Physics Unit Code Unit 2 Lesson number 2

Physics Unit Code: Unit 2 Lesson number: 2 Lesson Title: What is reflection? Connector: Targets Lesson Outcomes How I did Task 1: Explain how light travels. I am working at grade. . . because. . . . Mirror I can move up to experiment grade…. . . by ………………… List examples of Task Devise an experiment to test whether I am working at there is a relationship between the angle of grade. . . because incidence and the angle of reflection. . . . Level 6. . . situations where I can move up to mirrors can help grade…. . . by people to bring …………… light into dark ………………… areas Task 3: apply your knowledge of reflection I am working at to produce a light tube grade. . . because Level 7. . . . I can move up to grade…. . . by ………………… Level 5

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 08: 18 • 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? 08: 18

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. 08: 18

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 08: 18

Physics Unit Code: Unit 2, Lesson number: 2 Lesson Title: What is reflection? Connector: Targets Lesson Outcomes How I did Task 1: Explain how light travels. I am working at grade. . . because. . . . Mirror I can move up to experiment grade…. . . by ………………… List examples of Task Devise an experiment to test whether I am working at there is a relationship between the angle of grade. . . because incidence and the angle of reflection. . . . Level 6. . . situations where I can move up to mirrors can help grade…. . . by people to bring …………… light into dark ………………… areas Task 3: apply your knowledge of reflection I am working at to produce a light tube grade. . . because Level 7. . . . I can move up to grade…. . . by ………………… Level 5

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, A 4 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/flash. Files/Reflection 1. 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 08: 18

Physics Unit Code: Unit 2, Lesson number: 2 Lesson Title: What is reflection? Connector: Targets Lesson Outcomes How I did Task 1: Explain how light travels. I am working at grade. . . because. . . . Mirror I can move up to experiment grade…. . . by ………………… List examples of Task Devise an experiment to test whether I am working at there is a relationship between the angle of grade. . . because incidence and the angle of reflection. . . . Level 6. . . situations where I can move up to mirrors can help grade…. . . by people to bring …………… light into dark ………………… areas Task 3: apply your knowledge of reflection I am working at to produce a light tube grade. . . because Level 7. . . . I can move up to grade…. . . by ………………… Level 5

New Information for Task 3 • • • Equipment Rolled paper tube Piece of foil Sticky tape Glue stick Piece of A 4 paper

Task 3: (Level 7) • • 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 (L 7) Use a range of scientific ideas & keywords to record your observation and justify your hypothesis Apply (L 6) Record data and features of the experiments using the most appropriate method Remember (L 3) Write a conclusions using Keywords for the 08: 18 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 (L 5) Analyse findings (give reason why) to draw scientific conclusions that goes with what they observe. Understand (L 4) 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 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 • • • 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, A 4 plain paper 4. Light source, slit, power pack For task 3 Equipment Rolled paper tube Piece of foil Sticky tape Glue stick Piece of A 4 paper http: //www. youtube. com/watch? v=Yi. Wy. Vfa. Mfi. E – 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 08: 18 2)Keeping the mirror in exactly the same position through out the expt