Light Lessons Lesson 1 Introduction to Light Lesson
- Slides: 119
Light Lessons Lesson 1: Introduction to Light Lesson 2: How does light travel? Lesson 3: Reflection Lessons 4: Shadows Lessons 5: Periscopes More Lessons
Light Lessons Lesson 6: Colours Lesson 7: Refraction Lesson 8: Invisible Light Lessons 9: Light, chemistry, electricity and heat Previous Lessons
Light Lessons 1 Introduction to light
Question? What do they have in common? The Sun A rainbow
What do I need to learn today? Today I will learn about objects that make their own light and objects that do not.
Introduction Light is a kind of energy called electromagnetic (EM) radiation. If there is no light, you cannot see anything. Your eyes are sensitive to light: they tell your brain where it is and what colour it is. Ray of light
Demonstration: Plasma ball What did I see? Why did this happen? What did I learn?
Glossary Luminous: Luminous objects give off their own light. Non luminous: Non-luminous objects become visible only when they reflect light produced by a luminous object.
Theory There are two types of objects: - Objects that make light. They are called “luminous”. - Objects that do not make, but light reflects off (= bounces off) them. They are called “non-luminous”. The Sun makes its own light. It is a luminous object. The light of the Sun bounces off the Moon. It is a non-luminous object.
Investigation: Luminous and Non-Luminous Objects Skills focus: My skills focus for the investigation is. . . . I will find out which objects are luminous and which objects are not. Method: For each station, complete the “observation sheet”.
Skill focus: Planning Independent variable The thing I will change is. . Dependent variable The thing I will measure is. . . My question is: What is the effect of changing. . . My prediction (or hypothesis) When I change the (independent variable), the (dependent variable) will … Justification I think this because … Method (including any research) List of equipment: Risks: on the. . ?
Skill focus: Obtaining and Analysing Data Type of data: Numbers? Readings? Observations? Smells? etc. Where and how am I going to record this data? Table? How many columns? How many rows? What are the units? What type of graph could I use? Pie chart? Bar chart? Line graph? Scatter graph? What does my data appear to show? There is/is not a relationship in my data. It appears that …
Skill focus: Evaluation Did my results match my prediction? My results did/did not match my prediction. I got/I did not get valid and/or reliable data I know this because. . How could I improve my method so my data is more valid and reliable? To make my data more valid, I need to … To make my data more reliable, I need to …. There were anomalies in my data I found. . . anomalies. They were. . and. . . they happened because. . . What other experiment could I use to test my prediction? What other question could I investigate?
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Light Lessons 2 How does light travel?
Question? If you sit at the top of this slide, can you see what’s at the bottom of it?
What do I need to learn today? Today I will learn how light travels.
Demonstration: Candle light What did I see? Why did this happen? What did I learn?
Demonstration: Straight lines What did I see? Why did this happen? What did I learn?
Demonstration: Reflective hologram prism What did I see? Why did this happen? What did I learn?
Glossary Image: A visual representation of something, maybe a painting, photo or model.
Theory Light always travels in a straight line. These lines are called “rays” and scientists use arrows to draw them. The light always travels from the object to the eye (i. e. your eyes do not make any light, or you would not need a light torch in the dark!).
Investigation: Pin Hole Camera Skills focus: My skills focus for the investigation is. . . . I will investigate how to make an image using a pinhole camera. Method: 1. Build your own pinhole camera using the template. 2. Make 1 small hole in the centre of the aluminium foil 3. Point the hole towards an object in bright light and see what happens on the frosted screen.
Background Our eyes work like a pinhole camera: the light of the object hits the retina. The “image” is upside down. The brain then puts it the right way up. 0
Skill focus: Planning Independent variable The thing I will change is. . Dependent variable The thing I will measure is. . . My question is: What is the effect of changing. . . My prediction (or hypothesis) When I change the (independent variable), the (dependent variable) will … Justification I think this because … Method (including any research) List of equipment: Risks: on the. . ?
Skill focus: Obtaining and Analysing Data Type of data: Numbers? Readings? Observations? Smells? etc. Where and how am I going to record this data? Table? How many columns? How many rows? What are the units? What type of graph could I use? Pie chart? Bar chart? Line graph? Scatter graph? What does my data appear to show? There is/is not a relationship in my data. It appears that …
Skill focus: Evaluation Did my results match my prediction? My results did/did not match my prediction. I got/I did not get valid and/or reliable data I know this because. . How could I improve my method so my data is more valid and reliable? To make my data more valid, I need to … To make my data more reliable, I need to …. There were anomalies in my data I found. . . anomalies. They were. . and. . . they happened because. . . What other experiment could I use to test my prediction? What other question could I investigate?
