8J Quick Quiz

On your answer sheet, write in or circle the correct letter for each question.

8Ja
1 Which of these statements is true? 2 A plane mirror is:
A Light travels in straight lines. A a flat mirror.
B Light is stopped when it meets a solid B a curved mirror.
object.
C a shiny mirror.
C Light does not travel in straight lines.
D a mirror used in aeroplanes.
D Light will only travel for about 2000 km
3 How big will the angle of reflection be?
before it stops.
2 Which of these statements is not true?
A Opaque objects reflect or absorb light.
B Transparent objects let light pass
through them.
C Translucent objects scatter the light
that passes through them.
D Translucent objects do not reflect light. A 20°
3 Which phrase best completes the following B 40°
sentence? We can read a book because:
C 30°
A it is luminous.
D 60°
B a light shines on it
4 Your image in a mirror:
C light is reflected by the book and enters
A is always smaller than you
our eyes.
B is upside down.
D light from our eyes shines on the book.
C is always bigger than you.
4 Which statement is true?
D seems to be behind the mirror.
A Sound travels faster than light.
B Light does not travel. It is either on 8Jc
or off.
1 Refraction is what happens when light:
C Light travels faster than sound.
A hits an opaque object.
D Light and sound travel at the same
B bounces off a mirror.
speed.
C is scattered unevenly by a rough surface.
8Jb D changes direction as it goes from one
1 Which of these statements is true? substance into another.
A Light bounces evenly off rough 2 Refraction occurs because:
surfaces. A light speeds up when it goes from air to
B Light bounces evenly off smooth glass or water.
surfaces such as mirrors. B light slows down when it goes from air
C Light bounces off mirrors in all to glass or water.
directions. C light stops when it goes from air to
D Light does not bounce off mirrors. glass or water.
D light reflects inside transparent
materials.

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 8J Quick Quiz

3 Which diagram shows the correct rays? C There are three types of cone cells that
detect red, blue and green light.
D Cells in the retina convert energy
transferred by light into nerve impulses.
4 Which of these camera parts does not
have an equivalent in the eye?
A aperture
B shutter
C sensor
D lens

8Je
1 Which statement is not true?
A A rainbow is a spectrum of colours.
B White light is made up of many colours.
4 Why does a lens change the path of light?
C A spectrum can only be made using
A Light changes direction when it goes paints.
into the lens and when it comes out
D A prism can split white light into a
of it.
spectrum.
B Light changes direction in the centre of
2 A red filter:
the lens.
A absorbs red light.
C Light is reflected by the surface of the
lens. B lets through all colours of light.
D Light travels faster in glass than it does C only lets red light through.
in air.
D changes all the colours into red light.
8Jd 3 Blue objects look blue because:
1 Which part of a camera changes energy A they reflect all colours.
transferred by light into electrical signals? B they refract all colours.
A sensor C they absorb blue light.
B lens D they reflect blue light.
C shutter 4 Danny is wearing white shorts and a red
D memory card shirt. Which statement is most likely to be
true?
2 Which of these parts of the eye are
transparent? A In blue light, his shorts look blue and
his shirt looks black.
A lens only
B In blue light, his shorts look blue and
B lens and retina his shirt looks red.
C lens and cornea C In red light, his shorts look red and his
D lens and iris shirt looks black.
3 Which statement is not correct? D In green light, his shorts look red and
his shirt looks yellow.
A Our retinas have rod cells and cone
cells.
B Rod cells detect different colours.

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 8J Quick Quiz Answer Sheet

Name Class Date

The Quick Quiz is to see how much you already know about a subject. It also gives you some idea
of the things you will soon be learning about. Record your answers in the answers column. Shade
in or tick the ones you get right.

Topic Answers I can already…

8Ja 1 Describe how light travels.
2 Describe what can happen to light when it hits different
materials.
3 Explain how we see things.
4 Describe some differences between light and sound.

8Jb 1 Describe what happens when light bounces off different

surfaces.
2 Explain what a plane mirror is.
3 Recall the relationship between the incident ray and the
reflected ray for a plane mirror.
4 Describe the image in a plane mirror.

8Jc 1 Recall the meaning of refraction.

2 Explain why refraction happens.
3 Draw ray diagrams to show what happens when light goes
from one material to another.
4 Explain how lenses work.

8Jd 1 Recall the names and functions of parts of a camera.

2 Recall the names and functions of parts of the human eye.
3 Describe the cells in the retina.
4 Describe similarities and differences between cameras and
eyes.
8Je 1 Explain what the spectrum is and how to make one from
white light.
2 Describe how filters can be used to make coloured light.
3 Explain why some objects appear coloured.
4 Work out what different coloured objects will look like in
coloured light.

Quick Quiz: At the start:

/20 0–5 = I didn’t know much; 6–10 = I knew something;
11–15 = I knew a fair bit; 16–20 = I already knew a lot

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 8J Word Sheets

8Ja – Seeing things

Word Pronunciation Meaning
opaque o-payk Material that does not let light through. It is not possible
to see through an opaque substance.
shadow A place where light cannot get to, because an opaque
object is blocking the light.
source Where a sound wave or other wave begins.

8Ja – Light on the move

Word Pronunciation Meaning
absorb ‘To soak up’ or ‘to take in’.
image A picture that forms in a mirror or on a screen, or is
made by a lens. You see an image when looking down
a microscope.
longitudinal wave long-it-tyewd-in-al A wave where the particles vibrate in the same direction
as the wave is travelling.
matter All things are made of matter. There are three states of
matter: solid, liquid, gas.
pinhole camera A piece of apparatus that forms an image of an object
on a screen when light rays travel through a tiny hole in
the front.
ray A narrow beam of light, or an arrow on a diagram
representing the path of light and the direction in which
it is travelling.
reflect To bounce off a surface instead of passing through it or
being absorbed.
scattered When something is scattered, parts of it go off in many
different directions.
translucent trans-loo-sent Material that lets light through but scatters it. You cannot
see things clearly through translucent materials.
transmit To pass through a substance.
transparent A material that light can travel through without
scattering. (Note: transparent substances may be
coloured or colourless.)
transverse wave A wave where the vibrations are at right angles to the
direction the wave is travelling.
vacuum vak-yoom A completely empty space, containing no particles.

