said that the experiment should be done with no glasses at all.
How many light units would the light sensor record with no glasses? 1 mark


End of unit test
K Light Red
M 1 The diagram shows a ray of light reflected from a flat mirror.

50
p ? a Calculate the size of the angle of incidence. 1 mark
t u b i What is missing from the ray diagram? 1 mark incident reflected

ii What is the size of the angle of reflection? 1 mark ray ray
^ _ normal
UG SS
2 The diagrams P, Q and R show a ray of light passing through a
MS ET rectangular glass block.
P Q R
a What is the process of bending light like this called? 1 mark
b Which diagram, P, Q or R, shows the correct path of the light? 1 mark
3 Sunlight is split up into a spectrum of colours by a triangular prism,

as shown below.
X
white
light
a What colour is the light at X ? 1 mark
b How does the prism split white light up into a spectrum? 1 mark
c A green filter is placed in the path of the spectrum.
i What is seen now? 1 mark

ii Explain your answer to i. 1 mark
d What would you expect to see if a second prism were arranged

next to the first, as shown in the diagram below?
(There is no need to draw the diagram.) 1 mark
white
light


End of unit test
K Light (continued) Red
M 4 Kim dives into the swimming pool to fetch a brick from the bottom.
She finds that the water is deeper than it appeared to be from the
p ?
side of the pool before she dived in.
t u
^ _
UG SS
MS ET
brick
a Copy the diagram and draw a ray of light from the brick to
Kims eye. 2 marks
b Explain why the pool appeared shallower before she dived in.
(You may add line(s) to your diagram to help your explanation.) 2 marks
5 A school is presenting Alice in Wonderland. In one scene

some of the cast dress up as playing cards. Their costumes are
white with the playing card patterns painted on.
The stage is lit by red light. The red nine of hearts and the red nine
of diamonds look exactly the same. They both look completely red.
Explain why they look the same. 1 mark
6 a Explain why a blue flower looks blue in white light. 2 marks
b What colour will the blue flower look in green light? 1 mark
7 The Sun is about 150 000 000 km from Earth.
Light travels 300 000 km in one second. How long does it take light
to reach us from the Sun? 2 marks
8 David and his class are investigating how effective sunglasses are at
reducing light. They are using a light sensor to measure the amount
of light passing through the lens of each pair of sunglasses. They decide
to test the following. 1 mark
Reactolite gla
sses Blue tinted
Normal glasse
s these get dark Brown tinted
er glasses
with more lig glasses
ht


End of unit test
K Light (continued) Red
M a David says the experiment should be carried out in sunlight, but

it is a windy day and clouds keep passing in front of the Sun.
p ?
Megan says that they should use an electric lamp instead.
t u Why would Megans idea give more reliable results? 1 mark
^ _ b The graph below shows the results of the experiment.

UG SS Which glasses were most effective at blocking light? 1 mark
MS ET 100
90
80
70
60
50
Light (units)
40
30
20
10
0
0 1 2 3 4
normal reactolite brown blue
glasses glasses glasses glasses
c Emma said that the experiment should be done with no glasses

at all. How many light units would the light sensor record
with no glasses? 1 mark
d Andrew says the sunglasses should be as close to the light

sensor as possible to make the investigation reliable. Which
variable might be affected if the glasses were further away? 1 mark
e The reactolite glasses are photo-chromatic they become darker

with increased light intensity. Andrew measures the amount of
light that has passed through the lenses of the reactolite
sunglasses from different lamps. 1 mark
He finds that there is little difference in the light sensor readings,

although some of the lamps are much brighter than others.
What other variable should he measure so that he can draw a
conclusion about how effective the reactolite sunglasses are in
different light levels? 1 mark


End of unit test
K Light mark scheme
M Green (NC Tier 36)

Question Answer Mark Level
p ?
1 a By reflection or light is scattered off them. 1 5
t u 2 a Light travels in straight lines. 1 3
^ _ b screen 3 4
UG SS
MS ET
(one mark or each ray drawn with a ruler

and with an arrow pointing towards the screen)
c Very, very fast or almost instantaneous. 1 3
3 C TIXE 1 5
4 a 40 1 4
b i Arrows (showing the direction of light) 1 5
ii It would reflect back at 90 1 5
5 a C Refraction 1 4
b Q 1 6
6 a B Dispersion 1 4
b Red 1 5
c The different colours in white light are refracted by
different amounts by the prism. 1 6
7 a Green 1 5
b i The blue flower reflects blue light 1 5
and absorbs all the other colours. 1 5
ii Red flowers. 1 5
8 The white background material looks red as only red
light is present. 1 6
9 a C Only one factor is being changed. 1 4
b A Otherwise the amount of light might be different. 1 4
c The amount of light would be constant. 1 5
d Reactolite glasses. 1 5
e 100 1 5
Scores in the range of: NC Level

