RSG Y8 Light and Sound Sept 2011 (kmo)

No Working titles General information – some of these lessons will need a double lessonNB www.physicsclassroom.com Has many simple animations for non-specialists1 Luminous and non-luminous objects Black out lab if possible2 Transparent, translucent opaque Data loggers – black out lab if possible3 Reflections Peppers ghost, angles to be measured, number of images in mirrors

Making periscopes not included – but might be good for a low ability group4 Refraction Measure refraction5 Dispersion Spectrum (Roy G. Biv), split light with prisms6 LAT Y8 LAT Badger 7 Colour and filters Additive colour, filters, how we see coloured objects

Conceptually difficult – may take 2 lessons8 The Eye – and pin hole cameras Eye card sort resource Dvd 8 mins evolution of the eye

Pin hole cameras 9 Lenses Dvd 8 mins Eye focus and optics

dissect a pig eye needs to be ordered at least two weeks in advance10 Vibrations and waves – speed of light

and sound11 How sound travels May need a double if going outside to measure the speed of sound

Practise constructing/using hydrophone12 Frequency and amplitude Get oscilloscope working before the lesson starts

Sound card sort13 The Ear Ask technicians for ‘senses’ hearing tubes14 Hearing damage

Echo location Not written15/16 Revision17 Test18-21 CAU (light intensity) Investigation into solar cells, electrical output v. Distance from lamp

1. Luminous and non-luminous objectsPrior Learning : Learning Objectives Suggested Activities Differentiation Assessment (AFL or

Summative)Recourses Spec or

AFsL3 explain the differences between a luminous object and a non-luminous object

L4 recall that light travels at a high speed

L5 show that light travels in straight line

L6 be able to draw an ray diagram

L7 use a ray diagram to calculate where light will go

L8 explain, using an example, that light is scattered in all directions from a light source and bounces off all objects in it’s path

NB you may need to book a lab with black out blindsStarter

Q: what can you see in the dark?If possible, create a complete back out

MainIn a black out show a light source illuminating a (non-black) objectLine up holes in cardboard and look at candle light, misalign holes and compareDraw a simple ray diagram of light from a luminous object into an eyeAsk students to construct a ray diagram to show how we see a bookAsk students to create a ray diagram of a candle to show where all the light goes

PlenaryLink descriptions to key wordsDraw a ray diagram from a written descriptionCorrect a faulty ray diagramDraw a ray diagram to show how a periscope works

Differentiationsupport – partially completed ray diagrams to completeextension -

visual inspection of ray diagrams

black out roomcandlescard

AF1using models to represent scientific ideas

Suggested Homework How does light travel worksheet Heinemann – support K1

2. Transparent, translucent, opaquePrior Learning : Learning Objectives Suggested Activities Differentiation Assessment

(AFL or Summative)

Recourses Spec or AFs

L3 identify materials may be transparent, translucent or opaque

L4 use ICT to make measurement

L5 use ICT to explain that light may be absorbed, transmitted or reflected

L6 use light sensors to make comparisons between materials

L7 present data, appropriately displayed, to and audience

NB This may need a black out labStarter

Show a selection of materials and ask students to group them (L3-4 into transparent translucent opaque – i.e. give them the information)

Main:1. Practical: use materials from starter to shine light on and find out if they are transparent translucent or opaque see Heinemann worksheet K2a

To see how much light is transmitted and reflected by various materials. Use data loggers to measure the light transmitted by different materials – see Heinemann worksheet K2b

PlenaryL4/5 Present your finding to the class

Draw a bar chart of your results and present your findings to the class

Materials and data loggers

AF5 working critically with scientific evidence

Suggested Homework Bar Codes Work sheet Heinemann K2 extension General Homework Heinemann K2 materials and light

3. Reflections Prior Learning : Learning Objectives Suggested Activities Differentiation Assessment (AFL

or Summative)Recourses Spec or AFs

L3 make predictions about the way that light is reflected from plane surfaces

L4 make and record accurate measurements of angles of incidence and reflection with respect to the normal

L5 represent the data as a line graph and draw a line of best fit

L6 make a generalisation, e.g. the light is reflected from a plane surface at the same angle at which it hits itEstablish that the angle of incidence = the angle of reflection

L7 describe the nature of the image formed in a plane mirror eg invertedsuggest how such an image is formed

StarterPepper’s ghost

MainTo investigate reflection of light from a plane mirror. (K4a)

Measure a series of angles of incidence and angles of reflection to establish a pattern.