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Light Lessons 3 Reflection
Question? How do mirrors work?
What do I need to learn today? Today I will learn how light bounces off a mirror.
Introduction When a ray of light hits a shiny surface, it bounces off it. This is called reflection. The angle with which lights reaches the mirror is called the angle of incidence. The angle of the light that is reflected is called the angle of reflection. On a mirror, the angle of incidence equals the angle of reflection
Demonstration: Hyperscope What did I see? Why did this happen? What did I learn?
Demonstration: Total internal reflection What did I see? Why did this happen? What did I learn?
Background Sometimes, water can look like a mirror. This is because the rays of light bounce off the surface of the water. The light from the laser keeps on bouncing inside the jet of water so it is “trapped” inside. This only works if the ray of light hits the surface of the water at a specific angle (called “critical angle”).
Demonstration: Sighting compass What did I see? Why did this happen? What did I learn?
Glossary Reflection: is when a ray of light bounces off a shiny surface. The angle of incidence: is the angle with which lights reaches the mirror. The angle of reflection: is the angle of the light that is reflected off the mirror.
Investigation: The reflection of light Skills focus: My skills focus for the investigation is. . . . I will investigate what happens when light rays are reflected on a mirror. Method: 1. Draw two lines (at a right angle) on a piece of paper. 2. Place your mirror on one of the lines. 3. Turn down the lights and make the room quite dark 4. Use the Ray box to shine a ray of light towards the mirror. 5. Record the angles.
Skill focus: Planning Independent variable The thing I will change is. . Dependent variable The thing I will measure is. . . My question is: What is the effect of changing. . . My prediction (or hypothesis) When I change the (independent variable), the (dependent variable) will … Justification I think this because … Method (including any research) List of equipment: Risks: on the. . ?
Skill focus: Obtaining and Analysing Data Type of data: Numbers? Readings? Observations? Smells? etc. Where and how am I going to record this data? Table? How many columns? How many rows? What are the units? What type of graph could I use? Pie chart? Bar chart? Line graph? Scatter graph? What does my data appear to show? There is/is not a relationship in my data. It appears that …
Skill focus: Evaluation Did my results match my prediction? My results did/did not match my prediction. I got/I did not get valid and/or reliable data I know this because. . How could I improve my method so my data is more valid and reliable? To make my data more valid, I need to … To make my data more reliable, I need to …. There were anomalies in my data I found. . . anomalies. They were. . and. . . they happened because. . . What other experiment could I use to test my prediction? What other question could I investigate?
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Light Lessons 4 Shadows
Question? What is a shadow?
What do I need to learn today? Today I will learn what a shadow is.
Introduction Remember, light travels in a straight line. So if you put an object on its path, it cannot turn around it. The side of the object away from the light will look dark because there is less light there. This is a shadow. A shadow is made when an object blocks light. Objects that block light completely are called opaque (example: you). Object that let some light through are called translucent (example: tissue paper). Objects that do not make a shadow are called transparent (= see-through). Example: a window.
Demonstration: Sundial and Sun clock What did I see? Why did this happen? What did I learn?
Background: Sundials When the Earth spins (rotates) the Sun looks like it is travelling across the sky. In the morning, the Sun rises in the East. By midday, the sun is high up in the sky. In the evening, the Sun sets in the West. So shadows look like they move too. This means you can use your shadow to tell what time of the day it is.
Demonstration: casting shadows What did I see? Why did this happen? What did I learn?
Demonstration: shadows and light What did I see? Why did this happen? What did I learn?
Glossary A shadow: is made when an object blocks light. Opaque: an objects that block light completely (example: you). Translucent: an object that let some light through (example: tissue paper). Transparent: an object that does not make a shadow (= see-through). Example: a window.
Investigation: Studying shadows Skills focus: My skills focus for the investigation is. . . . I will investigate the change in the height of a shadow when I move an object away from a lamp. Method: 1. Draw a straight line from the light to the screen and draw little crosses every 5 cm. 2. Switch the bright light on. 3. Put an object 5 cm away from it and record the height of the shadow on a screen, 4. Move the object 5 cm further and repeat until you reach the cross nearest to the screen. 5. Plot a graph of Distance vs Height.