47 3
813 4
1417 5
1825 6


End of unit test
K Light mark scheme
M Red (NC Tier 47)

Question Answer Mark Level
p ?
1 a 40 1 4
t u b i Arrows showing the direction of light. 1 5
^ _ ii 40 1 5
2 a Refraction 1 4
UG SS
b Q 1 5
MS ET
3 a Red 1 5
b The different colours in white light are refracted by
different amounts by the prism so come out in different places. 1 6
c i Green part of the spectrum only. 1 5
ii Only green light can pass through the filter,
all the other colours are absorbed. 1 5
d One from: 1 6
White light.
Parallel to the incident ray.
4 a Diagram shows a straight line from brick to water surface 2 5
refracted away from the normal to Kims eye.
b Kims brain thinks that light travels in a straight line 1 6
so thinks the brick is nearer the surface or ignores refraction
at the surface (refracted ray continued back to 1 6
show position of image).
5 Red hearts and diamonds will reflect red light and so will
the white background material as only red light is present. 1 6
6 a The blue flower reflects blue light 1 5
and absorbs all the other colours. 1 5
b Black 1 6
7 Time = distance/speed = 150 000 000/300 000 = 500 s 2 7
or 8.3 minutes (one mark for correct equation and correct
substitution but incorrect calculation; one mark for correct
equation and incorrect substitution but correct calculation;
two marks for correct answer with no working shown).
8 a The amount of light would be constant 1 5
b Reactolite glasses. 1 5
c 100 1 5
d Light 1 6
e The amount of light from each lamp. 1 6
Scores in the range of: NC Level

49 4
1014 5
1518 6
1925 7

Pupil checklist.qxd 12-Nov-03 8:56 AM Page 11
K Light Pupil checklist
M Learning outcomes I can do I can do I need to

p ? this very this quite do more
well well work on this
t u
I can describe the way light travels.
^ _
I can describe how fast light travels.
UG
I can use ray diagrams to show how light
travels.
I can use a pinhole camera.
I can explain how you see a reflection in a

mirror.
I can use a protractor to measure angles.
I can identify the normal and the angle of

incidence.
I can carry out an experiment to measure

angles of incidence and reflection.
I can describe transmission of light.
I can describe absorption of light.
I can describe refraction.
I can name the rainbow of colours

produced by a prism.
I can name the colours of the rainbow.
I can use a prism to show dispersion.
I can name the primary colours of light.
I can plan and carry out an investigation

to find out the effect of coloured filters on
coloured light.
I can describe how coloured filters change

white light.

Glossary.qxd 12-Nov-03 8:24 AM Page 18
K Light Glossary
M Word Definition
p ?
absorption Where something starts or is produced.
t u
angle of incidence R Darkness due to an object blocking the light. R
^ _
angle of reflection R An object seen indirectly on a screen or using a mirror or
UG lens.
camera obscura R
The earliest form of camera a darkened room with a tiny
combinations
hole to let in light. An upside-down image of the scene
dispersion outside was formed on the wall opposite the hole. R
image The simplest type of camera a box with a pinhole at one
end and a screen at the other.
inverted R
Something you look at using a mirror or lens to form an
light sensors
image. R
normal R
Equipment used to detect light.
object R
When light or sound bounces off a surface, it is reflected.
opaque
A thin beam of light.
pinhole camera
An imaginary line at 90 to a surface. R
primary colour
The angle between the incoming ray and the normal. R
ray
The angle between the reflected ray and the normal. R
reflection/reflects
When light is reflected in many directions by a rough surface,
refraction/refracts it is scattered.
scatter Upside down. R
secondary colour R A material that does not allow light to pass through, but
shadow R absorbs it, is opaque.
source When light or sound is soaked up by a surface, it is absorbed.
spectrum A material that allows (transmits) light through is transparent.
translucent When light or sound passes through a material, it is

transmitted.
transmitted
A material that both absorbs and transmits light is
transparent translucent.
Bending of light when it travels from one material to

another, e.g. air to water or glass to air.

Glossary.qxd 12-Nov-03 8:24 AM Page 19
K Light (continued) Glossary
M Definition
p ?
The colours in white light red, orange, yellow, green, blue,
t u indigo, violet.
^ _ The splitting of white light into colours.

