1. I can move up to grade…... by …………………………………………
Physics Unit Code: Unit 2
Lesson number: 2 Lesson Title: What is reflection?
Connector:
Mirror experiment
List examples of situations where mirrors can help people to bring light into dark areas
Lesson Outcomes
How I did
Targets
Task 1: Explain how light travels.
Level 5
I am working at grade .....because
I can move up to grade…... by …………………………………………
Task Devise an experiment to test whether there is a relationship between the angle of incidence and the angle of reflection
Level 6
Task 3: apply your knowledge of reflection to produce a light tube
Level 7
Working in small groups, pupils are given one torch, one sheet of card as a target and a number of mirrors. The challenge is to bounce the beam from the torch from mirror to mirror and so onto the target

2. Extended Learning Research information and Collect Secondary data on:
Nadia Habraszewski
HQFT Scaffold
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
4) No evidence of copy and paste!
This slide has been deliberately moved forwards as leaving homework for the end of the lesson can sometimes mean it is abandoned if the teacher runs out of time.
Ideas for homework activities: Three main types of homework: practice, preparation, and extension.
Practice:
Practice assignments reinforce newly acquired skills. For example, students who have just learned a new method of solving a mathematical problem should be given new sample problems to complete on their own.
Preparation:
Preparation assignments help students get ready for activities that will occur in the classroom. Students may, for example, be required to do background research on a topic to be discussed later in class.
Extension:
Extension assignments are frequently long-term continuing projects that parallel classwork. Students must apply previous learning to complete these assignments, which can include science fair projects and presentations.
designing a poster, leaflet
carrying out an interview/survey
researching further information
making up a story about key points
reading over notes and highlighting key points
making up a quiz for peers on key points
model mapping
explaining key points to others
1. Workbook-based tasks Most published course materials include a workbook or practice book, mainly including consolidation exercises, short reading texts and an answer key. Most workbooks claim to be suitable for both class and self-study use, but are better used at home in order to achieve a separation of what is done in class and at home. Mechanical practice is thus shifted out of class hours, while this kind of exercise is particularly suited to peer- or self-checking and correction.
2. Preparation tasks Rarely do teachers ask learners to read through the next unit of a coursebook, though there are advantages in involving students in the lesson plan and having them know what is coming. More motivating, however, is asking students to find and bring materials such as photographs and pictures, magazine articles which are relevant to the next topic, particularly where personalisation or relevance to the local context requires adaptation of course materials.
3. Extensive tasks Sometimes tasks need to be set as guidance, but learners also need to be encouraged to read, listen and watch for pleasure. What is important is that learners share their experiences in class. Extensive reading and listening may be accompanied by dictionary work and a thematic or personalised vocabulary notebook, whereby learners can collect language which they feel is useful.
4. Guided discovery tasks Whereas classroom teaching often involves eliciting language patterns and rules from learners, there is also the option of asking learners to notice language and make deductions for themselves at home. This leads to the sharing of knowledge and even peer teaching in the classroom.
5. Real-world tasks These involve seeing, hearing and putting language to use in realistic contexts. Reading magazines, watching TV, going to the cinema and listening to songs are obvious examples, offering the option of writing summaries and reviews as follow-up activities. Technology facilitates chat and friendship networks, while even in monolingual environments, walking down a shopping street noticing shop and brand names will reveal a lot of language. As with extensive tasks, it is important for learners to share their experiences, and perhaps to collect them in a formal or informal portfolio.
6. Project work It is a good idea to have a class or individual projects running over a period of time. Projects may be based on topics from a coursebook, the locality, interests and hobbies or selected individually. Project work needs to be guided in terms of where to find resources and monitored regularly, the outcome being a substantial piece of work at the end of a course or term of which the learner can claim ownership.
14:39
Featherstone High School 2