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 8J Word Sheets

8Jb – Drawings and conventions (WS)

Word Pronunciation Meaning
angle of incidence in-sid-dense The angle between an incoming light ray and
the normal.
angle of reflection The angle between the normal and the ray of light
leaving a mirror.
convention A standard way of doing something or representing
something, so that everyone understands what is meant.
incident ray A ray of light going towards the mirror or other object.
normal An imaginary line at right angles to the surface of a
mirror or other object where a ray of light hits it.
plane mirror A smooth, flat mirror.
ray box A piece of equipment that produces a narrow beam
of light.
ray diagram A diagram that represents the path of light using arrows.
ray tracing A method of investigating what happens to light by
marking the path of a light ray.
reflected ray A ray of light bouncing off a mirror.

8Jb – Reflection
Word Pronunciation Meaning
diffuse reflection di-fuse Reflection from a rough surface, where the reflected light
is scattered in all directions.
law of reflection The angle of incidence is equal to the angle of reflection.
specular reflection speck-you-lar When light is reflected evenly, so that all reflected
light goes off in the same direction. Mirrors produce
specular reflection.

8Jc – Refraction
Word Pronunciation Meaning
angle of refraction The angle between the normal and a ray of light that has
been refracted.
converging lens A lens that makes rays of light come together.
focal length The distance between the centre of the lens and the
focal point.
focal point The place where parallel rays of light are brought
together by a converging lens.
interface The boundary between two materials.
lens A curved piece of glass or other transparent material
that can change the direction of rays of light.
refracted ray A ray of light that has changed direction on moving from
one material to another.
refraction The change in direction when light goes from one
transparent material to another.

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 8J Word Sheets

8Jd – Cameras and eyes

Word Pronunciation Meaning
aperture A hole in a camera that controls how much light goes to
the sensor.
cone cell A cell in the retina that detects different colours of light.
cornea The transparent front part of the eye, which covers the
iris and pupil.
digital camera A camera that uses electronics to record an image.
iris The coloured part of the eye.
memory card Part of a digital camera that stores the images.
optic nerve The nerve that takes impulses from the retina to
the brain.
primary colour One of three colours that are detected by the cone
cells in our eyes. The primary colours are red, green
and blue.
pupil The hole in the front of the eye that light can
pass through.
retina The part at the back of the eye that changes energy
transferred by light into nerve impulses.
rod cell A cell in the retina that detects low levels of light.
It cannot detect different colours.
secondary colour A colour made when two primary colours mix.
The secondary colours are magenta, cyan and yellow.
sensor An instrument that detects something. In a digital
camera, the sensors detect light and change it to
electrical signals.
shutter A device that shields and protects the sensor in a digital
camera. It opens when the picture is taken.

8Je – Colour
Word Pronunciation Meaning
dispersion The separating of the colours in light, for example when
white light passes through a prism.
filter Something that only lets certain colours through and
absorbs the rest.
frequency free-kwen-see The number of vibrations (or the number of waves)
per second. Different frequencies of light have
different colours.
prism A block of clear, colourless glass or plastic.
Usually triangular.
spectrum The seven colours that make up white light.
white light Normal daylight, or the light from light bulbs, is
white light.

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 8Ja Quick Check

Name Class Date

There is something wrong with each of these diagrams. Find the mistakes and label them.

A B

C D

E F

G H

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 Quick Check Quick Check
8 Jb 8 Jb

Copy and complete the following sentences. Include one of the Copy and complete the following sentences. Include one of the
following words or phrases in each answer. following words or phrases in each answer.

and because but however so and because but however so

such as therefore to which such as therefore to which

1 Light cannot travel through opaque objects… 1 Light cannot travel through opaque objects…
2 Light travels in straight lines… 2 Light travels in straight lines…
3 Most objects reflect light… 3 Most objects reflect light…
4 The surface of a mirror is very smooth… 4 The surface of a mirror is very smooth…
5 The normal is a line at 90° to the mirror… 5 The normal is a line at 90° to the mirror…
6 Rough surfaces reflect light… 6 Rough surfaces reflect light…
7 We can show what happens in mirrors using ray diagrams… 7 We can show what happens in mirrors using ray diagrams…
8 We can see images in mirrors… 8 We can see images in mirrors…

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 8Jb Quick Check WS

Name Class Date

The diagram shows a plane mirror. Use a protractor to help you to answer questions 1 to 3.

1 Draw the normal to the mirror at point X. Draw the normal as a dotted or dashed line.
2 Draw a ray of light that hits the mirror at point X.
3 Draw the ray of light that will be reflected from point X.
4 Label the following things on your diagram:
● angle of incidence
● angle of reflection
● incident ray
● reflected ray.

5 The diagram shows a piece of paper used during

a student’s investigation into mirrors.
a Explain why there are crosses on the paper.

b Describe what the student should do next.

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 Quick Check Quick Check
8 Jc 8 Jc

Here are the answers to some questions. What do you think the Here are the answers to some questions. What do you think the
questions were? Write more than one question for each answer, if questions were? Write more than one question for each answer, if
you can. you can.
1 spectacles, microscopes, telescopes 1 spectacles, microscopes, telescopes
2 light changes speed 2 light changes speed
3 interface 3 interface
4 towards the normal 4 towards the normal
5 angle of refraction 5 angle of refraction
6 use a lens that is thicker in the middle 6 use a lens that is thicker in the middle

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 Quick Check Quick Check
8 Jd 8 Jd

Unscramble each set of letters to find a word connected with cameras Unscramble each set of letters to find a word connected with cameras
and eyes, then write a clue for each word. and eyes, then write a clue for each word.
1 siri 1 siri
2 citron veep 2 citron veep
3 ear nit 3 ear nit
4 lip up 4 lip up
5 race on 5 race on
6 snores 6 snores
7 scroll ed 7 scroll ed
8 marry doc me 8 marry doc me
9 cell scone 9 cell scone
10 pear true 10 pear true

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 8Je Quick Check

Cut out the cards. Match up the cards so that each question is next to the correct answer.