Images in a plane mirror – use large printed wordswrite your name looking in a mirror – identify the image is inverted

Use two mirrors, predict and investigate the number of images – at 90, 120, 60, 45, 30 degrees

Plenaryfeed back from group work on results – discuss class results

Support; half drawn diagrams to complete

observation of ray diagrams

plane mirror in holder_ ray box with single slit andpower supply_ plain paper_ protractor_ ruler_ sharp pencilHeinemann works sheet K4a

AF4 using investigative approaches

Suggested Homework Heinemann homework worksheet K4 How does light reflect

4. refractionPrior Learning : Learning Objectives Suggested Activities Differentiation Assessment

(AFL or Summative)

Resourses Spec or AFs

Identify a boundary where light can change direction (L4)

Make a prediction about the direction of light across a boundary (L5)

Take accurate measurements for evidence of refraction (L6)

to apply understanding of refraction to everyday situations (L7)

Startershow a straw apparently bent in water and ask how this happenswww.physicsclassroom.com animations; the broken pencilMain

draw selected angles of incidence and refraction and use these to establish generalisations, eg when the ray travels from air to glass, the angle of refraction is smaller than the angle of incidence

visit skoool.co.uk ks3 physics refraction

Plenarydraw a ray diagram to explain a phenomenon of refractione.g. straw in water (support – pre-drawn diagram, with a ‘fill the gaps’ explanation)

Support; partially set up equipment

extension

drawing of ray diagram with angles

ray boxes, glass/plastic blocks, black out room , protractors

AF4

Suggested Homework Heinemann homework sheet K5 Can light be bent

5. DispersionPrior Learning : Learning Objectives Suggested Activities Differentiation Assessment

(AFL or Summative)

Recourses Spec or AFs

know the colours of the spectrum (L3)

describe how white light can be dispersed to form a spectrum (L4)

explain how white light can be split into different colours/wavelengths (L5)

use scientific knowledge to suggest reasons for physical phenomena (L6)

Use detailed scientific knowledge and understanding to explain some physical phenomena (L7)

Starterobserve an number of natural phenomenon that show light being split up into coloure.g. oil on water, a dvd disk, light through a prism, pictures of rainbow - Ask students to think where the colours come from

Main demo white light being split into the spectrum and using the Newton wheel demo the colours of the spectrum being merged into white lightpractical : students to use a prism and ray box to show white light being splitdraw a labelled diagram of light split by a prism

Plenaryusing an example from the starter – explain how the colours are formed

Supporthave practical equipment set up have printed answer sheetspart drawn diagrams

extension

ray boxesdvdoilnewton wheelprism

AF4

Suggested Homework support – learn the colours of the spectrum

6. LATPrior Learning : Learning Objectives Suggested Activities Differentiation Assessment

(AFL or Summative)

Recourses Spec or AFs

TaskGive each student a glass block, a prism, and a mirror.For each object, describe what happens when a ray of light is directed at it. Key Wordsopaque, reflect, shine, source, transparent, dispersion, reflection, incident ray, reflected ray, spectrum see level ladder in badger year 8 Level assessed tasks

Suggested Homework

7. filters and how we see colour Prior Learning : Learning Objectives Suggested Activities

All AFL should be underlinedDifferentiation Assessment

(AFL or Summative)

Recourses Spec or AFs

know the colours of the spectrum (L3)

predict how coloured filters will change white light (L4)

use scientific knowledge to explain how we see colour (L6)

to use scientific knowledge and understanding to explainobservations (L7)

Starter

dvd – Colour 109/110

PracticalTo investigate the effect of coloured filters first on white light, and then on the spectrum of white light produced by a prism.

