Light resources

Task: Identify the colours on a taxi sitting under a red streetlight. Assessment focus: Coloured light can be produced by blocking some parts of the spectrum.

From a collection of familiar objects, students identify all those that can act as sources of light.

On the outline provided, students colour in a rainbow. They then identify atmospheric conditions needed to see rainbows.

Task: Match definitions to terms about light rays. Assessment focus: scientific vocabulary.

From a collection of familiar objects, students identify all those that can be a source of light. They then explain the term 'source of light'.

Task: Answer two questions about light shades. Assessment focus: reflection.

Answer questions about a table comparing the energy usage and lifespan of different sorts of lights, and use this information to complete a second table to describe advantages and disadvantages of each. Assessment focus: reading a technical table.

Task: Describe how the light rays move through a glass prism.

Task: Select the correct words to decribe what is happening to light as it travels through a drop of water. Assessment focus: scientific vocabulary.

Task: draw a diagram showing how a periscope works. Assessment focus: reflected light.

This task is about describing the behaviour of light rays.

Students describe the images seen in flat and convex mirrors.

Students predict and investigate the way in which a concave and a convex lens distort the image of a pencil.

Students carry out a simple experiment to illustrate refraction. They then explain why this happened.

Students are given an outline of a fair test. They are asked to identify the aim, variables to be controlled, how to judge the results, and an aspect of replication.

Students identify the variables to be kept constant, and the variable to be different, when they plan a fair test to show if green plants need light to grow.

Task: investigate reflection of light using a torch and mirror. Assessment focus: angle of reflection.

Task: Answer questions about a table comparing the energy usage and lifespan of different sorts of lights, and use this information to complete a second table to describe advantages and disadvantages of each. Assessment focus: reading a technical table.

For this practical task students make observations about the effect of coloured lights on different coloured objects. Students then draw some conclusions about their findings.

Task: Answer questions about what happens to the light form a torch. Assessment focus: light.

Task: Answer a multiple choice questions about what would be seen on earth if a meteor hit the moon, and explain why that answer is correct. Assessment focus: how sound and light travel.