WHAT IS THERE TO KNOW

ABOUT LIGHT??
 CONTENTS

Title Page 1

Contents Page 2

Intended Student Learning Outcomes Page 3

Introduction to light Page 4

Experiment 1: Building a simple spectroscope Page 5 - 7

Worksheet 1: Building a simple spectroscope Page 8

Worksheet 1: Building a simple spectroscope Page 9

Worksheet 1: Building a simple spectroscope - Answers Page 10

Experiment 2 : The Photoelectric Effect Page 11 - 13

Worksheet 1: Photoelectric Effect Page 14

Worksheet 1: Photoelectric Effect - Answers Page 15

Experiment 3 : Luminol coil Page 16 – 18

Experiment 4 : Internal Reflection and Streaming Water Page 19 – 23

Worksheet 1: Internal Reflection and Streaming Water Page 24

References Page 25
 Intended Student Learning Outcomes

Learning outcomes intended for students:

- What is white light made up of?

This will be shown in Experiment 1

- Light can travel as waves (waves differ in their frequency, wavelength and amplitude)
This will be shown in Experiment 1

- There are many different types of light (coloured light is one example, but there are others).
Some of these wavelengths of lights have a greater frequency and are hence more powerful
and dangerous (i.e. frequency is important)
This will be shown in Experiment 2

- Atoms contain electrons that absorb energy and get excited. When they get excited they reach
an excited state and then when they return, they emit energy (emission & absorption of light).
This will be shown in Experiment 3

- The concept of monochromatic light, incident light, defection, reflection, concave, convex,
diverging and converging etc.
This will be shown in Experiment 4
 Introduction to light

What is light?

Light is what makes everything in our world visible. Every single colour and object we
see depends on light.

Where does light come from?

There are many sources of light. From a light bulb, to a computer screen, candles and
of course the sun. But there is an endless list of others.

So how does light get from the source to our eyes?

We only see things because light bounces off objects and into our eyes.
The “bouncing off” effect mentioned is called reflection.

What is light made up of? Can we break it down?

Light from an electric light bulb or natural light such as the sun looks white, but in actual
fact it is made up of all the different colours in the rainbow. The colours that our eyes see
depend on the colours that are reflected off objects and into them. For example, a
strawberry looks red because it reflects red light and absorbs all the other colours. An
object that absorbs all the colours in light therefore has no light reflected. That is when
we see black. But when an object reflects all the colours, we see white.
 Experiment 1 : Building a simple spectroscope
Aim: To show that white light is made up of a certain spectrum of colours. (red, orange, yellow, green,
blue, indigo & violet. And to show that different light sources when viewed through a spectroscope reveal
the wavelengths of colours that it contains. To show that different light sources have different spectrums.

Background for the teacher:

“When trying to understand light and colour, first we need to understand that light travels in the form of
a wave”. TeAchnology, (2010) These waves have both high and low points. The distance between one
high point to the next is called a wavelength. The shorter the wave length, the higher amount of energy it
contains. The longer the wave length, the lower amount of energy. A good example of colourful
wavelengths is the rainbow. The seven colours in the rainbow are red, orange, yellow, green, blue, indigo
and violet. These colours make up the visible spectrum.

Natural or white light from the sun is made up of colours. These colours from red to violet have increasing
levels of energy. Red has longer wavelengths and therefore contains less energy or “a lower frequency”.
And violet has shorter wavelengths meaning it contains more energy and therefore “a higher frequency”.

Both above and below the visible spectrum, waves exist. The waves below the red end of the spectrum are
known as microwave, infrared and radio. Above the violet end of the spectrum, are ultraviolet, gamma and
x-rays. We cannot see these waves with the naked eye so they are known as the invisible spectrum. The
image below is of the electromagnetic spectrum which is made up of both the visible and invisible
spectrums.
Background for the class:

Light travels in the form of a wave. These waves have both high and low points. The distance between
one high point to the next is called a wave length. The shorter the wave length, the more energy the wave
has. The longer the wave length, the less energy the wave has.

In the rainbow there are seven colours: red, orange, yellow, green, blue, indigo and violet. These colours
make up the visible spectrum.

Light from the sun is made up of these colours. In the order they are listed in above, they have increasing
energy levels. So red wavelengths have the least energy, and violet wavelengths have the most.

But there are more waves than just the ones we see in these colours. There are waves below the red end of
the spectrum and they are called microwave, infrared and radio. Above the violet end of the spectrum, are
ultraviolet, gamma and x-rays. We cannot actually see these waves with our eyes so they are known as the
invisible spectrum. The image below is of the “Electromagnetic spectrum” Which shows both the visible
and invisible spectrums.