To study the effect of combining coloured filters.see Heinemann K6a, K6b

NB to explain how we see a coloured object is a difficult idea to get across to students. Use the ray box and one filter (e.g. blue); establish why they are only seeing one colour and that the coloured light is entering their eyes. Replace the filter with a coloured object (blue)and ask them why they see the object as blue (AFL)

Plenarygive a series of situations involving e.g. football shirts – see below

Supporthave practical equipment set up have printed answer sheets

extensionpredict effects of combing coloured filters prior to practical

ray boxesdvdoilnewton wheelprismfilters

AF4

Suggested Homework Heinemann ‘test yourself’ Light

8. the eye and pin hole cameras

Prior Learning : Learning Objectives Suggested Activities

All AFL should be underlinedDifferentiation Assessment (AFL

or Summative)Recourses Spec or AFs

Identify the basic components of the eye (L4)

Explain how light is transferred into sight (L5)

Explain the principle of an inverted image using a pin hole camera (L6)

draw and explain an accurate ray diagram of the pin hole camera (L7)

Starterdvd the eye Richard Dawkins

Mainlook at a model of the eyewww.kscience.co.uk/ animations /eye.swf animation of light entering the eyelabel a pre-drawn diagram of the eyeannotate with the functions of the main partsdemonstrate a pin hole camerause pin hole cameras to make images

Plenary Support – draw light rays on pre-draw diagramExtension – draw diagram of pin hole camera with light rays

Pin hole camerasModel of the eyeEye diagrams

Suggested Homework Extension – research different types of eyes e.g. insect eyes Support - learn the labels of the eye

9. lenses

Prior Learning : Learning Objectives Suggested Activities

All AFL should be underlinedDifferentiation Assessment

(AFL or Summative)

Recourses Spec or AFs

describe short and long sightedness (L4)

link short and long sightedness with inefficient lenses (L4)

Identify divergent and convergent lenses (L5)

use scientific knowledge to explain how lenses can be used to correct vision (L6)

Used detailed scientific knowledge to explain and draw diagrams to show how size and distance of lenses alter the focal length (L7)

Startergive students magnifying glasses and ask them to suggest how they workdvd – eye focus and optical lenses

MainDissect a pig or fish eye to show the lens

give students concave and convex lenses and ask them to draw ray diagrams from two parallels rays of light(Support – demo practical)when students have established the principle of dispersion and convergence, present them with a short sighted and long sighted eye diagram and ask them how to correct the vision for these conditions

Plenaryreport back their findings

Support – part prepared diagrams

Extensioninformation regarding focal length

Suggested Homework Heinemann end of unit test for light or research careers in optics or prepare a poster about the eye for an opticians waiting room; let it show how long and short sighted people see things differently

10. vibrations

Prior Learning : Learning Objectives Suggested Activities

All AFL should be underlinedDifferentiation Assessment

(AFL or Summative)

Recourses Spec or AFs

describe sound being produced by vibrations(L4)

draw and explain how a l wave carries sound(L5)

use scientific knowledge of waves to explain what sound is and how it travels(L6)

use scientific knowledge and understanding to explain frequency and amplitude (L7)

starterplay some musical instruments or use and exposed loud speaker with a few grains of rice onelastic band guitars or rulers on a desk

mainillustrate a longitudinal wave with a slinkydraw and label a longitudinal wavemake plastic cup and string telephones

use tuning forks, feel the vibrations, put into plastic beakers to see the vibrations

Plenarychoose one example – draw and explain in terms of vibrationsreport back to the class

Supportpre-drawn diagram

musical instrumentstuning forks plastic cup stringplastic beakers or containers

Suggested Homework

11. How sound travels

Prior Learning : Learning Objectives Suggested Activities

All AFL should be underlinedDifferentiation Assessment

(AFL or Summative)

Recourses Spec or AFs

Calculate how fast sound travels in air(L4)

Explain how fast sound travels through materials of different densities (L5)

Use the particle model to describe how sound behaves in different media(L6)

Use scientific knowledge and understanding to explain how sound energy is transferred differently in denser materials (L7)

starteryou tube – whale song – the oceanic project - ~3 minutesMainif the weather if fine – go out onto the school field - students have stopwatches and stand a measured distance from the teacher. The teacher bang together to large pieces of wood. Students start time at the moment they see the wood banging and stop the moment they hear it banging.speed = distance / time

demonstrate air being evacuated from a bell jar while a bell is ringing – ask students to explain why the sound is reducing

use a hydrophone to demonstrate sound travelling through water (tube, a funnel on each end, over one funnel a tightly stretch balloon – place this end in water, ear to other end)compare the same sound in and out of the water e.g. a radio (in a plastic bag in the water)

Ask student to put their ear to one end of a long bench – tap quietly on the other end – compare with the same sound when travelling through air.

do a poster of how particle carry sound waves – using one of the previous examples

Support; Heinemann special L2 how does sound travel through solid, liquids and gases (Could be a support homework)

Hydrophoneballoon, tube and two funnels

radio

plastic bag

bell jar with bell and vacuum pump

Suggested Homework LAT required homeworkAs seen on TV Ask pupils to pretend they are the presenters of a children’s science TV show. They plan a demonstration, or series of demonstrations, to illustrate the following: sounds are made when something vibrates, sounds travel through many materials including air and wood, Pupils should use storyboarding techniques.

