Teachers’ notes – Reflection of light
Synopsis
Initially, learners share and discuss their ideas about what a reflection is and where they have seen their reflection before. They collect objects and explore reflections using light sources and a range of surfaces. Learners consider how different reflectors might work and compare them before they plan and carry out an enquiry to find out which materials are the best reflectors of light. With a photograph as a stimulus learners determine how they are able to see their reflection in a mirror before presenting their ideas. They share and discuss ideas about what a periscope is before finding more information about periscopes, making one and sharing what they have learned. Finally, learners compare and consider the difference between a shadow and a reflection.
Curriculum links
The sustainable Earth:
3. a comparison of the features and properties of some natural and made materials
4. the properties of materials relating to their uses
How things work:
5. how light travels and how this can be used
Skills
Communication: 1, 2 & 3
Enquiry – Planning: 2, 3, 4, 5, 6 & 7
Enquiry – Developing: 1, 2, 3, 4, 5, 6 & 7
Enquiry – Reflecting: 5 & 6
Activities
Tab 1
/ The first tab in this activity asks learners to share and discuss their ideas about what a reflection is and where they have seen their reflection before. Rollover questions encourage learners to consider in which surfaces they have seen their reflection and why they think some surfaces show a reflection whilst other surfaces do not.Tab 2
/ This tab asks the learners to collect two sets of objects from around the classroom. One set in which they can see their reflection and another set in which they cannot see their reflection. Encourage the learners to shine a torch onto the surface of each object they have collected and to discuss their observations. The tab provides a table in which learners are able to record their observations. A rollover prompts the learners to find a dark space and to shine the torch onto each surface again and to discuss their observations.Tab 3
/ This tab asks the learners to share, discuss and explain their ideas about whether they think they would sometimes, always or never see their reflection in a range of different surfaces. The tab presents the following surfaces written on grey cards.car door, TV screen, shop window, MP3 player, banana, cardboard box, water, table top, stone, shoes, ice.
The learners drag and drop each card into one of three categories - sometimes, always or never – to show their ideas.
Tab 4
/ This tab presents learners with the following six photographs each of which shows a reflector. Sunglasses, car lights, cat’s eye (in road), traffic cones, a high visibility jacket and a bicycle reflector.Each photograph can be enlarged by clicking on it and can then be drawn and written on.
The tab asks learners what they think the purpose of each reflector is and how does each reflector work. Rollover questions encourage learners to compare the different reflectors, to consider the materials they are made from and how they keep people safe.
Tab 5
/ This tab utilises the three in one tab structure. Learners are required to plan and carry out an enquiry to find out which materials are the best reflectors of light. They are encouraged to consider what they already know about materials that reflect light and what they predict will happen in the enquiry. Learners carry out their enquiry, record and analyze their findings and are encouraged to reflect on what they learned by doing the enquiry and how this might help them when carrying out future enquiries.Tab 6
/ When this tab opens learners are presented with a photograph of a boy drying his hair whilst looking at his reflection in a mirror. The learners are asked to consider how the child is able to see himself in the mirror. They are encouraged to draw and write on the photograph when sharing and discussing their ideas. Again, this exercise should only act as a stimulus for learners to explore how they and other things appear in mirrors and to explain their observations and discuss what they think is happening.Tab 7
/ Initially, this tab asks learners think about and discuss how mirrors reflect light. They are encouraged to use a range of mirrors to investigate reflections from them. Rollovers encourage learners to look at their reflection, to move and touch their faces and to describe and discuss their observations. The tab then requires learners to plan a two minute presentation to show how mirrors can be used to change the direction of light.Tab 8
/ This tab utilises the tab within a tab structure. The first tab asks learners to share and discuss their ideas about what they think a periscope is. The tab provides an image of a periscope and asks learners to find out more information about periscopes. When learners click on the Next tab they are presented with the challenge of using their ideas and findings to design and make a periscope of their own. Learners are required to present their design and say what they have learned about periscopes.Tab 9
/ The final tab in this activity asks learners to consider what the difference is between a shadow and a reflection and to use examples to explain their ideas. They are encouraged to consider how both of these are formed, what they look like and how they are different and how they are similar.Background information
Information relating to Tab 7:
When light hits a rough surface the light will be reflected in many different directions =- this is often called scattering. When light hits a very smooth surface it is virtually all reflected at an angle similar to that with which it hit the mirror – providing a ‘mirror’ image of the object.
Unit 3.4.4 teachers’ notes – Reflection of light1