So light that looks like it is white is actually made up of all these colours, and there are ways that we can
break down this “white light” to see the colours.

Materials: - An old CD or DVD (that doesn’t matter being damaged)

- A cardboard tube (roughly the size of one at the end of a toilet roll)

- Two black pieces of poster paper (Aprox 5 x 3cm)

- Glue/Sticky tape

- Scissors

- A pencil
Method:

Step 1: Using the pencil, trace the end of the cardboard tube onto the CD.

Step 2: Cut out the circle shape that has been traced onto the CD

Step 3: The cut out piece will be made up of two different materials. Peel them away from one and other
and dispose of the part which is NOT transparent .

Step 4: Glue or tape the transparent piece of CD onto one of the ends of the cardboard tube

Step 5: Flip the tube over, and on the other end glue the two piece of poster paper side by side, leaving a
small slit in between them to allow a small amount of light to get in.

Step 6: Your spectroscope is complete! Find a light source (Eg. The sun, a light bulb etc), look through the
end of the spectroscope with the CD cut out on it and aim the slit at the light source. You should then be
able to see a spread of colours

Glossary of terms:

Spectrum: The band of colours produced when white light passes through a prism. Macquarie , (1998 pg
1116)

Spectroscope: A devise used to view the spectrum of colours that make up a particular light source.
Macquarie , (1998 pg 1116)

Transparent: Something that is easily seen through. Something that lets light pass through it so that
objects behind or beyond it can be seen. Macquarie , (1998 pg 1248)

Questions:

 Which 7 colours make up white light? Red, orange, yellow, green, blue, indigo, violet
 What are some sources of light we could use? Sun, lamp, light bulb, flame etc.
 What would we see if we looked through the spectroscope in a dark room? Nothing/black
 If you can see through something, it is said to be? Transparent
 What do you call an object that makes its own light? A Source (of light)
 Worksheet 1: Building a simple spectroscope

Using your spectroscope, find three different light sources and view them through it.

What colours do you see?

Using your colour pencils shade the colours you see, and which ones you see most of and least of.
Compare and contrast the spectra produced by different lights.

Source 1: Source 2: Source 3:

 Worksheet 2: Building a simple spectroscope

1. Circle in blue which of the following are sources of light, and in red things you can see because they
reflect light.

Circle in green the ones that you think could be both sources & something that reflects light

Stars Mirrors A Torch

A brick wall Electric light A white desk

A television Planets The sun

Candle flame A firefly Plants

2. Now write a paragraph on why you circled the objects you did in green. Why do you consider them
both a source and an object that reflects light?

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_____________________________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

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 Worksheet 2: Building a simple spectroscope - Answers

1. Circle in blue which of the following are sources of light, and in red things you can see because they
reflect light.

Circle in green the ones that you think could be both sources & something that reflects light

Stars Mirrors A Torch

A brick wall Electric light A white desk

A television Planets The sun

Candle flame A firefly Plants

2. Now write a paragraph on why you circled the objects you did in green. Why do you consider them
both a source and an object that reflects light?

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_____________________________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

Extension activities:

- Write a few paragraphs describing how the spectroscope works and why you could see the
colours you saw.

- Write a paragraph explaining what colours and why, you think you would see if you put red
cellophane over a lamp and looked at it with the spectroscope?

Extra resources for teacher: Visit http://www.ngfl-cymru.org.uk/vtc/light/eng/Introduction/default.htm

 Experiment 2 : The Photoelectric Effect
Aim:
The aims of this experiment are to demonstrate the photoelectric effect and observe its dependence on
the frequency of incident light.

Background for the teacher:

“The emission of electrons from metals (or metal alloys) irradiated by light of suitable wavelength.”
Suppan, P (1994. Pg 13)

Metal objects have electrons that are held loosely on their surface. When light is shined upon them, it
was discovered that the metals released electrons. It was thought that energy from the light was passed
onto the electrons and therefore provided them enough energy to break away. So if we changed the
frequency of the light to a higher energy colour, and the intensity (the amplitude) then we should lose
more electrons. Whereas if you used lower energy wavelengths then you would have to shine the light for
a significantly longer period of time to provide the total energy required to release the electron.

It was found though, that light that could release electrons from the surface needed to meet a certain
frequency and amplitude in its wavelength. It didn’t matter how long a metal is exposed to low frequency
light, it could not provide enough energy to kick the electrons off the metal. Low energy light could not
remove electrons no matter what duration it is shined for. For the electrons to be released they required
a certain threshold of frequency and amplitude to provide an instant amount of energy.

