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.