1 What kind of wave a Light cannot travel 2 What is the angle k Bends parallel
are light waves? through it. of incidence? rays of light so
they come
together.

3 Which travels b sensor 4 Why does l transverse

fastest, sound or refraction happen?
light?

5 Name one thing c Transmits one 6 Which part or m Light can pass
that light can colour and parts of the eye through it, but is
travel through that absorbs the rest. refract light? scattered.
sound cannot.

7 What does d A curved piece of 8 Name the hole in n When light bends
opaque mean? glass or plastic the eye that light as it passes from
that bends light. passes through. one material to
another.

9 What does e A flat mirror. 10 Name the part of a o retina

translucent mean? camera that
produces electrical
signals.

11 What is a plane f vacuum 12 Where are the rod p light

mirror? and cone cells?

13 What is the g The angle between 14 How do you make q cornea and lens
normal? a ray of light hitting a spectrum from
something and the white light?
normal.

15 Name something h Light travels at 16 What does a filter r pupil

that produces different speeds in do?
diffuse reflection. different materials.

17 What is a lens? i Shine it through a 18 How big is the s A line at 90° to a

prism. image in a mirror? mirror or surface.

19 What is refraction? j The same size as 20 What does a t paper

the object being converging lens
reflected. do?

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 8J Progression Check

Name Class Date

Draw a ring around a number of stars for each statement. If you are very confident about a
statement, draw your ring around all the stars. If you do not know anything about a statement do
not draw a ring.

Topic At the end of the unit:

8Ja
Recall the meanings of words that describe materials and how UK NC, iLS,
they affect light (transparent, translucent, opaque, transmit, CEE * * * * *
absorb).
Use the ray model of light, in diagrams, to explain how we see UK NC, iLS, * * * * *
things and how shadows are formed. CEE
Describe some similarities and differences between light and UK NC, iLS * * * * *
sound.
8Jb Working Scientifically
Represent rays of light as straight lines with arrows showing the UK NC, iLS,
direction of travel. CEE
* * * * *
Explain why we need to use symbols and conventions that are UK NC, iLS,
recognised by scientists all over the world. CEE
* * * * *
8Jb
Describe some uses of plane mirrors. UK NC, iLS,
CEE
* * * * *
State the meanings of words connected with reflection (such as UK NC, iLS,
angle of incidence, normal, etc.). CEE
* * * * *
Describe the difference between specular reflection and UK NC, iLS,
scattering. CEE
* * * * *
Recall the law of reflection and use it to make predictions. UK NC, iLS,
CEE * * * * *
Use ray diagrams to explain the formation of an image in a plane UK NC, iLS,
mirror. CEE
* * * * *
8Jc
Recall that light travels at different speeds in different materials. UK NC, iLS * * * * *
Explain why refraction occurs, and use ray diagrams to describe UK NC, iLS
the refraction of light as it passes into and out of different * * * * *
materials.
Describe the effects of convex lenses on parallel beams of light. UK NC * * * * *
State the meaning of focal length, focus and principal axis and UK NC
relate the power of a lens to its shape. * * * * *
8Jd
State the parts of the eye and cameras, and explain their UK NC
functions. * * * * *
Describe similarities and differences between eyes and cameras. UK NC * * * * *
Describe the way our eyes detect different colours, and recall the UK NC
primary and secondary colours of light. * * * * *

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 8J Progression Check

Topic At the end of the unit:

8Je
Describe how to split light into different colours using a prism, and UK NC, CEE
recall the colours of the spectrum, in order. * * * * *
Explain how filters can be used to make coloured light. UK NC * * * * *
Explain why coloured objects appear coloured and why they look UK NC
different in light of different colours. * * * * *

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 8J Summary Sheets

Light
Light travels in straight lines from a source. Light travels as transverse waves. It travels much
faster than sound, and does not need a substance to travel through.
Light travels through transparent objects but not through opaque objects. Shadows are made
when light is blocked by an object. Opaque objects block all light. Translucent objects allow some
light to pass through, but it is scattered so you do not see a clear image.

Transmission and absorption

Transparent materials let light pass straight through. We say they transmit light. Opaque surfaces
can absorb or reflect light. White surfaces reflect most of the light that hits them. Black surfaces
absorb light very well and reflect very little. This is why they look so dark.

Reflection
Light rays are scattered by
rough surfaces (diffuse
reflection), which means that
you cannot see an image in an
object with a rough surface.
Mirrors and shiny materials
such as polished metals reflect
light evenly. This is called
specular reflection. The
angle of incidence (i) is equal
to the angle of reflection (r) –
this is known as the law of
reflection. Angles are
measured between the light
rays and the normal (a line
drawn at right angles to the
reflecting surface).
You can see an image in a
mirror because the reflected
rays of light appear to come
from a point behind the mirror.
The image in a plane mirror is the same size as the object, and the same distance away from the
mirror. In the image, left becomes right and right becomes left.

Refraction
When light hits something transparent it changes speed and direction. This is called refraction.
Refraction takes place at the interface between two substances. When light is transmitted through
glass it slows down and changes direction towards the normal. When it travels back out it speeds
up again and changes direction away from the normal.

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 8J Summary Sheets

Lenses are curved pieces of glass or transparent plastic that are designed to refract light in
particular ways. Converging lenses make rays of light come together. The focal point of a lens is
the point where parallel rays of light are brought together by the lens, and the focal length is the
distance of this point from the centre of the lens.
Lenses are used in cameras, microscopes and telescopes.

Cameras and eyes

Rod cells in our retinas detect faint light but not colours and cone cells detect the primary colours
of red, blue and green. We see combinations of primary colours as secondary colours (magenta,
cyan and yellow).