Background for the class:

Metal objects (such as a soft drink can) have small particles called electrons held loosely on them. When a
light which has high energy (high frequency) ie above the violet end of the visible spectrum is shined upon
the metal, the electrons are given enough energy to “jump off” the metal surface. This is called the
Photoelectric effect.

The catch is, the light must be of a certain frequency (high energy) and intensity (larger amplitude/wave
height) for this to work. Any light used with low energy (light at the red end of the visible spectrum) will
not be able to “kick off” the electrons, no matter how long the metal is exposed to it.
 In this image the red arrows represent the light applied to the
metal surface which is the rectangle. The blue arrows represent the electrons leaving the surface after
being provided enough energy.

Materials: - Aluminium Can (An old soft drink can is perfect)

- Piece of sand paper

- Copper wire ( 15- 17cm in length)

- 10 Pieces of tinsel or wrapping foil (Cut into approximately 10cm long by 3mm wide strips)

- 1 polystyrene cup

- Sticky tape

- Glue

- Piece of wool / Paper bag

- 1 piece of PVC plastic tube

Method:

Step 1: Using the sandpaper, lightly sand down the aluminium can (this is to remove any coating that the
can has, as it has been exposed to the atmosphere. Also sand down the copper wire.

Step 2: Using a small amount of sticky tape, attach the 10 strips of tinsel or wrapping foil to one end of the
copper wire. Place them about 1mm apart from one and other.

Step 3: Lay the can on it’s side and once again using a small amount of sticky tape attach the other end of
the copper wire to the can. Make sure they are attached properly. (If there is a glue gun available and an
adult to help you use it, then this can be helpful in the above attachments).

Step 3: Turn the polystyrene cup upside down and add a drop of glue to its base. Stick the can (still on it’s
side) on top of the cup. Make sure the wire & tinsel/foil are on the top side of the can and are as far away
from the polystyrene cup as possible.

Step 4: Use the piece of wool/paper bag to rub against the piece of PVC plastic tube in an up and down
motion. This action will remove electrons from the wool/paper bag and build them up on the plastic tube.

Step 5: Now take the tube and move it through the tinsel/foil strips that are hanging from the wire.
Step 6: The strips will be attracted to the tube and will spread out from one and other. They will maintain
this formation until you place your finger on the can. This occurs because the electrons are now deposited
onto you.

Step 7: Repeat steps 4 & 5.

Step 8: This time once the strips are spread out take a normal flashlight and shine it o the can. Take note if
there is any change or not

Step 9: Take a UV lamp and shine it over the can. Was there any change this time?

Glossary of terms:

Atmosphere: The gaseous fluid surrounding the earth; ie. the air. Macquarie , (1998 pg 61)

Amplitude: The maximum absolute value of a periodically varying quantity. ( The height of a wave). The
Free Dictionary, (2011)

Questions:

1. Which light would show a better example of the photoelectric effect, Ultraviolet or Infrared?

2. The Photoelectric effect is:

A. The release of electrons from a heated metal

B. The capture of electrons by a metal surface

C. The release of electrons from metal when light falls on its surface

D. The capture of electrons by shining light on them

3. Which one of these statements is correct about the threshold frequency?

A. Only the amplitude of the light waves is important.

B. Only the frequency of the light is important.

C. Both the amplitude of the wave and the frequency of light are important.

D. Neither the amplitude of the wave and the frequency of light are important.
 Worksheet 1: Photoelectric Effect

Use this experiment with a number of different light sources.

Light Source 1: Light Source 2: Light Source 3:

List which sources were successful and which were not:

How did you know they were unsuccessful?

Why would they have been unsuccessful?

 Worksheet 1: Photoelectric Effect - Answers

Use this experiment with a number of different light sources.

Light Source 1: Light Source 2: Light Source 3:

List which sources were successful and which were not:

How did you know they were unsuccessful?

Because the tinsel remained in its brush like formation after the can was exposed to the light.

Why would they have been unsuccessful?

Because the lights were not of a high enough frequency and intensity.

Extension activities:

- Explain in your own words, the Photoelectric effect

- Explain 3 steps in the method in your own words, and why they were important in the process
 Experiment 3: Luminol coil
Aim: To excite molecules by providing them with enough energy for them to reach an “excited state”
which they can emit as light.