UG Ways in which objects are put together.
One of three colours of light that humans can see green,

red or blue.
One of three colours of light produced by mixing two

primary colours. R

Keywords.qxd 12-Nov-03 8:28 AM Page 11
K Light Key words
M absorption normal R secondary colour R
p ? angle of incidence R object R shadow R
t u angle of reflection R opaque source

^ _ camera obscura R pinhole camera spectrum
UG combinations primary colour translucent
dispersion ray transmitted
image reflection/reflects transparent
inverted R refraction/refracts
light sensors scatter

Sheet 1 of 1
K Light Key words
absorption normal R secondary colour R
angle of incidence R object R shadow R
angle of reflection R opaque source
camera obscura R pinhole camera spectrum
combinations primary colour translucent
dispersion ray transmitted
image reflection/reflects transparent
inverted R refraction/refracts
light sensors scatter

Book Answers.qxd 25-Nov-03 8:40 AM Page 32
K Light Book answers
M K1 Seeing the light Red

a Light from the Sun falls on the Moon. We see
Green the Moon because this light is reflected from it
p ? a Light bulbs, flames, TV screens, the Sun and the to the Earth.
stars. b A thin beam of light.
t u b smaller c Change the angle between the ray and the
c Two images. mirror until the ray is reflected back in the
^ _ d i 300 000 km ii 2s direction it came. The ray is then travelling
1 Light is given out by a source and travels in all along the normal, at 90 to the surface.
UG directions. Light travels very, very, very fast. We d A dirty knife has its surface made rough by the
see light when it enter our eyes. Light travels in dirt on it. Light falling on the dirty knife is
straight lines. This is why you get a clear but scattered. A clean knife has a smooth surface
upside-down image when you use a pinhole and reflects rays in the same direction.
camera. 1 a Diagram showing a puddle with the surface
2 B, D, A, C labelled as a smooth surface, with a light
Red ray falling onto the surface and being
a i Electrical energy. reflected at the same angle away from the
ii Chemical energy. surface.
b i smaller b The smooth surface of the puddle is broken
ii larger and made rough. This scatters light.
c Five images. 2 a
d Four seconds.
1 The rotating top puts a blockage between the
sailor and the light, causing a shadow. This a
happens every time the top turns, so the light b
appears to be flashing.
2 Individual answers, based on the fact that the
image is sharp and is formed only by light from normal
the object falling on the screen. The rest of the
screen is dark.
3 a Two images would appear; suitable drawing
showing this.
b Into her eyes. a= b
normal
K2 Which ray?
Green a
a Light from the Sun falls on the Moon. We see b
the Moon because this light is reflected from it
to the Earth.
b A
c Paper is rough and has many tiny bumps which b The angles of incidence and the angles of
scatter light in all directions. reflection are equal.
d A mirror is very smooth and all the light rays are c Individual answers.
reflected in the same direction and not 3 The light from the laser beam is reflected from
scattered. dust particles in the air.
1 Light bounces off most surfaces. We say the
light is reflected. Very smooth surfaces reflect
the light in the same direction, so we see an K3 Travelling through?
object. Rough surfaces scatter the light. Green
2 a 90 (or a right angle). a Refraction, the bending of light as it goes from
b 90 (or a right angle). water into air, makes the pencil look bent.
c Two mirrors are arranged as shown in the b i yes
diagram in the pupil book. ii no
3 Diagram showing a puddle with the surface c The light bends, or is refracted, as it goes from
labelled as a smooth surface, with a light ray water into the air.
falling onto the surface and being reflected at d You see the coin higher up, where the light
the same angle away from the surface. seems to come from.

K Light (continued) Book answers
1 Light is absorbed by many materials. When Red

M
the light does not go through the material, we a violet
say the material is opaque. Light goes through b red
p ?
transparent materials like water, air and glass. c i Only red light through the red filter.
When the light enters a transparent material at ii Only blue light through the blue filter.
t u
an angle, it bends. This bending is called iii Only green light through the green filter.
refraction. d i The white shirt reflects all the light in the
^ _ 2 a C room. As the only light in the room is red,
b C then the shirt reflects and looks red.
UG
c B ii A green surface reflects only green light and
d A absorbs all other colours. As the light in the
room is red, it is absorbed. No light is
reflected from the trousers so they look black.
Red
iii The red light is absorbed.
a Towards the normal.
1 A is red light. B is no light. C is red light. D is no
b no
c light.
2 a The shirt looks red because the white shirt
reflects all colours. The skirt looks red
Image of Insect because the red skirt reflects only red light.
seen by fish.
The boots look black because black absorbs
Insect all colours.
b The shirt looks blue because the white shirt
reflects all colours. The skirt looks black
because the red skirt absorbs all colours
except red. The boots look black because
black absorbs all colours.
c The shirt looks green because the white shirt
reflects all colours. The skirt looks black
because the red skirt absorbs all colours
d low
except red. The boots look black because
1 The light must enter the new material at an
black absorbs all colours.
angle to the normal and the light has to travel at
3 The green light would transmit only the colour
different speeds in the different materials for
green. The green leaves of the plants would
refraction to happen.
reflect the green light but no light energy would
2 a i Away from the normal.
be absorbed by the plants and they would die.
ii Towards the normal.
iii Towards the normal.
b Air to perspex.
K5 Mix it
K4 Coloured light Green
a four
Green
b
a i A spectrum. ii dispersion Position Colour Which
b blue combination
c They are absorbed. of red, blue, green
d blue A red red only
e The red light is absorbed by the blue surface.
f red B blue blue only
g red C green green only
h The red light is absorbed by the green
trousers. D magenta red and blue
1 White light is made up of a spectrum of seven E yellow red and green
different colours. We separate white light into
colours by dispersion. A coloured filter F cyan blue and green
transmits one colour of light and absorbs all G white red, green and blue
the others. A coloured surface reflects one
colour of light and absorbs all the others.
2 A is red light. B is no light. C is red light. D is no c Individual work.
light. d Individual answers.