Colour
White light is a mixture of colours. White light can be split up using a prism to give a spectrum of
seven colours (red, orange, yellow, green, blue, indigo, violet). The splitting of colour into a
spectrum is called dispersion.
We are able to see colours because objects do not reflect all the colours in light. White objects
reflect all the colours, but a red object only reflects red and all other colours are absorbed. This
idea applies to all colours except black – black objects absorb all colours.
Filters are used to make coloured light. They transmit one of the colours in white light and let the
other colours through. If you look at a coloured object in coloured light, its colour may appear to be
different.

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 Stage school (Plenary 4 in Topic 8Je)
In the table below, examples of how progression bands might be interpreted for this activity are given. It is suggested that a student needs to
demonstrate work at a progression band in two different strands to achieve that band.

Recalling Explaining Using knowledge Using Applications and

evidence implications
Developing Students describe how some Students explain how the fact Students give examples of materials Students describe some
materials affect the light that that light travels in straight lines that are opaque, translucent and possible uses of mirrors on
falls on them. leads to shadows being formed. transparent. the stage.
Exemplar: check that students Exemplar: students produce a Exemplar: students give at least one Exemplar: students suggest
use words such as reflect, simple ray diagram to explain example of each type of material. that mirrors can be used to
absorb, transmit, scatter shadow formation, representing reflect light from spotlights
8J

correctly. light rays as straight lines. to other parts of the stage,

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Students state that filters can Students describe some uses of or can produce 'ghost'
be used to make coloured plane mirrors. effects.

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light, and state the primary Exemplar: students explain that
colours for light. mirrors can reflect light or form
Students state that the images.
appearance of an object
depends on the colour of light
shining on it.

Securing Students describe how Students use the ray model of Students explain how different-sized Students explain how to
mirrors reflect light. light to explain how we see shadows can be formed. create multiple reflections
Exemplar: check that things that are not sources of Exemplar: students use a ray using more than one mirror.
students use the following light. diagram to show the effect of at
vocabulary correctly – angle Exemplar: students produce a least one factor on the size of a
of incidence, normal, angle ray diagram, including arrows, to shadow.
of reflection. show how a spotlight helps the Students describe the difference
Students describe the audience to see a performer. between even reflection and
characteristics of the image Students describe how to split scattering.
formed by a plane mirror. light into different colours using a Exemplar: students produce a ray
Exemplar: students state at prism. diagram showing scattering from a
least two characteristics of the rough surface and specular
image in a plane mirror. reflection from a smooth one.
Assessment Task
Open-ended

Page 1 of 3
 Recalling Explaining Using knowledge Using Applications and
evidence implications
Securing Students identify parts of
(continued) cameras and eyes.
Exemplar: check that students
name at least three parts of
each correctly.
Students state that light is
made up of different colours
that can be split up using a
prism.
Exemplar: check that students
use the following words
8J

correctly – rainbow, spectrum,

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dispersion.
Securing + Students state that lenses Students draw ray diagrams to Students explain how filters can be Students explain that

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focus light through refraction. describe the refraction of light as used to make coloured light. lenses can be used to
it passes into and out of different Exemplar: check that students concentrate the light in the
media or through a lens. correctly identify which colours are beam of a spotlight, or in
Exemplar: check that the being transmitted and which are projecting an image as a
following are labelled correctly – being absorbed (and use those backdrop.
refraction, angle of refraction, words in their explanations). Students explain why a
refracted ray, convex lens, Explain why coloured objects camera can sometimes
converging lens, focal length, appear coloured. detect things that the
focus. Exemplar: check that students human eye cannot.
Students explain the purpose of correctly identify which colours are Exemplar: students explain
parts of cameras and eyes. being reflected and which are being that camera can gather
Exemplar: check that students absorbed (and use those words in more light than eyes
explain the purpose of three their explanations). because the shutter can be
parts of each. kept open for a long time to
Students describe the way our form one image, or explain
eyes detect different colours. that a camera can detect
things that happen very
Exemplar: students describe the
fast.
three types of cone, and explain
that we see combinations of the
three primary colours as different
colours.
Assessment Task
Open-ended

Page 2 of 3
 Recalling Explaining Using knowledge Using Applications and
evidence implications
Exceeding Students explain why objects Students describe some
look different in light of different colour-change effects that
colours. can be achieved with the
Exemplar: explanations should use of coloured
be in terms of which colours are clothing/sets and coloured
reflected and absorbed by a spotlights.
coloured object, and which Exemplar: students give at
colours in light are available to least one example of how
be reflected. the colours of an actor's
clothing would change
under a coloured spotlight.
8J

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Assessment Task
Open-ended

Page 3 of 3
 8J Assess Yourself!

Name Class Date

The local college runs a course that trains the technicians who are in charge of lighting and special
effects in theatres and on film sets. Prepare a presentation to explain the points below. Your
presentation should consist of visual aids (such as a computer presentation or a series of posters),
and notes to remind the instructor what to say about each topic.
● how stage lighting helps us to see what is on the stage
● how light can be reflected or bent, and some examples of how this can be used to produce
special effects
● why coloured objects appear coloured, and how appearances can be changed using coloured
lighting
● how cameras and eyes work, and why this means that photographs can sometimes detect
things that eyes cannot.

Name Class Date

Now that you have completed the activity, circle the number of stars next to each of these
sentences to describe how well you did.

I have…
described how opaque, translucent and transparent materials can affect light,
and given examples of these materials. * * * * *
stated how coloured light can be made, and that this can change the
appearance of coloured objects. * * * * *
described how shadows are formed. * * * * *
described at least two uses of plane mirrors. * * * * *
suggested at least one possible use of mirrors in a theatre.
* * * * *
described how mirrors reflect light, and the characteristics of the image in a
mirror. * * * * *
explained the difference between even reflection and scattering. * * * * *
identified all the parts of a camera and of an eye. * * * * *
described how to split light into different colours using a prism. * * * * *
used a ray diagram to explain how we can see things that are not sources of
light. * * * * *
used a ray diagram to explain the formation of different sized shadows. * * * * *
explained how lenses focus light through refraction. * * * * *
used a labelled ray diagram to show what happens in refraction. * * * * *
explained the functions of different parts of cameras and of eyes, and how our
eyes detect colours. * * * * *
explained how filters make coloured light. * * * * *
explained why coloured objects appear coloured. * * * * *
suggested some uses for lenses in the theatre or in films. * * * * *
explained why cameras can sometimes produce images that the eye cannot
see. * * * * *
explained why coloured objects appear different in different coloured light, and
suggested some uses for this. * * * * *

What could you do to improve?

