Doc Brown's Revision KS3 Science
PHYSICS Unit 8K Light
What the Quiz is based on - original work schemes - programmes of study
and the quizzes will be adapted to suit the NEW National Curriculum for KS3 Science
All of KS3 Science is now under review
In this unit pupils:
• build on their knowledge of light and its effects
• learn how we see objects
• represent light as a ray and use this concept to explain reflection and refraction
• find out about the origin of coloured light and the appearance of coloured objects
In scientific enquiry pupils:
• consider why the spectrum described by Newton has seven colours
• make and test predictions about the path of light
• measure and record angles
• identify and make predictions from patterns in data
• investigate reflection and refraction at a plane surface
• investigate the effects of coloured light on the appearance of objects
Much of this work involves the interpretation and analysis of visual information gathered from a variety of sources. Visually impaired pupils will be able to take part in activities through careful use of their residual vision and sense of touch, as many light sources are also heat sources. Teachers could adapt the work on colour to ensure that any pupils with impaired colour vision can make a contribution that is valued by the rest of the class.
This unit is expected to take approximately 7.5 hours.
This unit uses ideas developed in the key stage 2 programme of study. It builds on ideas introduced in unit 3F ‘Light and shadows’ and unit 6F ‘How we see things’ in the key stage 2 scheme of work.
Sound travel is compared to light in unit 8L ‘Sound and hearing’. The drawing of objects in different lighting conditions is covered in unit 8A ‘Objects and viewpoints’ in the art and design scheme of work.
Light as a wave is studied at key stage 4.
At the end of this unit
in terms of scientific enquiry
most pupils will: make measurements of light intensity using a light sensor and compare the effects of materials on light; make predictions about the reflection of light at plane surfaces, measure angles with precision and make generalisations from the data; frame a question about light and colour and plan how to investigate it
some pupils will not have made so much progress and will: classify materials as opaque, transparent, translucent, reflectors or absorbers, on the basis of data from light sensors or visually; identify patterns in angular measurements of reflected rays of light; with help, investigate a question about colour and light
some pupils will have progressed further and will: draw conclusions from their data, informed by scientific understanding about reflection and refraction of light at plane surfaces; make predictions about image formation using the law of reflection or the patterns of behaviour from refraction; make sufficient observations when investigating colour to draw valid conclusions
in terms of physical processes
most pupils will: recognise that light travels in straight lines at very high speed; represent the path of light by rays; describe how light is reflected and refracted at plane surfaces; explain the origin of colour in the dispersion of white light and describe the effects of coloured filters and different coloured lights on the appearance of coloured objects; give an example of how colour is important in everyday life
some pupils will not have made so much progress and will: describe how light is reflected at plane surfaces and describe reflected images; describe the effect of a prism on white light and recognise that filters and coloured objects absorb some colours and transmit or reflect others
some pupils will have progressed further and will: calculate the time for light to travel,
It is helpful if pupils:
• know that light travels from a source
• can distinguish between opaque, transparent and translucent materials and relate shadow formation to opaque materials
• know that light is reflected from shiny surfaces
• know that we see things only when light from them enters our eyes
Risk assessments are required for any hazardous activity. In this unit:
• a laser may be used to demonstrate how light travels
• pupils use ray boxes
Model risk assessments used by most employers for normal science activities can be found in the publications listed in the Teacher’s guide. Teachers need to follow these as indicated in the guidance notes for the activities, and consider what modifications are needed for individual classroom situations.
Through the activities in this unit pupils will be able to understand, use and spell correctly words:
• relating to the behaviour of light and its interaction with materials, eg transparent, opaque, spectrum, reflection, refraction
• with similar but distinct meanings in everyday use, eg image, reflection
• pictures showing luminous and non-luminous objects
• secondary sources to find out about optical devices and phenomena, including reference books and CD-ROMs
• software simulation of colour mixing
• datalogger and light sensor
• a range of glass blocks of different shapes
• coloured filters and objects
• laser (class 2)
• infrared remote control device, eg from audiovisual (AV) equipment
• look for reflective materials in different situations, eg on road signs, safety clothing
• think about how an infrared remote control device for a TV works
• observe the effects of coloured lighting in shops, in theatres and on TV
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