Sc4: Physical Processes

Physical Processes 1.3 Light

Sc4: Physical Processes 1.3 Light

P.O.S. Key Stage 1 Sc4: 3a, 3b Key Stage 2 Sc4: 2a, 3b, 3c, 3d Key Stage 3 Sc4: 3a, 3b, 3c, 3d, 3e, 3f Physical Processes 1.3 Light Physical Processes 1.3 Light

LEARNING OBJECTIVES  To be able to identify and sort a range of sources e.g. sun, TV, fire, etc  To be able to compare light sources for brightness  To be able to select a light source for a purpose.  To be able to identify dark places.  To be able to link shadows and darkness.  To be able to explore making shadows.  To know that light travels from sources.  To know that light travels in straight lines.  To be able to explain how shadows are formed.  To know that light bounces off all surfaces.  To know that when light bounces off shiny, regular surfaces we can see an image.  To be able to explain what reflection is and how it is different to an image.  To be able to explain why dull, uneven surfaces do not produce images.  To know that our eyes receive light.  To be able to describe how light from sources travels through the air to our eyes.  To be able to draw and show direction of the path of light involved in seeing an object.  To be able to identify the outside features of eyes. ICT LINKS VOCABULARY  Use datalogger to record light levels Art Light, dark, source, bright, dull, shine,  Use Internet to download resources History - Victorians shadow, source, shiny, light source, e.g. optical illusions. transparent, translucent, opaque, mirror, reflect, image, reflection, eyes, vision.

ACTIVITIES RESOURCES POINTS TO  Brainstorm with pupils on light sources – list as many things as possible that  Some light NOTE give us light. sources –  Ensure pupils  Go for a “light” walk – to identify sources of light. powerful torches, don’t look  Make a collection of things that reflect light bike lamps, directly at the  Darken the classroom and ask pupils to predict which light source will light camping lights, sun. up the room really well. inspection or  Be aware of  Research and find out about lights used as warnings. warning lights, using strobe  Sort light sources into primary and secondary sources e.g. sun is primary as candle, night- lights with it produces its own light and moon is secondary as it reflects light from the lights,mirrors, pupils with sun. (plastic), bicycle Physical Processes 1.3 Light

 Consider the best light source for a purpose e.g. car headlights, reading, reflectors, epilepsy. going down a coalmine etc. catalogues,  Pupils need to  Make a collection of candles and sort into groups. shiny be encouraged objects. to distinguish  Make a ‘dark cave’ in the classroom: What makes the darkest cave?  Research books between or CD Rom. objects that  Make day and night pictures and talk about the differences.  Variety of produce their  Go outside at different times of the day – draw round shadows and notice candles. how they change.  Old sheet,  Make shadow puppets or silhouettes. Look at what happens to the size of own light and blankets, or shadow as it is moved nearer/further away. those that reflect cardboard.  Match an object to its shadow – or show shadows and guess the object. light.  Card  Explore school to find places that are very light and those that are dark.  Always place  Objects and Which is the darkest place? lighted candles shadows. in trays of  Discuss with children what they think their shadow is and where would be  Torches; variety sand. the best place to see it. of materials.  Pupils often  Shine torches through different materials. Which block out light?  Books to help think that the  Make a list of things they can do in the day but not in the dark. focus children on eye “draws”  Investigate shadows outside. Make long, short, fat or thin shadows. Who light sources. the image to it can make the longest, shortest, fattest etc?  Torch: white or gives light  Discuss warning lights e.g. lighthouses, pelican crossings and how this light card. out to see. needs to be seen at a distance. Discuss that light has to travel for this to  Comics;  Laser lights are happen. cartoons; books. very useful to  Sort and classify light sources in different ways e.g. lights in house, lights in  Torch; 3 pieces show straight sky, lights from burning etc. of card; 3 stands lines of light  Shine a torch onto a piece of white card (darkened room) and get children to to hold card. but must be draw/discuss how light gets from the torch to the wall. Putting card at  Tissue paper used with care. various points can show the light travelling.  NB – pupils  Use a projector and sprinkle chalk dust in the beam of light to make it visible. with allergies  Discuss how light is represented in comics, cartoons, books etc.  Throughout – when using  Make a small hole in the centre of 3 pieces of card. Use a piece of string torches; objects; chalk dust. through the holes to line up the cards. Shine a strong torch through these white card as and a light beam will come out of the end, move one card slightly and the screen. beam will not come out.  Shadow box (box  Design a device to measure brightness and measure brightness of a number with one end of light sources e.g. layers of tissue paper. with a hole and  Ask pupils to write down what they think a shadow is. Make a class list. the other end Physical Processes 1.3 Light

 Compare similarities and differences between objects and shadows. replaced by  Sort materials into transparent, translucent and opaque. white paper)  Discuss which objects will form shadows and test them.