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 WSI Assessment: Investigating refraction (Exploring 1 in Topic 8Jc)
Planning Obtaining (DAPS) Presenting Considering Evaluating
Developing Students decide on an Students use the Students record their Students draw a Students suggest
appropriate approach apparatus appropriately. data using ordered straightforward conclusion improvements in their
including using a fair test to They follow instructions tables or labelled and identify the evidence work, giving simple
answer a question carefully. diagrams or clearly that they have used reasons (e.g. ‘I should
(e.g. decide to keep the This will allow them to laid out descriptions. (e.g. 'my graph shows that have the room darker, as
same light source and make a series of Where appropriate, the bigger the angle of it was difficult to mark the
distance from the block, appropriate observations they clearly show the incidence, the bigger the rays properly’).
and only change the angle (e.g. mark rays and use intervals between angle of refraction’).
of the incident light). protractor to measure measurements and the They communicate their
They plan to use simple, angles). range of conclusions using
8J

appropriate apparatus measurements. appropriate scientific

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In fair tests, they vary one
(e.g. select a suitable variable while keeping With help, they plot language (e.g. using words
transparent block and others the same (which simple scatter graphs such as ‘ray’ and ‘angle’

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decide to use a ray box). may require some (e.g. plot angle of correctly).
They decide on an assistance) (e.g. they incidence against
appropriate approach and keep the ray box the angle of refraction in a
write a method in steps, same distance from the scatter graph).
including what they will glass block, and use the
look for. same block each time).
In fair tests, they plan to If questioned, they are
control at least one variable able to state clearly the
(e.g. select suitable intervals between
distance of ray box from measurements and the
glass block and keep this range of measurements.
the same). Following instructions,
They plan to change one they take action to control
variable and measure obvious risks to
another (e.g. they plan to themselves (e.g. they
change one angle and realise that the bulbs will
measure another). get hot and that they
They state one way in should not look directly at
which they and/or others the light).
around them will remain
safe.
WS Investigations

Page 1 of 4
 Planning Obtaining (DAPS) Presenting Considering Evaluating
Securing Students state a Students accurately record Students use scatter Students analyse their Students evaluate their
prediction with a reason angles measured using a graphs to present their findings and draw working methods to make
using scientific knowledge protractor. results. conclusions making clear practical suggestions for
They select appropriate They identify when Scatter graphs may have use of their evidence improvements, which are
apparatus and explain measurements should be small errors, such as (e.g. ‘the light rays came backed up with scientific
why it is appropriate and repeated and carry out missing units, axes labels, out of the block parallel to reasons (e.g. suggest
what it does. those repeats. slightly inappropriate the rays that went into it using a lens in the ray box
They state what they will scales and a small because they were to produce a narrower
look for and explain why proportion of points refracted by the same beam, to make
they will look for these misplotted. amount when they came measurements more
things. out of the block as when accurate).
they went into it’).
They plan a systematic
8J

approach, which includes They point out

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the number of inconsistencies and
measurements that they anomalies in their data.

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will take and the overall They communicate their
range of measurements. ideas using some scientific
They state some ways in and mathematical
which they will remain conventions and
safe and how they will terminology.
ensure others stay safe.
WS Investigations

Page 2 of 4
 Planning Obtaining (DAPS) Presenting Considering Evaluating
Securing + Students state a prediction Students collect Students present data Students analyse findings Students consider how
with a reason using scientific accurate data using using a wide range of to draw valid conclusions good their evidence is in
knowledge obtained from instruments with fine- neat and accurate charts that are consistent with the supporting their
secondary sources of scale divisions. and graphs (e.g. plot evidence. conclusion.
information or using scientific They recognise a range scatter graph correctly For a conclusion to be valid
knowledge at this level (e.g. of familiar risks and take with scales chosen to it must only use the
they suggest that the angle actions to control them allow the graph to fill most evidence presented by
of refraction will be larger (e.g. recognise that ray of the graph paper). students and must answer
when the angle of incidence boxes will become hot They decide whether to the original aim of the
is larger, or suggest that it and state that they will include or ignore investigation.
may be different in different allow them to cool inconsistencies and They use scientific concepts
materials). before moving them). anomalies in their charts in their explanations. This
8J

They plan an appropriate and graphs, pointing includes the use of simple

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approach selecting and these out where models (e.g. ‘the amount of
using secondary sources of appropriate. refraction is not the same

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information (e.g. plan own for all materials, because
experiment using hints from light slows down by different
Q4 in the Student Book, amounts when it goes into
with the help of Skills different materials’).
Sheets Pl1–4, and explain They account for any
the choice of variables). inconsistencies in the
They explain how their evidence (e.g. explain that
chosen apparatus will allow any anomalous results may
them to collect data to be due to the difficulty of
appropriate degrees of marking a ray accurately).
accuracy and precision. They manipulate numerical
They state the number and data to make comparisons
range of measurements and draw conclusions.
that they will make, They communicate
justifying their choices qualitative and quantitative
(e.g. plan to use at least data effectively using
five different angles of scientific conventions and
incidence at 10° intervals, terminology (e.g. point out
to allow any pattern to be that the graph does not
seen in a graph, and to do show a directly or inversely
this with more than one proportional relationship).
transparent material).
WS Investigations

Page 3 of 4
 Planning Obtaining (DAPS) Presenting Considering Evaluating
Exceeding Students formulate Students collect data Students present Students identify limitations Students evaluate their
scientific questions and systematically and with graphical data using lines in primary and secondary evidence to make
hypotheses by synthesising precision and accuracy, or curves of best fit data (e.g. accuracy is reasoned suggestions
information from a variety using a range of (e.g. record angle of limited by the width of the about how their working
of sources (e.g. make use apparatus. refraction against angle of rays from the ray box, and methods could be
of a variety of sources, They follow risk incidence and use a line there is the assumption that improved.
such as the Student's Book, assessment procedures. or curve of best fit). the light travels in a straight They describe how factors
and ICT resources to line within the block). that they did not attempt
design an investigation They develop and to control may have
involving how the difference demonstrate quantitative affected the results,
between the angles of relationships between describe how these
incidence and refraction variables in their factors might be better
8J

depends on the speed of conclusions (e.g. describe controlled and explain the

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light in the material). that the graph shows a effects of better
They identify key factors in curve so there is no controlling them.

