Transcript Physics Unit Code: Unit 2 Lesson number: 2 Lesson Title: What is reflection? Lesson Outcomes Task 1: Explain how light travels. Level 5 Task Devise an.

Physics Unit Code: Unit 2
Lesson number: 2
Lesson Title: What is reflection?
Lesson Outcomes
Task 1: Explain how light travels.
Level 5
Task Devise an experiment to test whether
there is a relationship between the angle of
incidence and the angle of reflection
Level 6
Task 3: apply your knowledge of reflection
to produce a light tube
Level 7
How I did
Connector:
Targets
I am working at
grade .....because
...............................
.......................
Mirror
I can
move up to
experiment
grade…... by
………………………
…………………
List examples of
I am working at
grade .....because
...............................
.......................
situations where
I can
move up to
mirrors can help
grade…...
by
people to bring
………………………
light into dark
…………………
areas
I am working at
grade .....because
...............................
.......................
I can move up to
grade…... by
………………………
…………………
Extended Learning
• Research information and Collect Secondary data on:
What is snow blindness? What is the prevention for
this?
• Due date:
• Next lesson
• Research Report Criteria (6 marks total = Grade A):
• 1) Range of different reliable sources used and references
included (books/internet/survey etc),
• 2) Information written in own words
• 3) Clear and logical structure to research report including
pictures/diagrams which have been referenced
11:29
• 4) No evidence of copy and paste!
BIG picture
Key Question: What is reflection
• What skills will you be developing
• this lesson?
• Scientific Investigation- planning
and collecting primary data,
Analysis and Evaluation.
• Numeracy- by using formulae in calculations
• Literacy- by writing well structured sentences
and paragraphs
• Personal skills- team work, leadership
• Thinking and Learning- organisation, logic,
participation, judgement, planning, practice.
• Reflection- through self or peer assessment of
each Learning Outcome
How is this lesson
relevant to every day
life?
Do we see ourselves
or our image in a
mirror?
Why do some images
get distorted?
Quick Discussion:
How does light
travel from a source
into your eye?
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Keywords:
•
•
•
•
•
•
•
Reflect
Mirror
Angle of incidence
Angle of reflection
Normal
Ray
Focus
Here are some of
the words we will
be using this
lesson…
1) Create sentences
which use the
keywords correctly.
2) Put your hand up
if there is any key
word from the list
that you don’t know
the meaning of.
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How does light travels
Brain storm in pairs/triads
1. What is observed in the 3 experiments?
2. What conclusion can we draw from the observation/evidence?
3. Decide on how you will record your findings – observations to
be put in columns, paragraph, pie chart?
You can draw a rough sketch of
source, path/tube & screen
New Information for Task 1
Watch the demonstration of a laser in the
presence of smoke from a smoke machine
(in a dark room)
Answering the same question to
score a higher level
To describe how light travels, use the grades as guidance for
the level you will work at.
How Science Works skills: Pupils
• write the conclusions using scientific language. (Level 4)
• analyse findings (give reason why) to draw scientific conclusions that
are goes with what they observe. (Level 5)
• record data and features effectively. (Level 6)
• communicate, using a range of scientific ideas & keywords. (Level 7)
Task 1 (Level 5)
•
Task 1:
1.
For each experiment, write down an
explanation of how the experiment
shows that light travels in straight lines.
Describe another experiment that you
could do to show that light travels in
straight lines.
Builders use laser beams to check that
bricks are laid level. Why might this be
better than using a traditional spirit
level that uses a bubble in liquid to
check for levelness?
Soldiers use a laser beam to help aim
a rifle. Describe how this can help the
accuracy of shooting at a target.
2.
3.
4.
Keywords for Task 1:
• Beam
•light
• straight
• ray
• focus
•
•
•
Task 1: Answers
• Experiment 1 shows that light can travel through the rubber tube but
not if it bends.
• Experiment 2 shows that the hole in the card must line up for light to
pass through three of them. If it could travel in a curve, it would
shine through the other set of holes as well.
• Experiment 3 shows that light travels in straight lines otherwise it
would bend round the card and fill-in the shadow area, and it doesn’t
• (3) Light beams have no weight and can be used over a very long
distance. A spirit level can only be used over small distances and
they are often long and heavy.