Background for the teacher:

Reactions that produce light but little heat are known as “cool light” reactions or chemiluminescence
reactions. It is “during vigorous chemical reactions, and particularly in oxidations, excited molecules are
formed of which proportion may escape deactivating influences and lose their energy by the emission of
visible radiation” Bowen, E. J. (1946. Pg267)

So when molecules are provided with an abundance of energy they reach their excited state. Of course
they have to eventually return to their original state, but first they must release all the energy they were
provided with in the first place. This energy is released as light (Photons are released).

Background for the class:

When molecules are given a lot of energy all at once they start to get excited. For them to go back to how
they were originally, they have to use up all of the energy they were given. To do so, they release the
energy in the form of light (Photons are released). This type of reaction produces light but no heat and so
it is called a chemiluminescence reaction or a “cool light”.

Materials:

Requirements for equipment setup

- 2 x syringes
- 1 x funnel
- 2 x Tygon
- 1 x Glass spiral
- 1 x clamp
- 1 x jar
- 1 x retort stand with adjustable clamps

Requirements for solutions

- 2 x 1Lt conical flasks

- Stirring flea
- 2.45g sodium carbonate
- Water
- 0.1g Luminol
- 12g sodium bicarbonate
- 0.25g ammonium carbonate monohydrate
- 0.2g copper(II)sulphate pentahydrate
- 25ml 30% hydrogen peroxide solution
Method:

Two solutions will need to be made up.

Solution A:

Step 1: add 2.45g of sodium carbonate to one of the conical flasks.

Step 2: add 250ml of water to the flask and dissolve the sodium carbonate. (a stirring flea may be
required to completely dissolve the substance.)

Step 3: Once dissolved add 0.1g of Luminol and once again dissolve it.

Step 4: Add 12g of sodium bicarbonate, 0.25g of ammonium carbonate monohydrate and 0.2g of
copper(II)sulphate pentahydrate one straight after the other and stir all ingredients until complete
dissolution is reached. (Some heat may be required to achieve this, but make sure solution is cooled down
before use.

Step 5: Add enough water to reach the 500ml mark on the flask.

Solution B:

Step 1: add 25ml of 30% hydrogen peroxide to the second flask.

Step 2: add enough water to reach the 500ml mark on the flask.

The equipment should be setup as follows:

Once both the solutions are complete, follow these steps:

Step 1: Move into a dark area.

Step 2: Pour each solution into each of the separate syringes.

Step 3: The mixture should now give off a glow as it travels down the spiral.

Glossary of terms:

Molecule: Any very small particle Macquarie , (1998 pg 735)

Photon: A quantum of light energy Macquarie , (1998 pg 865)

Questions:

- Why is this reaction considered a “cool light”? Because it produce light but none or very little heat.
- Will the mixture continue to glow for as long as it is kept? No. Eventually once all the energy is
released it will return to its original state

Extension activities:

- Explain in your own words, your understanding of why the solution radiated light.
 Experiment 4 : Internal Reflection and Streaming Water
Aim: To demonstrate the total internal reflection of a laser beam in a water.

Background for the teacher:

It is possible for four things to happen to a light wave.

1. It can be reflected
2. It can be refracted
3. It can be transmitted
4. Or It can be absorbed

The way the light reacts depends on the object that the wave length hits.

Black objects absorb the light, solid objects reflect the light and transparent objects transmit the light
through them.

The colour of any object we see, depends on which colours within white light it absorbs, and which
colours it reflects. In a totally dark room, we are unable to detect any colour at all. But when we switch
on the lights, an Orange will look orange to us because it reflects orange and absorbs all the other colours.
In the same way that a strawberry looks red because it absorbs all the colours except red.

When light is blocked by an opaque object, that is when a shadow is formed.

Convex lenses: These lenses are able to concentrate light rays and so are called a converging lens
Concave lenses: These lenses are able to spread light rays and so are called a diverging lens

These two types of lenses are used for spectacles and contact lenses and optical instruments such as
microscopes, telescopes and cameras.
Refraction is simply the bending of a wave or light and it occurs as it is transmitted from a certain medium
to a less dense one and vice versa as it changes speed. It only happens though when it meets a new
substance at an angle other than 90 degrees.

Reflection: The main rule for mirrors in reflection is that the angle of incidence equals the angle of
reflection. As light travels in straight lines unless bent.

Total internal reflection happens when a beam of light hits a medium interface at an angle larger than a
particular critical angle with respect to the normal to the surface.
The refractive index of a substance “is a measure of the speed of light in that substance.” Beckett, T
If the refractive index is lower on the other side of the boundary, no light can pass through and all of the
light is reflected. The critical angle being the angle of incidence above which the total internal reflection
occurs.

Background for the class:

It is possible for four things to happen to a light wave.