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complex contexts. obvious linear relationship They consider whether
They explain how their between the angles of their data is sufficient for
methods will allow them to incidence and refraction).* the conclusions they have
account for potential They communicate drawn (e.g. comment on
sources of error that they effectively using a wide the fact that a graph of i
have identified, so that they range of scientific and against r is not linear at
can collect good quality technical conventions and high angles of incidence,
evidence that will allow terminology. so there may not be a
them to be sure of a They decide whether to proportional relationship).*
conclusion. include or exclude
Their plans contain simple anomalous results and
and appropriate risk explain their choice.
assessments (e.g. the
possible risks of moving
around in darkened rooms,
handling hot bulbs, or
looking into light sources
are noted and ways of
reducing the risks are
identified).
* Note that there is a linear relationship, but not one that students are expected to derive (sin i / sin r is constant, not i/r).
WS Investigations

Page 4 of 4
 8J End of Unit Test Standard (S)

Name Class Date

1 Name two sources of light.

(Total for Question 1 = 2 marks)

2 These sentences explain why you have a shadow on a sunny day.

Complete the sentences using words from the box.

absorbed curved opaque straight translucent transmitted

transparent wavy

Light travels in lines. Your body is so light

hitting your body is or reflected. The light is not _

through your body.

(Total for Question 2 = 4 marks)

3 Materials can be opaque, translucent or transparent.

(a) What does ‘transparent’ mean? Tick one box.

A It transmits light.

B It absorbs all light.

C Some light is absorbed and the rest is reflected.

D Light is scattered as it passes through.

(1)

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 8J End of Unit Test Standard (S)

(b) How is a translucent material different from a transparent material? Tick one box.

A A translucent material transmits light.

B A translucent material absorbs all light.

C A translucent material absorbs some light and the rest is reflected.

D A translucent material scatters light as it passes through.

(1)

(Total for Question 3 = 2 marks)

4 The diagram below shows a ray of white light passing through a prism and forming a spectrum
on a white screen.

Complete the labels for the four missing colours in the spectrum.
(Total for Question 4 = 2 marks)

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 8J End of Unit Test Standard (S)

5 A woman is reading a book. Draw a light ray on the drawing to show how she sees the book.
Draw arrows on your light ray to show the direction the light is travelling.

(Total for Question 5 = 1 mark)

6 (a) The diagram below shows a plane mirror and a ray of light hitting the mirror.
Complete the diagram by drawing the reflected ray on the diagram.

(1)

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 8J End of Unit Test Standard (S)

(b) Look at the diagram in part (a). What is the name of the dashed line at right angles to
the mirror? Tick one box.

A the reflected ray

B the incident ray

C the normal

D the refracted ray

(1)

(c) A piece of paper does not reflect light in the same way as a mirror reflects light.
What happens to light when it hits a piece of paper and is reflected? Tick one box.

A All the rays are reflected in the same direction.

B The light is scattered in many different directions.

C The light rays are reflected along the normal.

D The light is reflected back towards the mirror.

(1)

(d) Two plane mirrors can be used in a piece of equipment called a periscope.
Draw a ray of light on the diagram to show how the person using the periscope can see the
ball.

(2)

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 8J End of Unit Test Standard (S)

(e) Describe one different use for a plane mirror.

(1)

(Total for Question 6 = 6 marks)

7 A student shines a ray of light towards a glass block. He draws a cross at two points along the
ray and then uses the crosses to help him draw a straight line showing the ray of light.
The diagram shows what he did.

(a) Give one reason why the student used the crosses to mark the ray of light, instead of
drawing along the ray.

(1)

(b) As the ray of light goes into the glass block and out of the glass block, the ray changes
direction.
Complete the ray of light on the diagram above to show what happens when the light goes
into the glass block and comes out of the glass block.
(2)

(c) Give one reason why the ray of light changes direction when it enters the glass block.

(1)

(d) Name the effect of light changing direction as it moves from air into glass.

(1)

(Total for Question 7 = 5 marks)

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 8J End of Unit Test Standard (S)

8 The diagram shows a human eye.

(a) Complete the three missing labels.

(3)
(b) The retina contains rod cells and cone cells. There are three types of cone cell. Each type
of cone cell detects one of the primary colours of light.
What are the three colours that cone cells detect? Tick one box.

A yellow, green, blue

B red, green, blue

C red, yellow, blue

D magenta, yellow, cyan

(1)

(c) Describe the functions of three different parts of the eye.

(3)

(Total for Question 8 = 7 marks)

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 8J End of Unit Test Standard (S)

9 A student puts a red filter in a beam of white light. What happens to the light that hits the filter?
Tick one box.

A Red light is transmitted and all the other colours are absorbed.

B Red light is absorbed and all the other colours are transmitted.

C White light is transmitted and red light is absorbed.

D Red light is reflected and all the other colours are absorbed.

(Total for Question 9 = 1 mark)

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 8J End of Unit Test Higher (H)

Name Class Date

1 A woman is reading a book. Draw a light ray on the drawing to show how she sees the book.
Draw arrows on your light ray to show the direction the light is travelling.