Investigation: Sundials Skills focus: My skills focus for the investigation is. . . . I will investigate how shadows move with the time of the day. Method: 1. Cut along dotted lines. Stop at solid lines. 2. Fold along solid line on outside. 3. Fold along the latitude line closest to your latitude (find your latitude using: https: //gridreferencefinder. com ). 4. Tape the paper together. 5. Insert a sharp pencil like shown on the picture. 6. Turn the sundial so the pencil points due north, as determined by a map or a compass.
Skill focus: Planning Independent variable The thing I will change is. . Dependent variable The thing I will measure is. . . My question is: What is the effect of changing. . . My prediction (or hypothesis) When I change the (independent variable), the (dependent variable) will … Justification I think this because … Method (including any research) List of equipment: Risks: on the. . ?
Skill focus: Obtaining and Analysing Data Type of data: Numbers? Readings? Observations? Smells? etc. Where and how am I going to record this data? Table? How many columns? How many rows? What are the units? What type of graph could I use? Pie chart? Bar chart? Line graph? Scatter graph? What does my data appear to show? There is/is not a relationship in my data. It appears that …
Skill focus: Evaluation Did my results match my prediction? My results did/did not match my prediction. I got/I did not get valid and/or reliable data I know this because. . How could I improve my method so my data is more valid and reliable? To make my data more valid, I need to … To make my data more reliable, I need to …. There were anomalies in my data I found. . . anomalies. They were. . and. . . they happened because. . . What other experiment could I use to test my prediction? What other question could I investigate?
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Light Lessons 5 Periscopes
Question? How many mirrors are there around you?
What do I need to learn today? Today I will learn about different kinds of mirrors and how they can be used.
Demonstration: mirrors What did I see? Why did this happen? What did I learn?
Demonstration: Cats Eyes Road Studs What did I see? Why did this happen? What did I learn?
Demonstration: Silver Egg What did I see? Why did this happen? What did I learn?
Glossary Concave: curved inward. Convex: curved outward.
Investigation: make your own periscope Skills focus: My skills focus for the investigation is. . . . I will make a periscope and use it. Method: Cut the periscope template and assemble it.
Skill focus: Planning Independent variable The thing I will change is. . Dependent variable The thing I will measure is. . . My question is: What is the effect of changing. . . My prediction (or hypothesis) When I change the (independent variable), the (dependent variable) will … Justification I think this because … Method (including any research) List of equipment: Risks: on the. . ?
Skill focus: Obtaining and Analysing Data Type of data: Numbers? Readings? Observations? Smells? etc. Where and how am I going to record this data? Table? How many columns? How many rows? What are the units? What type of graph could I use? Pie chart? Bar chart? Line graph? Scatter graph? What does my data appear to show? There is/is not a relationship in my data. It appears that …
Skill focus: Evaluation Did my results match my prediction? My results did/did not match my prediction. I got/I did not get valid and/or reliable data I know this because. . How could I improve my method so my data is more valid and reliable? To make my data more valid, I need to … To make my data more reliable, I need to …. There were anomalies in my data I found. . . anomalies. They were. . and. . . they happened because. . . What other experiment could I use to test my prediction? What other question could I investigate?
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Light Lessons 6 Colours
Question? How are rainbows made?
What do I need to learn today? Today I will learn how to make coloured lights.
Demonstration: Splitting light through a prism What did I see? Why did this happen? What did I learn?
Demonstration: Colour Mixing What did I see? Why did this happen? What did I learn?
Background White light is in fact made of different colours mixed together. White light can be split into the following colours: red, orange, yellow, green, blue, indigo and violet. These colours make a spectrum. Scientists can tell a lot of things about a light source by looking at the colours its light is made of. For example, scientists can tell how hot an object is, how fast it is moving and what it is made of just by looking at its spectrum. You can use a prism or a spectroscope to split light.
Background When there is rain and sunshine together, the droplets of rainwater behave like tiny prisms. They split the light into a spectrum and this is called a rainbow.
Investigation: Colour Mixing Skills focus: My skills focus for the investigation is. . . . I will investigate what happens when lights of different colours are mixed together. Method: 1. Take one of the LED’s and one 3 V 2. 3. battery from the case. Dim the lights of the room. Carefully place the battery between the legs of the LED How many different combinations of colours can you create?