K Light (continued) Book answers
e Yellow is a secondary colour made up of red and d Individual answers.

M
green light. Therefore a yellow filter will allow e For number 8, the yellow filter allows both red
both primary colours red and green to pass and green to pass through it, so red and green
p ?
through it and absorb blue light. light goes to the cyan filter. But the cyan filter
Cyan is a secondary colour made up of blue and only allows blue and green to pass through it, so
t u
green light. Therefore a cyan filter will allow it absorbs the red and only green passes through
both primary colours blue and green to pass it. For number 9, the magenta filter allows both
^ _ through it and absorb red light. red and blue to pass through it, so red and blue
1 Red flashing with red; red flashing with green light goes to the cyan filter. But the cyan filter
UG
flashing; red flashing with green; red with green only allows blue and green to pass through it, so
flashing; red with green; green flashing with it absorbs the red and only blue passes through
green; red flashing with red and green flashing; it. For number 10, the magenta filter allows both
red flashing with red and green; red with green red and blue to pass through it, so red and blue
flashing and green; red flashing with red and light goes to the yellow filter. But the yellow
green flashing and green. filter only allows red and green to pass through
it, so it absorbs the blue and only red passes
through it.
Red
f four
a four
g 10
b Position Colour Which 1 Red flashing with red; red flashing with green
combination flashing; red flashing with green; red flashing
of red, blue, green with white; red with green flashing; red with
A red red only green; red with white; green flashing with green;
green flashing with white; green with white; red
B blue blue only flashing with red and green flashing; red
C green green only flashing with red and green; red flashing with
red and white; red with green flashing and
D magenta red and blue green; red with green flashing and white; red
E yellow red and green flashing with red and green flashing and green;
red flashing with red and green flashing and
F cyan blue and green white; red flashing with red and green and
G white red, green and blue white; red with green flashing and green and
white; red flashing with red and green flashing
c Individual work. and green and white.


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J-L-Unit Guides.

qxd 25-Nov-03 9:11 AM Page 8

Print current page (1 page) 6

M W Where this unit fits in Prior learning

Framework yearly teaching objectives Energy

Expectations (from QCA Scheme of Work)

in terms of scientific enquiry NC Programme of Study Sc1 1b; 2a, d, e, g, h, i, j, k, l, m, n, o

in terms of physical processes NC Programme of Study Sc4 3af, i

Suggested lesson allocation (see individual lesson planning guides)

Extra lessons (not in pupil book)

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UG Suggested alternative starter activities (510 minutes)

Suggested alternative main activities

Suggested alternative plenary activities (510 minutes)

Key words Out-of-lesson learning

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Key words Out-of-lesson learning

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Suggested alternative main activities

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Key words Out-of-lesson learning

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Suggested alternative main activities

Suggested alternative plenary activities (510 minutes)

Key words Out-of-lesson learning

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Suggested alternative starter activities (510 minutes)

Suggested alternative plenary activities (510 minutes)

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Suggested alternative starter activities (510 minutes)

Suggested main activities

Suggested alternative plenary activities (510 minutes)

Key words Out-of-lesson learning

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K Light Unit map

^ _ Mixing light Seeing light

Coloured Light rays

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K1 Seeing the light Starters

M Suggested alternative starter activities (510 minutes)

Share learning objectives

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K1 Seeing the light Starters

Light from the

Light from Light from

Who do you think is right?

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K1 Seeing the light Starters

^ _ Experiment 1: Down the tube

1 Look down one of the rubber tubes.

Experiment 2: Making a path

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