(Total for Question 1 = 1 mark)

2 (a) The diagram below shows a plane mirror and a ray of light hitting the mirror.
Complete the diagram by drawing the reflected ray on the diagram.

(1)

(b) Describe the difference between specular reflection and diffuse reflection.

(2)

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 8J End of Unit Test Higher (H)

(c) Two plane mirrors can be used in a piece of equipment called a periscope.
Draw a ray of light on the diagram to show how the person using the periscope can see the
ball.

(2)

(Total for Question 2 = 5 marks)

3 A student shines a ray of light towards a glass block. She draws a cross at two points along
the ray and then uses the crosses to help her draw a straight line showing the ray of light.
The diagram shows what she did.

(a) Give one reason why the student used the crosses to mark the ray of light, instead of
drawing along the ray.

(1)

(b) As the ray of light goes into the glass block and out of the glass block, the ray changes
direction.
Complete the ray of light on the diagram above to show what happens when the light goes
into the glass block and comes out of the glass block.
(2)

(Total for Question 3 = 3 marks)

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 8J End of Unit Test Higher (H)

4 Describe the functions of three different parts of the eye.

(Total for Question 4 = 3 marks)

5 The primary colours of light are red, green and blue.

(a) Why do we call these the primary colours? Tick one box.

A These are the first colours we see.

B These are the brightest colours.

C The cones in our retinas detect these three colours.

D These are the best colours to give small children.

(1)

(b) Name one secondary colour of light and the two primary colours that make it. Tick one box.

A Cyan is made from blue and green.

B Green is made from yellow and blue.

C Magenta is made from red and green.

D Red is made from yellow and cyan.

(1)

(Total for Question 5 = 2 marks)

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 8J End of Unit Test Higher (H)

6 A student puts a red filter in a beam of white light.

(a) What happens to the light that hits the filter? Tick one box.

A Red light is transmitted and all the other colours are absorbed.

B Red light is absorbed and all the other colours are transmitted.

C White light is transmitted and red light is absorbed.

D Red light is reflected and all the other colours are absorbed.

(1)

(b) The student puts a blue filter

next to the red filter.
Explain what will happen.

(2)
(Total for Question 6 = 3 marks)

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 8J End of Unit Test Higher (H)

7 A performer on a stage has a red and white costume. White light shines on the performer.
(a) (i) Why does the white part of the costume look white? Tick one box.

A The white parts reflect white and absorb all the other colours.

B The white parts only reflect white light.

C The white parts only absorb white light.

D The white parts reflect all the colours in white light.

(1)
(ii) Give one reason why the red part of the costume looks red.

(1)

(b) The performer stands next to a blue box. A red spotlight shines on the performer and the
box. Explain what colours the white and blue things will look in the red light.

(4)

(Total for Question 7 = 6 marks)

8 A student is looking at a photograph on a computer screen. He also has a print of the

photograph on his desk. The lamp in the room is producing white light.
The lamp in the room has a lamp shade that makes the light coloured.
Explain why the printed photograph will seem to change colour more than the photo on the
computer screen.

(Total for Question 8 = 2 marks)

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 8J Mark Scheme

Quick Quiz
Answers Marks
Topic Q1 Q2 Q3 Q4

8Ja A D C C 4

8Jb B A C D 4

8Jc D B B A 4

8Jd A C B B 4

8Je C C D A 4

End of Unit Test Mark Scheme Standard (S)

Question Part Step Answer Mark scheme
1 1st Any two light sources: such as Sun, light 2 marks – 1 mark for
bulb; candle; fire; TV screen. each one
2 3rd straight; opaque; absorbed; transmitted 4 marks – 1 mark for
each one
3 a 2nd A it transmits light. 1 mark
b 2nd D A translucent material scatters light as it 1 mark
passes through.
4 2nd Orange, yellow, green, blue – from the top 2 marks if all correct.
in that order. (1 mark if one colour
incorrect or out of place.
0 marks if more than one
colour wrong)
5 4th Ray of light and arrows from lamp to book 1 mark – both arrows
and from book to eye. must be present and
pointing in the correct
direction
6 a 4th Reflected ray drawn so that the angle of 1 mark
reflection is equal to the angle of incidence.
(Allow for some error if protractors not
available.)
b 4th C the normal 1 mark
c 3rd B The light is scattered in many different 1 mark
directions.
d 4th Continuous line drawn from ball to eye, with 1 mark
angles of incidence and reflection drawn;
approximately equal at each mirror with
arrows showing correct direction. 1 mark
e 2nd Any sensible use for a mirror, such as for 1 mark
doing hair/make-up, rear-view mirrors in
cars, mirrors to give drivers better views at
junctions, anti-shoplifting mirrors, etc.
7 a 5th Any sensible suggestion with a reason – 1 mark
e.g. it is more accurate because her hand
would make a shadow if she tried to draw
along the ray, or she wouldn't be able to put

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 8J Mark Scheme

Question Part Step Answer Mark scheme

a ruler along the ray to draw the line
because the block would get in the way.
b 6th Ray within block refracted closer to normal; 1 mark
Ray emerges from block and is refracted 1 mark
parallel to incident ray.
c 6th light travels more slowly through glass than 1 mark
through air
d 4th refraction 1 mark
8 a 4th iris, lens, optic nerve (labelled in correct 3 marks – 1 mark for
places) each one correct
b 3rd B red, green, blue 1 mark – all three
needed
c 6th Any three named parts of the eye described 3 marks – 1 mark for
with correct description of function, such as: each correct description
cornea – transparent covering lets light to a maximum of 3
through/helps to focus light;
iris – changes to control size of pupil;
pupil – lets light into the eye/controls how
much light enters the eye;
lens – helps to focus light;
retina – converts light to nerve impulses;
optic nerve – sends nerve impulses to brain.
9 5th A Red light is transmitted and all the other 1 mark
colours are absorbed.