 Set up and monitor a shadow stick.  Take children outside on sunny day. With one hand point to shadow and  Long sticks in another point to the sun. What do they notice about their arms? Try in pop bottles full of many places until they see patterns (i.e. opposite directions). sand.  Find a place where they can’t see shadow and discuss why?  Materials;  Shine light onto a collection of objects. Sort into good/bad reflectors. scissors; sticks;  Make a collection of reflectors used in everyday life.  Chalk  Discuss the use of reflectors in torches.  Torches, objects  Look at good or bad reflector surfaces under a microscope or magnifying like sequins, glass. jewellery, coins,  Make kaleidoscopes and periscopes. Explain how the light is reflected in ornaments, them. spoons, pans,  Use a ball covered in chalk to show reflected light rolling along on black conkers, polished paper, hitting a screen and seeing pathway afterwards. wood, stones,  In a darkened room. Lay powerful torch on piece of white paper and shine at Lurex materials. mirror also on paper. Can they see reflected path of light? Try torch at  Arm bands, bike different angles. reflectors, cats’  Discuss how mirrors are used in everyday life e.g. dentist, car. eyes, jackets  Hinge 2 mirrors together and sit on a line drawn on paper. Move the mirrors with silver strips closer/further apart and record line shape seen. Angle of mirrors could also on, road signs be measured and linked to a particular shape. etc.  Make and use pinhole cameras.  Mirrors, black  Use simple photography (Consult ‘Be Safe’) paper, coloured  Ask pupils to draw how they think they see. paper.  Discuss why they can’t see in the dark.  Ball, chalk dust.  Discuss why pupils can see even in a “dark” room.  Powerful torch,  Put picture at one end of a box and a pinhole at the other. Can pupils see white paper. picture with/without lid?  Mirrors,  What can pupils see in the dark? Discuss. sellotape,  Pupils work in pairs, one in front of the other, the one in front holds a mirror  Protractors. so that the light from a torch held by second pupil can be seen. Ask pupils to  Box or tins to discuss how they can see the light. make cameras. Physical Processes 1.3 Light

 Use a pinhole camera and discuss how it works. Compare this simply to the  Black paper, eye. photographic  Devise an eye test to be used in dark conditions e.g. importance of colour paper, fixer, contrast.. developer.  Draw and label the outside features of the human eye.  Shoe box; picture  Mirror; torch  Pinhole camera. OWN ACTIVITIES

POSSIBLE INVESTIGATIONS  Which is the best light?  Which candle burns the fastest?  Which light makes the best shadow?  Which material makes the best curtains?  Where is the best place to put a Christmas bauble so that it shines brightly?  What makes the best shadow puppet? (e.g. light course, type of card, closeness to the screen etc).  Does the light from a candle go further at night? (in the dark)  How much light do you need to read with ?  Which materials will light pass through?  How can the shape of a shadow be changed?  Can they make a coloured shadow? (Make coloured lights using acetate/sweet wrappers over a torch).  Which materials would make the best reflectors for night time use?  What makes a difference to how well you can see round a corner with mirrors?  What makes a difference to the size of an object in a mirror.  Does the colour of eyes affect how well we can see?  How much light is needed to see in colour? Physical Processes 1.3 Light Name: Date Record Began:

Outcomes: NC Level 1  NC Level 4

 Names some common sources of light

1  Describes or demonstrates some activities for which you need light e.g. read a book, look at a picture, see colours, make a telephone call, use TV remote.  Says if their guess was correct after carrying out an investigation.  Can identify some obvious sources of light.  Can select a light source for a purpose.  Can talk about the difference between day and night.  Can show you how to make a shadow. 1+  Explains simply that it is dark when there is no light.  Can identify a range of light sources.  Can identify some warning lights  Can compare light sources in terms of brightness.  Can identify some primary and secondary light sources.  Can identify some materials light can and cannot pass through.

 Can show that light bounces off a surface. 2+  Can identify some good and poor reflectors.  Knows that a shadow has no colour or features  Will be able to explain simply how a shadow is made.  Can explain/demonstrate that light travels from light sources. 3  Can identify materials as transparent, translucent and opaque (not necessarily using those words).  Knows that the eye needs a light source in order to see. 3+  Can show by diagram that light travels in straight lines.  Can show by diagram that light bounces off surfaces Physical Processes 1.3 Light

 Can accurately draw the path of light from a source to object to eye 4 and show direction.  Can explain why dull surfaces do not produce images/are poor reflectors  Knows that eye receives light and is not an emitter.  Can explain the difference between a reflection and an image. Further Comments