Context

This light module is structured around the context of optical gadgets.

The basic understanding of reflection and refraction, of colour and seeing, are of great importance and great relevance to scientifically literate citizens of the future.

• Most people at some stage wear lenses in the form of eye glasses.
• Cameras use lenses.
• All torch lights and car headlights have concave reflectors and every house has a multitude of plane mirrors.
• Fibre optics play an increasingly important role in optics and in communications technology.
• Almost all television sets and computer screens are full colour.

Overview

The list below gives an overview of the Light module.

The module is designed to be relevant to students' lives and interests, and to cater for individual learning needs.

Not all activities must be done by all students. You or your students can choose the activities you do.

The stars (***) indicate the starting level of difficulty of each activity. Some students or teachers may extend some of the easier activities to a higher level.

Part 1: Introduction

Discussion of when light is used
Introduction to optical technologies
Examining optical gadgets

Part 2: Questions to think about

Questions to establish students' current understanding and to stimulate curiosity

Part 3: How we see

Introductory activity: Seeing things
Activity 1: Light rays*
Activity 2: Shadows*
Activity 3: Optical illusions*
Summary

Part 4: Reflection of light

Introductory activity: Reflection
Activity 1: Bending mirrors*
Activity 2: Images**
Activity 3: Plotting rays**
Activity 4: Ray paths**
Activity 5: Calculations and light rays***
Summary

Part 5: Refraction

Introductory activity: What is refraction?
Activity 1: Exploring prisms*
Activity 2: Lenses and images*
Activity 3: Lenses and refraction**
Activity 4: Gems***
Summary

Part 6: Colour

Introductory activity: Rainbows
Activity 1: Changing colour*
Activity 2: Seeing in colour*
Activity 3: Making rainbows**
Activity 4: Colour and energy***
Activity 5: Scattering of light***
Activity 6: What is light?***
Summary

Part 7: Conclusion

Choice

Not every activity in this module needs to be completed by all students. There is a selection to be made.

Planning a course

There are three different ways to work through this material.

• You may prefer to concentrate on Parts 1 to 5, followed by Part 7, and treat Part 6 as optional.
• You may prefer to cover all the parts, but select only enough activities from Parts 3 to 6 to achieve the outcomes you want.
• You may prefer to allow a differentiated curriculum to operate in your classroom, allowing students of different ability and interests to choose different activities, and to use the closing discussion to bring the whole class together.
  
  

Prior experience

Some students may have studied aspects of light already, and could completely omit Part 3: How we see, and perhaps some activities in other sections.

Curriculum framework

Some schools may choose those activities that best fit the outcomes of the curriculum framework of their state or territory.

Sample course

Here is a sample course for a student of average ability and average background.

Part 1: Introduction

Part 2: Questions to think about

Part 3: How we see

Introductory activity: Seeing things
Activity 2: Shadows*
Activity 3: Optical illusions*
Summary

Part 4: Reflection of light

Introductory activity: Reflection
Activity 2: Images**
Activity 3: Plotting rays**
Activity 4: Ray paths**
Summary

Part 5: Refraction

Introductory activity: What is refraction?
Activity 1: Exploring prisms*
Activity 2: Lenses and images*
Activity 3: Lenses and refraction**
Summary

Part 6: Colour

Introductory activity: Rainbows
Activity 1: Changing colour*
Activity 3: Making rainbows**
Summary

Part 7: Conclusion