3. BIG picture Key Question: What is reflection Quick Discussion:
Nadia Habraszewski
HQFT Scaffold
Key Question: What is reflection
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?
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
Quick Discussion:
How does light travel from a source into your eye?
Big Picture Ideas:
Pose a problem/key Question for pupils to solve by the end of the lesson using the new understanding they gain along the way
Select a wow factor video clip to stimulate pupil engagement
Add in a music clip connected to the lesson subject and ask pupils to suggest links.
Find a Youtube clip of a professional who works in a related field
provide pupils with an overview of where this lesson fits in to the rest of the topic/module.
14:39
Featherstone High School

4. Keywords: Reflect Mirror Angle of incidence Angle of reflection Normal
Nadia Habraszewski
Keywords:
HQFT Scaffold
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.
This slide enables pupils to consider key vocabulary and reflect on words they may not be familiar with. Rather than just having keywords displayed or having to copy them down, pupils are given an activity to use the keywords to demonstrate their understanding of them. Again this slide can be moved to any point in the lesson especially if the keywords are the subject matter of the lesson. Cane also be used to gage misconceptions.
14:39
Featherstone High School

5. How does light travels Brain storm in pairs/triads
What is observed in the 3 experiments?
What conclusion can we draw from the observation/evidence?
Decide on how you will record your findings – observations to be put in columns, paragraph, pie chart?

6. You can draw a rough sketch of source, path/tube & screen
Students look at different experiments to do with light, making and recording observations. Evaluate different ways of recording observations, such as writing descriptions, diagrams, tables. Make conclusions about what the experiments tell you about light (Range and content).

7. Pupils should be put in groups of three
Pupils should be put in groups of three. It is best to elect a chairperson for each group and make sure they understand that working together to draft the answers will produce the best results.
3 Experiments are set up and pupils visit the different sites. Make sure they know how long they will have to make their observations; suggest 10 minutes for each site.
4 Many pupils will find it difficult to describe things that they see as obvious. It might be useful to practise describing an obvious situation such as: ‘what are the clues that an animal is a duck?’ Indeed a little humour here may help. (It is covered in feathers, it floats on water and it makes a quacking sound.)

8. New Information for Task 1
Watch the demonstration of a laser in the presence of smoke from a smoke machine (in a dark room)

9. 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)

10. Task 1 (Level 5)
Task 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.
Keywords for Task 1:
Beam
light
straight
ray
focus

11. 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.

12. Learning Outcome 1: Review
Nadia Habraszewski
Learning Outcome 1: Review
HQFT Scaffold
Go back to your Learning Outcome grid and fill out the ‘How I did’ and the ‘Targets’ column.
Learning Outcome
How I did
Targets
Learning Outcome 1:
Grade C
I am working at grade .....because
I can move up to grade…... by …………………………………………
Can be done as self or peer assessment activity
Can use the traffic light cards to express how well you did on the task
14:39
Featherstone High School

13. I can move up to grade…... by …………………………………………
Physics Unit Code: Unit 2, Lesson number: 2 Lesson Title: What is reflection?
Connector:
Mirror experiment
List examples of situations where mirrors can help people to bring light into dark areas
Lesson Outcomes
How I did
Targets
Task 1: Explain how light travels.
Level 5
I am working at grade .....because
I can move up to grade…... by …………………………………………
Task Devise an experiment to test whether there is a relationship between the angle of incidence and the angle of reflection
Level 6
Task 3: apply your knowledge of reflection to produce a light tube
Level 7
Working in small groups, pupils are given one torch, one sheet of card as a target and a number of mirrors. The challenge is to bounce the beam from the torch from mirror to mirror and so onto the target

14. New Information for Task 1

15. New Information for Task 2
But when she looks in two curved mirrors, this is what she sees:
                                                                                                                                                                                         
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:
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!
Picture 1

16. New Information for Task 2

17. New information task 2

18. New information task 2
You are going to do an experiment, using the equipment listed below
Protractor – round
Mirror and mirror holder
Ruler, A4 plain paper
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)

19. New information task 2
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)
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.
If you repeat your readings use a different colour or repeat 1 and 2
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.