Investigation: Spectroscope Skills focus: My skills focus for the investigation is. . . . I will investigate what colours the lights around me are made of. Method: 1. Build your spectroscope. 2. Look at different light sources like a TV screen, light bulbs of different kinds, torches, candles, etc. 3. Draw or describe what you see. Sunlight spectrum
Skill focus: Planning Independent variable The thing I will change is. . Dependent variable The thing I will measure is. . . My question is: What is the effect of changing. . . My prediction (or hypothesis) When I change the (independent variable), the (dependent variable) will … Justification I think this because … Method (including any research) List of equipment: Risks: on the. . ?
Skill focus: Obtaining and Analysing Data Type of data: Numbers? Readings? Observations? Smells? etc. Where and how am I going to record this data? Table? How many columns? How many rows? What are the units? What type of graph could I use? Pie chart? Bar chart? Line graph? Scatter graph? What does my data appear to show? There is/is not a relationship in my data. It appears that …
Skill focus: Evaluation Did my results match my prediction? My results did/did not match my prediction. I got/I did not get valid and/or reliable data I know this because. . How could I improve my method so my data is more valid and reliable? To make my data more valid, I need to … To make my data more reliable, I need to …. There were anomalies in my data I found. . . anomalies. They were. . and. . . they happened because. . . What other experiment could I use to test my prediction? What other question could I investigate?
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Light Lessons 7 Refraction
Question? Why does this straw look broken?
What do I need to learn today? Today I will learn what happens when light goes through water and other see-through objects.
Demonstration: Iceland Spar What did I see? Why did this happen? What did I learn?
Demonstration: Disappearing bowls What did I see? Why did this happen? What did I learn?
Glossary Transparent: an object that does not make a shadow and is see-through (e. g. tissue paper) Medium: a material that lets light energy go through them (e. g. air, water, glass, etc). Refraction is when the light going though a medium is bent.
Theory You can see under water because, like air, water is transparent. The same is true for glass and other materials which let light through. These materials are called medium, because they let light energy go through them. Some medium slow down or speed up the light that go through them. This makes it look like the light is “bent” and it is called refraction. Some colour of light are slowed down more than other in glass: this is why the colours “split” in a prism.
Investigation: The vanishing coin Skills focus: My skills focus for the investigation is. . . . I will investigate refraction in different liquids. Method: 1. Place a coin in the bottom of an opaque mug and position it so that it is just out of view. 2. Slowly add water to the mug and record the height at which the coin first becomes visible. 3. Repeat steps 1 and 2 using Sunflower oil. 4. Repeat steps 3 and 4 using nail polish remover (acetone).
Skill focus: Planning Independent variable The thing I will change is. . Dependent variable The thing I will measure is. . . My question is: What is the effect of changing. . . My prediction (or hypothesis) When I change the (independent variable), the (dependent variable) will … Justification I think this because … Method (including any research) List of equipment: Risks: on the. . ?
Skill focus: Obtaining and Analysing Data Type of data: Numbers? Readings? Observations? Smells? etc. Where and how am I going to record this data? Table? How many columns? How many rows? What are the units? What type of graph could I use? Pie chart? Bar chart? Line graph? Scatter graph? What does my data appear to show? There is/is not a relationship in my data. It appears that …
Skill focus: Evaluation Did my results match my prediction? My results did/did not match my prediction. I got/I did not get valid and/or reliable data I know this because. . How could I improve my method so my data is more valid and reliable? To make my data more valid, I need to … To make my data more reliable, I need to …. There were anomalies in my data I found. . . anomalies. They were. . and. . . they happened because. . . What other experiment could I use to test my prediction? What other question could I investigate?
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Light Lessons 8 Invisible light
Question? What does invisible mean?
What do I need to learn today? Today I will learn about invisible lights. . . … but not how to become invisible. Sorry!
Introduction There are many different types of light an only a few that you can see. Some animals can see invisible lights light UV (e. g. bees) and Infrared (snakes). These invisible lights have many uses. Today you will focus on UV and infrared lights. As seen by humans As seen by bees
Demonstration: Herschel’s experiment What did I see? Why did this happen? What did I learn?
Background Herschel wanted to know how much heat passed through glass of different colours. He devised a clever experiment to investigate this. He made sunlight pass through a glass prism to create a spectrum and then measured the temperature of each colour. He used three thermometers to measure the heat in each colour: one thermometer in a colour and two close to it but in the dark (the “controls”). He found that the temperatures of the colours increased from the violet to the red part of the spectrum. He then decided to measure the temperature just after the red colour where no sunlight was visible. To his surprise, he found that this region had the highest temperature of all. He had discovered a type of invisible light called infrared. Spectrum
Demonstration: Crookes Radiometer What did I see? Why did this happen? What did I learn?