Final Step Calculation

Marks Step
0–6 1st or below
7–9 2nd
10–11 3rd
12–15 4th
16–21 5th
22–25 6th
26+ 7th

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 8J Mark Scheme

End of Unit Test Mark Scheme Higher (H)

Question Part Step Answer Mark scheme
1 4th Ray of light and arrows from lamp to book and 1 mark – both arrows must
from book to eye. be present and pointing in
the correct direction
2 a 4th Reflected ray drawn so that the angle of 1 mark – allow for some
reflection is equal to the angle of incidence. error if protractors not
available.
b 4th In specular reflection the light is reflected 1 mark
evenly/the angles of incidence and reflection
are equal;
In diffuse reflection the light is scattered/the 1 mark
reflected light goes off in many different
directions.
c 4th Continuous line drawn from ball to eye, with 1 mark
angles of incidence and reflection drawn
approximately equal at each mirror,
with arrows showing correct direction. 1 mark
3 a 5th Any sensible suggestion with a reason – e.g. it 1 mark
is more accurate because her hand would
make a shadow if she tried to draw along the
ray, or she wouldn't be able to put a ruler along
the ray to draw the line because the block
would get in the way.
b 6th Ray within block refracted closer to normal; 1 mark
Ray emerges from block and is refracted 1 mark
parallel to incident ray.
4 6th Any three named parts of the eye described 3 marks – 1 mark for each
with correct description of function, such as: correct description to a
cornea – transparent covering lets light maximum of 3
through/helps to focus light;
iris – changes to control size of pupil;
pupil – lets light into the eye/controls how much
light enters the eye;
lens – helps to focus light;
retina – converts light to nerve impulses;
optic nerve – sends nerve impulses to brain.
5 a 5th C The cones in our retinas detect these three 1 mark
colours.
b 6th A Cyan is made from blue and green. 1 mark – the secondary
colour and both primary
colours must be named

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 8J Mark Scheme

Question Part Step Answer Mark scheme

6 a 5th A Red light is transmitted and all the other 1 mark
colours are absorbed.
b 7th No light will get through 2 marks – 1 mark for
because the blue filter only transmits blue light correct description, 1 mark
and there is no blue light reaching it. for reason

7 ai 5th D The white parts reflect all the colours in white 1 mark
light
a ii 6th The red parts reflect red light but absorb all the 1 mark
other colours.
b 7th The white will appear red, because it reflects all 4 marks – 1 mark for each
colours but there is only red light reaching it; correct description, 1 mark
The blue will appear black, because it absorbs for each correct reason
red light and that is the only colour of light
reaching it.
8 7th In coloured light, not all the colours in light are 1 mark
available to be reflected, so some colours could
appear black;
The computer screen is a light source. Some of 1 mark
the colours could change a little, as coloured
light reflected from the screen could combine
with the colours emitted by the screen to form a
different colour.

Final Step Calculation

Marks Step
0–5 3rd or below
6–8 4th
9–12 5th
13–16 6th
17–20 7th
21+ 8th

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 8J Mark Scheme

Quick Check answers

Quick Check Answers
8Ja A The arrow is going the wrong way – it should go from the candle flame to the
girl’s eye.
B Light does not bend around opaque objects. The arrow from the candle should
stop at the wood.
C The shadow should be the same shape as the object.
D Both arrows on the ray should be going from the candle flame to the girl’s eyes.
E The light ray should stop at the wood. Wood is opaque.
F The light rays should scatter in different directions as they pass through the
paper as the cooking paper is translucent.
G The shadows should all be in direction directly away from the Sun.
H The light rays should travel in straight lines, crossing where the pinhole is.
8Jb WS 1 Normal drawn as dotted/dashed line at right angles to the mirror.
2 Ray of light drawn meeting the mirror at X, with arrow on it pointing towards
mirror.
3 Ray of light drawn from the mirror at X, with arrow on it pointing away from the
mirror, and with angles of incidence and reflection drawn equal and labelled.
4 Angles of incidence and reflection correctly labelled, incident and reflected rays
correctly labelled.
5 a The student has marked where the ray of light before and after it was
reflected by the mirror.
b He/she should use a ruler to mark the path of the light. Students may also
add that they should draw a normal to the mirror, and measure the angles of
the rays from the normal.
8Jb Some possible answers are given below, although these are not the only valid
responses:
1 … but it can travel through transparent ones./… so opaque objects can cause
shadows./… because opaque objects either absorb or reflect the light.
2 … which you can see when it shines through gaps between trees or clouds./…
so it cannot bend around opaque objects and shadows are formed./… which
you can see if you have a laser.
3 … which is why we can see them./… and light colours reflect more light than
dark colours./… and mirrors are the best at reflecting light.
4 … so light is reflected evenly by it./… which is why we can see images in
mirrors./…which gives specular reflection.
5 … and it is used when we measure angles of incidence or reflection./
… which is usually drawn as a dashed line.
6 … but the light is scattered./…but they produce diffuse reflection./…but we
cannot see an image in them.
7 …and there are recognised conventions for these./…and we show the direction
the light is going using arrows./…which we can draw by marking the path of a
light ray on a piece of paper.
8 …and in polished metal./…but not in paper or wood./…because mirrors produce
specular reflection./…because mirrors reflect light evenly.

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 8J Mark Scheme

Quick Check Answers

8Jc 1 Name some things that use lenses.
2 What happens when light goes from one transparent material to another?/
What causes refraction?
3 What is the scientific name for the place where two substances meet?/
Where does refraction happen?
4 How does the direction of light change when it goes from air into glass/water?
5 What is the name of the angle between the normal and the light ray after it has
passed an interface?/Which angle is smallest when light goes from air to
glass?/Which angle is biggest when light goes from water to air?
6 How can you make rays of light come together closer to a lens?/How can you
make the focal point closer to a lens?

8Jd Any sensible clues for the following words:

1 iris 2 optic nerve 3 retina 4 pupil
5 cornea 6 sensor 7 rod cells 8 memory card
9 cone cells 10 aperture
8Je 1 l 2 g 3 p 4 h 5 f 6 q 7 a
8 r 9 m 10 b 11 e 12 o 13 s 14 I
15 t 16 c 17 d 18 j 19 n 20 k

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