Unit 8.

11 Light

Key terms

Overview of the unit

absorb when a ray of light isnt reflected from the

object; it may be converted to heat energy

In this unit, students learn about the properties of

light. The unit is introduced with reference to the
spectrum of colors first met in Unit 8.8. Students
then consolidate their understanding of some of the
fundamentals of light its speed, the fact that it
travels in straight lines, and the difference between
luminous and non-luminous objects. The formation
of images in both a pinhole camera and the eye is
investigated, and finally reflection, refraction and
dispersion of light are treated in simple terms.

blurred image an image that is not clear; we

cannot see the shape accurately
cornea the transparent layer covering the front of
the eye
image a picture of an object; when you see a
reflection of a tree in water, the reflection is an
image; when you see an actor in a film, you are
really seeing an image of the actor

Concept strands

iris the coloured part of the eye that surrounds the

pupil

In completing this unit students will work towards

Learning outcome P3.

luminous things that produce light are described

as luminous

Learning

Emerging

Developing

Mastered

non-luminous things that dont produce light are

described as non-luminous

P3 Explain

Identify

Describe

Explain

properties

properties of

properties

properties

and behavior

light.

and

and

optic nerve this communicates information from

the retina to the brain

behavior of

behavior of

light.

light.

outcome

of light.

Investigating scientifically strands

The work in this unit will allow students to practice
and improve the following skills:
Investigation

prism a triangular piece of glass with smooth sides

pupil the part of the eye that lets light in; it has the
same function as the pinhole in a pinhole camera
ray light moving in a straight line
reflect when a ray of light bounces off an object
and changes direction

Emerging

Developing Mastered

S5 Evaluate

Select

Select

Evaluate the

the use of

equipment

suitable

use of selected

selected

for carrying

equipment

equipment.

equipment.

out the

to collect

retina the back surface of the eye; this is like the

screen in your pinhole camera
speed speed in meters per second (mps) is distance
traveled (in meters) divided by time taken (in
seconds):

skills

investigation. data.
S11 Draw a

Draw a

Draw a

Draw a

conclusion,

conclusion.

conclusion,

conclusion,

consistent

related

consistent

with the data,

to the

with the data,

and explain it

scientific

and explain it

using scientific

question

using scientific

knowledge and

or

knowledge and

understanding.

prediction. understanding.

Equipment and resources required

shoebox, wax paper or other translucent paper,
needle and knitting needle, black paint, sticky tape,
camera, scissors, tin foil, pinhole camera from
Activity 2.1, ray box, prism, white card

refraction the change of the speed of a ray

of light when it moves between two transparent
materials; the ray may also change direction

speed = distance
time
screen a flat surface that an image appears on so
that we can see it, for example at the cinema, or on
a camera
sharp image an image that is clear; we can see
the shape accurately
translucent a material that light can travel
through, but which you cannot see through clearly
transparent a material that light can travel
through; you can see through transparent objects

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white light the light that comes from the Sun; it

is made up of lots of colors, which you can see in the
spectrum

Discuss how the Moon would appear if it was itself a

luminous body.

Common misconceptions

2 Pinhole camera (P3, S5, S11)

White light is colorless.

Light rays travel out from the eye to other
objects.

Worksheet 11.1 (page 161) a True or False exercise.

Tell students that they will make a simple camera,
and carry out experiments to investigate the image
produced by the camera.

Only shiny objects reflect light.

Activity 2.1

The pupil of the eye is black, not transparent.

Each team will need: a shoebox, wax paper or other

translucent paper, needle and knitting needle, black
paint, sticky tape, camera, scissors

Team, individual and class activities

Getting started
Remind students that white light is composed of a
spectrum of colors, as seen in a rainbow. Different
pigments (such as chlorophyll in green plants) reflect
or absorb different colors. Students will look more
closely at the spectrum later in this unit.
Does a green leaf absorb or reflect green light?
(Answer: reflect)
Does a green leaf absorb or reflect blue light?
(Answer: absorb)
What color of light does a banana reflect? (Answer:
yellow)
If you take a photo of a white piece of paper in a
forest, the paper will look green in the photo. Why?
(Answer: The leaves have absorbed all colors except
green, so only green light can be reflected from the
paper.)
1 Sources of light (P3)
This first section introduces students to some
fundamental facts about light. Ask What do we know
about light from everyday observation? Students may
be aware that light can travel through a vacuum
(through space), travels at a very high speed, travels
in straight lines, and so on. Discuss the evidence for
these statements.
The most likely misconceptions concern luminous
and non-luminous objects. Students may think
that light is emitted by the eye and is reflected by
an object, rather than the object reflecting ambient
light, which is then detected by the eye.
Which of these are luminous, and which are nonluminous? (Answer: The luminous objects are stars,
light bulb, the Sun. The others are non-luminous.)
Ask Why do we see the Moon as a bright object in the
sky, if it is not itself luminous? Elicit the answer that we
see the Moon because it reflects light from the Sun.