20. Task 2 (Level 6) Task 2: Keywords for 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 to
view how to look up angle of reflection

21. Task 2: Answers

22. Learning Outcome 2: Review
Nadia Habraszewski
Learning Outcome 2: Review
HQFT Scaffold
Go back to your Learning Outcome grid and fill out the ‘How I did’ and the ‘Targets’ column.
Learning Outcome
How I did
Targets
Learning Outcome 2:
Grade B
I am working at grade .....because
I can move up to grade…... by …………………………………………
Can be done as self or peer assessment activity
14:39
Featherstone High School

23. I can move up to grade…... by …………………………………………
Physics Unit Code: Unit 2, Lesson number: 2 Lesson Title: What is reflection?
Connector:
Mirror experiment
List examples of situations where mirrors can help people to bring light into dark areas
Lesson Outcomes
How I did
Targets
Task 1: Explain how light travels.
Level 5
I am working at grade .....because
I can move up to grade…... by …………………………………………
Task Devise an experiment to test whether there is a relationship between the angle of incidence and the angle of reflection
Level 6
Task 3: apply your knowledge of reflection to produce a light tube
Level 7
Working in small groups, pupils are given one torch, one sheet of card as a target and a number of mirrors. The challenge is to bounce the beam from the torch from mirror to mirror and so onto the target

24. New Information for Task 3
Equipment
Rolled paper tube
Piece of foil
Sticky tape
Glue stick
Piece of A4 paper

25. Task 3: (Level 7) Keywords for Task 3: reflection ray light tube
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

26. Demonstrate your Learning for Outcome 1
Nadia Habraszewski
HQFT Scaffold
Keywords:
Demonstrate your Learning for Outcome 1
Create
Evaluate
Analyse
Apply
Understand
Remember
Evaluate (L7)
Use a range of scientific ideas & keywords to record your observation and justify your hypothesis
Analyse (L5)
Analyse findings (give reason why) to draw scientific conclusions that goes with what they observe.
Which task(s) will you choose to complete? Try to target a grade higher than your current grade.
Apply (L6)
Record data and features of the experiments using the most appropriate method
Understand (L4)
Write the conclusions using scientific language giving a reason for your findings
1) Teacher selects at least three options from this slide (for three tier differentiation). Teacher then selects relevant prompt word for each task and deletes others. Should be a written task which can be self/peer/teacher assessed.
2) Visual displays of thinking scaffolds to be put up in the class room which provide guidance on how to complete each option.
3) Thinking Scaffold for each task to be made available for each pupil depending on which task they choose.
3) Support cards eg of keywords for extra help.
Remember (L3)
Write a conclusions using Keywords for the experiments you observed
14:39
Featherstone High School

27. 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.
Rich question for the top group to read the information on how could we see light sent from earth on the moon

28. 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 = 93,000,000 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 days
T = or about 177 years

29. How can I improve on task 3?
Task 3: Review
Go back to your lesson outcome grid and fill out the ‘How I did’ and the ‘Targets’ column.
Lesson Outcomes
How I did
Targets
Task 3:
Level 7
Met?
Partly met?
Not met?
How can I improve on task 3?

30. Review
Write 2 sentences using the words reflection, image and mirrors.

31. Tech list For task 1 Demo Smoke machine and laser For task 2
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
Protractor – round
Mirror and mirror holder
Ruler, A4 plain paper
Light source, slit, power pack
For task 3
Equipment
Rolled paper tube
Piece of foil
Sticky tape
Glue stick
Piece of A4 paper
– thunder and lightning comparison – which is faster sound or light

32. Nadia Habraszewski Technicians list:
FEATHERSTONE HIGH SCHOOL A Leading Edge School
Science Department
Lesson plan
Teacher information
HQFT Scaffold
Provision:
1) EAL: meaning of words Hypothesis- saying what will happen when the expt is done
2) SEN: To take at least 3 readings for angles of incidence
Role of TA:
1) Help with students reading the angles from normal
2)Keeping the mirror in exactly the same position through out the expt
Lesson title: Cells Resources/Equipment (e- learning): Given on last slide as tech list
Technicians list:
questions of physics answered on this website
14:39
Featherstone High School