• (4)The laser beam produces a spot on the target that can be seen
by the soldier. The light travels in a straight line and shows where
the bullet will travel to.
Learning Outcome 1: Review
Go back to your Learning Outcome grid and fill out
the ‘How I did’ and the ‘Targets’ column.
Learning Outcome
How I did
Targets
I am working at
grade .....because
...........................
...........................
I can move up to
grade…... by
……………………
……………………
Learning Outcome 1:
Grade C
11:29
Physics Unit Code: Unit 2, Lesson number: 2
Lesson Title: What is reflection?
Lesson Outcomes
Task 1: Explain how light travels.
Level 5
Task Devise an experiment to test whether
there is a relationship between the angle of
incidence and the angle of reflection
Level 6
Task 3: apply your knowledge of reflection
to produce a light tube
Level 7
How I did
Connector:
Targets
I am working at
grade .....because
...............................
.......................
Mirror
I can
move up to
experiment
grade…... by
………………………
…………………
List examples of
I am working at
grade .....because
...............................
.......................
situations where
I can
move up to
mirrors can help
grade…...
by
people to bring
………………………
light into dark
…………………
areas
I am working at
grade .....because
...............................
.......................
I can move up to
grade…... by
………………………
…………………
New Information for Task 1
New Information for Task 2
We're used to regular mirrors: Flat mirrors, mounted on a vertical
surface. But when they're tilted—or better yet, curved—mirrors can
show us things we might not expect.
• For example, what Melissa looks like in a regular mirror in picture 1:
• But when she looks in two curved mirrors, this is what she sees:
Picture 1
Concave mirrors make you look
taller, and convex mirrors make
you look shorter. Which one is
concave and which one convex?
For you to find out!
New Information for Task 2
New information task 2
New information task 2
You are going to do an experiment,
using the equipment listed below
1. Protractor – round
2. Mirror and mirror holder
3. Ruler, A4 plain paper
4. Light source, slit, power pack
Hypothesis: ‘The angle of reflection is
equal to the angle of incidence’.
After collecting the equipment
Draw a results table to record you
measurements in. You will need to
record the incident angle and the
reflected angle
(it is preferable to have at least 5
readings and do at least 1 repeat)
New information task 2
1. Draw the normal, the position of the mirror and the incident angles
accurately on a piece of paper. (This should look very similar to the
diagram on the previous slide)
2. Put the mirror along the mirror line on the paper and shine a light
ray along one of the incident lines you have drawn. Draw the path
of the reflected ray on the paper. Repeat this for all of the incident
angles.
3. If you repeat your readings use a different colour or repeat 1 and 2
4. Now remove the mirror and measure the angle of each reflected
ray and record the results in your results table. Notice that the
angles are measured between the normal and the light ray.
Task 2 (Level 6)
Task 2:
•
•
•
Plot a graph of your results and
add a straight line of best fit
Using your results, write a simple
statement describing the link
between the angle of reflection and
the angle of incidence
Use your evidence in your write up
OR
Make a periscope and explain its
working
Keywords for Task 2:
• incidence
•Reflection
•Angle
•mirror
http://www.freezeray.com/flashFiles/Reflection1.htm to
view how to look up angle of reflection
Task 2: Answers
Learning Outcome 2: Review
Go back to your Learning Outcome grid and fill out
the ‘How I did’ and the ‘Targets’ column.
Learning Outcome
How I did
Targets
I am working at
grade .....because
...........................
...........................
I can move up to
grade…... by
……………………
……………………
Learning Outcome 2:
Grade B
11:29
Physics Unit Code: Unit 2, Lesson number: 2
Lesson Title: What is reflection?
Lesson Outcomes
Task 1: Explain how light travels.
Level 5
Task Devise an experiment to test whether
there is a relationship between the angle of
incidence and the angle of reflection
Level 6
Task 3: apply your knowledge of reflection
to produce a light tube
Level 7
How I did
Connector:
Targets
I am working at
grade .....because
...............................
.......................
Mirror
I can
move up to
experiment
grade…... by
………………………
…………………
List examples of
I am working at
grade .....because
...............................