Demonstration: Protection against Sunburn What did I see? Why did this happen? What did I learn? https: //www. youtube. com/watch? v=4 ey. RQWw. HZl 8
Investigation: Which is the best sunscreen? Skills focus: My skills focus for the investigation is. . . . I will investigate how long it takes for SPF beads to change colour for different sunscreens. Method: 1. Place a small quantity of SPF cream into a little plastic bag and add 5 – 6 UV beads 2. Mix so that the beads are well coated. 3. Repeat step 1 -2 for each SPF creams. 4. Place each set of the beads into petri dishes and label. 5. Place the petri dishes in the little black bags and take out side. 6. Put these samples somewhere that they will be exposed to UV light (sunlight or the UV lamp) and remove from the black bag. Record how long it takes for the beads to change colour.
Skill focus: Planning Independent variable The thing I will change is. . Dependent variable The thing I will measure is. . . My question is: What is the effect of changing. . . My prediction (or hypothesis) When I change the (independent variable), the (dependent variable) will … Justification I think this because … Method (including any research) List of equipment: Risks: on the. . ?
Skill focus: Obtaining and Analysing Data Type of data: Numbers? Readings? Observations? Smells? etc. Where and how am I going to record this data? Table? How many columns? How many rows? What are the units? What type of graph could I use? Pie chart? Bar chart? Line graph? Scatter graph? What does my data appear to show? There is/is not a relationship in my data. It appears that …
Skill focus: Evaluation Did my results match my prediction? My results did/did not match my prediction. I got/I did not get valid and/or reliable data I know this because. . How could I improve my method so my data is more valid and reliable? To make my data more valid, I need to … To make my data more reliable, I need to …. There were anomalies in my data I found. . . anomalies. They were. . and. . . they happened because. . . What other experiment could I use to test my prediction? What other question could I investigate?
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Light Lessons 9 Light, chemistry, electricity and heat
Question? How can you make light?
What do I need to learn today? Today I will learn how to use chemistry and electricity to make light.
Introduction Making light is not easy. This is why most of the objects around you are nonluminous. To make light, you need to transform some other energy into light energy. The Sun and other very hot objects make light by transforming heat energy into light energy. Some animals can naturally transform chemical energy into light energy. To make light, we usually use chemical energy and transform it into electrical energy (electricity) and then transform the electrical energy into light energy. Deep-sea octopus Firefly The Sun A volcano
Demonstration: Solar buggy What did I see? Why did this happen? What did I learn?
Demonstration: Fresnel lens What did I see? Why did this happen? What did I learn?
Investigation: Light from Chemical Reactions Skills focus: My skills focus for the investigation is. . . . I will investigate how to make light using electricity made by a chemical reaction. Method: 1. Pour water into 5 of the ice cube tray holes – fill to about ¾. 2. Dip a piece of litmus paper into the water and record what it shows. 3. Wrap the copper wire around the tops of the zinc nail 5/6 times and leave a little “tail”. 4. Place one nail into each of the 5 holes filled with water, with their copper “tail” dipping into the hole next door (see picture). 5. Then place the legs of the LED across the last 2 holes (try both ways). Observe what happens. 6. Now empty out the water and replace with vinegar (ethanoic acid) and repeat step 4 -5.
Theory The vinegar reacts with the zinc nail and copper wire (chemical energy), like inside a battery. This creates electrical energy. The legs of the LED carry the electrical energy into the tiny bulb where it is transformed into light energy. You basically created an electrical circuit like this one!
Skill focus: Planning Independent variable The thing I will change is. . Dependent variable The thing I will measure is. . . My question is: What is the effect of changing. . . My prediction (or hypothesis) When I change the (independent variable), the (dependent variable) will … Justification I think this because … Method (including any research) List of equipment: Risks: on the. . ?
Skill focus: Obtaining and Analysing Data Type of data: Numbers? Readings? Observations? Smells? etc. Where and how am I going to record this data? Table? How many columns? How many rows? What are the units? What type of graph could I use? Pie chart? Bar chart? Line graph? Scatter graph? What does my data appear to show? There is/is not a relationship in my data. It appears that …
Skill focus: Evaluation Did my results match my prediction? My results did/did not match my prediction. I got/I did not get valid and/or reliable data I know this because. . How could I improve my method so my data is more valid and reliable? To make my data more valid, I need to … To make my data more reliable, I need to …. There were anomalies in my data I found. . . anomalies. They were. . and. . . they happened because. . . What other experiment could I use to test my prediction? What other question could I investigate?
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