Allow teams a few minutes to read instructions

and decide on roles. Check that they do not make
the hole with the knitting needle too large; a
diameter of about 2mm will be fine. Explain that
this type of camera was used before lenses were
readily available. It does not need a lens, but it could
be fitted with a photographic plate in place of the
wax paper, in order to take a permanent photo.
Instead of using a photographic plate, students
can record the image with a smartphone or digital
camera.
If students have difficulty locating an image on the
screen, you could place a piece of black card with
a distinct shape over a bright window to act as an
object.
Activity 2.2
Each team will need: the pinhole camera
from Activity 2.1, black paint, tin foil, sticky tape,
needle
In this activity, students investigate modifications to
the camera to improve the image. This is followed up
in Worksheet 11.2 (page 163).
3 The eye (P3)
Discuss the structure of the eye by comparing with
the pinhole camera. Although the eye uses both the
cornea and lens to focus the light rays, whereas the
pinhole camera does not have a lens, there are still
many similarities.
The pupil appears black, but it is effectively a hole
to let light in, like the hole in the pinhole camera.
It looks black because the inside of the eye is dark.
The iris changes shape to let more or less light
into the eye. Ask students what this is similar to in
the pinhole camera (changing the size of the hole
using the tin foil). What is the retina similar to? (the
translucent screen)

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Worksheet 11.3 (page 165) tests students recall and

understanding of the function of the eye and camera.
4 Reflection
Activity 4.1
Each team will need: mirror
This short section allows students to see that
the angle of reflection is equal to the angle of
incidence. Keep this simple there is no need to
introduce the terminology of incident rays, normal,
etc. at this stage.
5 Refraction (P3)
Introduce refraction by discussing the speed of
light. We saw earlier that light travels at
300000000meters per second. But that figure is
the speed of light in empty space. The speed is almost
the same in air, but when light travels through other
materials, such as water, glass or diamond, its speed
is reduced. Show students a pencil in a beaker of
water, or the photo of the polar bear in the Student
Book, and explain that this effect is caused by the
change in speed. If a light ray meets a boundary at
right angles to it, it changes speed but not direction.
However, if it meets the boundary at an angle, it also
changes direction. The brain processes the light rays
as if they have not changed direction, and this is why
objects can appear bent.
Which of these sentences are true? (Answer:
Refraction is most obvious when you are looking
across the surface of the water)
Worksheet 11.5 (page 167) describes a thought
experiment to explain the change in direction when
light crosses a boundary.
6 Splitting white light to see the spectrum

Traditionally the colors seen are red, orange, yellow,

green, blue, indigo, violet. However, most people
cannot distinguish the indigo.
Worksheet 11.6 (page 170) is a loop game that tests
students comprehension of this unit. Cut out and
shuffle the cards, then hand out a set to each team.
Their task is to put the chain of cards in order.
Differentiation
Worksheets 11.2, 11.3 and 11.5 are more suitable
for Extension students. Worksheets 11.1 and 11.6
(along with the additional activity on Newtons
disk described below) are more suitable for Support
students.
7 Presentation task
Students produce a poster about the formation of
rainbows.
Assessment
Making use of peer assessment
Students within teams take it in turns to choose one
of the key terms from this unit, and check their teammates can explain what the term means.
Collecting items for evidence of achievement
Completed worksheets and presentations
Success criteria for the learning outcomes
Students will be able to:
P3: Explain properties and behavior of light.

Emerging: Identify properties of light.

Developing: Describe properties and
behavior of light.

Mastered: Explain properties and behavior

of light.

Activity 6.1

Encouraging self-reflection and self-assessment in

students

You will need: ray box, prism, white card

Ask students to complete the following:

Set up the ray box so that it produces a single ray of

light along the horizontal white card. Place the prism
in the path of the ray, and adjust its position so that
it produces a spectrum. Support a second piece of
card vertically to act as a screen. The spectrum can
now be projected onto this screen for the students to
observe.

I was happy with my work in this unit because

I was surprised by
I would like more help with
The most important thing I learned was
I would like to find out more about

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Further suggestions for additional activities

and investigations

Links, references, URLs for the students to use

Students could try making a Newtons disk. (Cut a

circle from white card, about 1215cm diameter.
Divide into six equal sections (i.e. like six cake slices).
Color the sections red, orange, yellow, green, blue,
violet. Use a sharp pencil to make a hole in the
centre. Tape the pencil point onto the disk, so that
the whole disk can be spun by twirling the pencil.
Students should see that the colors almost disappear
and that the spinning disk appears white.)

http://www.physics.org/marvinandmilo.asp?id=78

Two fun experiments using reflection:

http://www.physics.org/marvinandmilo.asp?id=71
A short explanation of why the sky is blue:
http://www.physics.org/article-questions.asp?id=108
...and one on rainbows
http://www.physics.org/article-questions.asp?id=58

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