Mark scheme

12. frequency and amplitude

Prior Learning : Learning Objectives Suggested Activities

All AFL should be underlinedDifferentiation Assessment

(AFL or Summative)

Recourses Spec or AFs

Describe the function of an oscilloscope (L4)

Explain the relationship between frequency and pitch , amplitude and loudness (L5)

use scientific understanding to explain the changing pitch of musical instruments (L6)

Starter

Maindemonstrate and explain an oscilloscope and a signal generatorexplain how pitch is related to frequency of waves/vibrations

Make pan pipes with test tubes and different levels of water – blow across the top – as students to explain why the pitch changes

Plenaryquestions about frequency and amplitude on different waveform diagrams e.g. Heinemann L1 Homework

oscilloscopesignal generator

Suggested Homework LAT – required homework

13. the ear

Prior Learning : Learning Objectives Suggested Activities

All AFL should be underlinedDifferentiation Assessment

(AFL or Summative)

Recourses Spec or AFs

describe the basic structure of the ear (L4)

explain how sound is transferred through the ear (L5)

use scientific knowledge to design an experiment to explain directionality of sound (L6)

explain ultrasound and describe some of the uses (L7)

StarterHow the human ear works– you tube

Mainusing a model ear complete a labelled diagram of the ear

using given equipment, design an experiment to show directionality of sound - write up you plan, carry out the practical evaluate the evidence

PlenaryPresent finding to the class

SupportHeinemann worksheet L3how do we hear soundscould be a support homework

questioning groups as they report back

model eartubes and funnels

Suggested Homework Heinemann test yourself sound

14. hearing damage

Prior Learning : Learning Objectives Suggested Activities

All AFL should be underlinedDifferentiation Assessment

(AFL or Summative)

Recourses Spec or AFs

recognise that loud sounds can permanently damage hearing (L4)

Identify unwanted sound and list the dangers (L5)

use data to identify patterns and trends in hearing loss (L6)

use scientific knowledge and understanding to recommend ways to protect people from premature hearing loss (L7)

StartDeafening Sound - How Hearing Works – You tubemain

In groups list some sources of sound, group under necessary and unwanted. Suggest ways of preventing unwanted noise.

extension use given data to draw a graph and answer questions(see below)Support ‘investigating sound homework sheet L5 HeinemannPlenaryfeedback of data questions in groups

extension use given data to draw a graph and answer questions(see below)Support ‘investigating sound homework sheet L5 Heinemann

Suggested Homework Heinemann sound and hearing end of unit test

background noise at home 40 dBwhisper 20 dB

The decibel chart show the level of noise made in various places

It is recommended that you should not be exposed to more the 10 db for more than 20 minutes at any one time. Very loud noises can damage your hearing; continuous noise can cause health problems.

The table below shows the quietest sound (dB) that a group of people can hear as they get older.

Nomads live in places where they only ever hear natural noises. Office and building workers experience the noise of machines during their days work.

Age 20 30 40 50 60 70 80Nomad 3 3 5 8 10 15 20Office worker

3 10 18 28 39 44 49

Factory worker

3 12 22 35 50 68 73

Draw a graph of the data.Suggest why nomads hearing gets worse over timeOffice workers and factory workers retire at 65. Why does their hearing continue to get worseSuggest some precautions that factory workers could take to reduce their hearing lossExplain why going to a disco could cause ear damage

15. echo location - extension

Prior Learning : Learning Objectives Suggested Activities

All AFL should be underlinedDifferentiation Assessment (AFL or

Summative)Recourses Spec or AFs

Suggested Homework;

16-20 – CAU – Solar panels

Prior Learning : Learning Objectives Suggested Activities

All AFL should be underlinedDifferentiation Assessment (AFL or

Summative)Recourses Spec or AFs

Light from the sun can be turned into electrical energy in a solar panelInvestigate the electrical output of a solar panel in different light levels

Suggested Homework