.......................
situations where
I can
move up to
mirrors can help
grade…...
by
people to bring
………………………
light into dark
…………………
areas
I am working at
grade .....because
...............................
.......................
I can move up to
grade…... by
………………………
…………………
New Information for Task 3
•
•
•
•
•
•
Equipment
Rolled paper tube
Piece of foil
Sticky tape
Glue stick
Piece of A4 paper
Task 3: (Level 7)
•
•
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•
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•
Task 3:
You are trying to get as much light to the end of
the tube as you can. You may only use the
equipment provided.
You have 5 minutes to plan what you are going
to do. You cannot have the equipment until this
time is up.
You have 10 minutes to produce your light
tube.
Draw a well labelled sketch of your design,
showing the features of your design and how it
uses science to get the best results.
Task 3: Extension
Test all designs using a light meter
Keywords for Task 3:
• reflection
• ray
• light
• tube
• refract
• emit
• detect
Keywords:
Demonstrate your
Learning for
Outcome 1
Evaluate (L7)
Use a range of scientific
ideas & keywords to record
your observation and
justify your hypothesis
Apply (L6)
Record data and features of
the experiments using the
most appropriate method
Remember (L3)
Write a conclusions using
Keywords for the
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experiments
you observed
Create
Evaluate
Which task(s)
will you choose
to complete?
Analyse
Try to
target a
grade higher
than your
Apply
current
grade.
Understand
Remember
Analyse (L5)
Analyse findings (give reason
why) to draw scientific
conclusions that goes with
what they observe.
Understand (L4)
Write the conclusions using
scientific language giving a
reason for your findings
Numeracy skills
Developing numeracy
One of the most important discoveries about light is that it always travels
at the same speed in space - 300,000 kilometers per second! It is
represented by the letter c. While movies like Star Wars and Star
Trek often show spaceships blasting across the Universe moving faster
than light, scientists believe that the speed of light is the upper limit for
how fast objects can travel. The speed of light is used to help us
calculate distances in outer space
Numeracy Skill :
To do calculations involving speed, we need to use a formula
• S = D/T (Speed = Distance/Time)
• We also must pay attention to the units of time and distance, and use
conversion factors to get correct answers.
Example: If a car could travel through space, how long would it take to
reach the Sun at a speed of 60 miles per hour (mph)? The Sun is 93
million miles from Earth.
Task Numeracy skills: Answers
We need to find the amount of time,
so we must rewrite the formula from above:
If S = D / T then T = D / S
Now substitute the numbers given in the problem:
T = D / S = 93,000,000 miles / 60 mph
T = 1,550,000 hours!
To convert to years
T=1,550,000 hours x 1 day x 1 year
24 hours 365 days
T = 176.94063... or about 177 years
Task 3: Review
Go back to your lesson outcome grid and fill out
the ‘How I did’ and the ‘Targets’ column.
Lesson Outcomes
Task 3:
Level 7
How I did
Met?
Partly met?
Not met?
Targets
How can I improve
on task 3?
Review
• Write 2 sentences using the words
reflection, image and mirrors.
Tech list
For task 1
Demo
Smoke machine and laser
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•
light sources  4
1 m length rubber tube
Screens/white card on stands  4
cards with holes in on stands  3
clear acrylic sheet on stand
1 m metal rod
retort stands  4
boss  4
clamps  4
black card with hole in on stand  2
For task 2
1. Protractor – round
2. Mirror and mirror holder
3. Ruler, A4 plain paper
4. Light source, slit, power pack
For task 3
Equipment
Rolled paper tube
Piece of foil
Sticky tape
Glue stick
Piece of A4 paper
http://www.youtube.com/watch?v=YiWyVfaMfiE – thunder and
lightning comparison – which is faster sound or light
FEATHERSTONE HIGH SCHOOL
A Leading Edge School
Science Department
Lesson plan
Teacher information
Provision:
1) EAL: meaning of words
Lesson title: Cells
Hypothesis- saying what will
Resources/Equipment (e- learning):
happen when the expt is done
Given on last slide as tech list
2) SEN: To take at least 3 readings
for angles of incidence
Technicians list:
Role of TA:
1) Help with students reading the
angles from normal
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2)Keeping the mirror in exactly the
same position through out the
expt