1. It can be reflected
2. It can be refracted
3. It can be transmitted
4. Or It can be absorbed

The way the light reacts depends on the object that the wave length hits.

Black objects absorb the light, solid objects reflect the light and transparent objects transmit the light
through them.

The colour of any object we see, depends on which colours within white light it absorbs, and which
colours it reflects. In a totally dark room, we are unable to detect any colour at all. But when we switch
on the lights, an Orange will look orange to us because it reflects orange and absorbs all the other colours.
In the same way that a strawberry looks red because it absorbs all the colours except red.
When light is blocked by an object that light cannot go through, that is when a shadow is formed.

Convex lenses: These lenses are able to concentrate light rays and so are called a converging lens
Concave lenses: These lenses are able to spread light rays and so are called a diverging lens

Refraction is simply the bending of a wave or light and it occurs as it is transmitted from a certain medium
to a less dense one or the other way around. This happens because the light wave changes speed
between the two substances. It either speeds up or slows down.

Total internal reflection happens when a beam of light hits a medium interface at an angle larger than the
maximum angle the light is allowed to break through. If the speed that light travels at is lower on the
other side of the boundary, no light can pass through and all of the light is reflected.

Materials:

- Laser pointer
- Clear empty plastic bottle with cap
- Water
- Large bucket/plastic container
- Nail
- Candle
- Pliers
- Masking tape
- Wooden blocks
Method:

Step 1: Heat the nail over the candle flame and using the pliers take the nail and burn a hole about a
quarter of the way up the bottle.

Step 2: Put a piece of masking tape over the hole and fill the bottle with water.

Step 3: Immediately put the cap on the bottle to create a vacuum inside and therefore prevent the water
from spilling out the hole.

Step 4: Place the bottle on a stack of wooden blocks with the hole facing a bucket.

Step 5: Position the laser so that it passes through the plastic bottle and through the hole.

Step 6: Remove the tape and unscrew the lid.

Step 7: As the water streams out, the laser light should be reflected within the bending stream. Here you
have created total internal reflection that should be visible all the way down the stream.

Glossary of terms:

Concave: Curved like the interior of a circle or hollow sphere. Macquarie , (1998 pg 229)

Converge: To incline towards each other, as lines which are not parallel. Macquarie , (1998 pg 243)

Convex : Curved like a circle or sphere when viewed from without. Bulging and curved. Macquarie , (1998
pg 243)

Diverge: To move in different directions from a current point. Macquarie , (1998 pg 324)

Incidence: The direction or manner of a ray of light on a surface. Macquarie , (1998 pg 569)

Interface: Where two mediums (eg. Air and water) meet

Medium: An intervening substance, as air, water etc. Through which a force acts or an effect is produced.
Macquarie , (1998 pg709)

Opaque: Impenetrable to light. Not able to transmit light Macquarie , (1998 pg 804)

Reflection: To cast back light after incidence. Macquarie , (1998 pg 974)

Refraction: The change of direction of a ray of light in passing from one medium into another in which its
speed is different. Macquarie , (1998 pg 974)

Questions:

1. What word beginning with “R” can you see when you look in a mirror? Reflection
2. What word beginning with “O” describes a material that light cannot pass through? Opaque
3. In which direction does light travel? A straight line
4. What word beginning with “R” describes the bending of light? Refraction
5. If you can see through something, it is said to be? What word beginning with “T” describes a
material that only some light can pass through? Translucent
6. How are shadows formed? When light is blocked
7. How do we see things? Light is reflected off objects and into our eyes
 Worksheet 1: Internal Reflection and Streaming Water

Draw the stream spilling from the bottle with the beam reflecting within it. How far down do you think
the beam will go? Draw your answer.

The beam should refelct all the way to the bottom of the stream

Extension activities:

- Write in you’re own words what internal reflection is. Does it connect with normal reflection and
refraction?
 References
Bowen, E. J, Chemical Aspects of Light, 2nd edn, Geoffrey Cumberlege, Oxford University Press, London

Giancoli, Douglas C. 2008, Physics for scientists and engineers with modern physics, 4th edn, Pearson
Education, Inc. Upper Saddle River, NJ

Suppan, P 1994, Chemistry and Light,The Royal Society of Chemistry, Thomas Gaham House, Cambridge

Taylor, B. 1991, Simple Science: Colour and Light, Kingfisher Books, Grisewood and Dempsey Ltd. Elsey
House, London

Teachers’ Lab: The science of light, 2011,The Annenberg/CPB Math and science project, Viewed 17 April 2011,
retrieved from http://www.learner.org/teacherslab/science/light/lawslight/funhouse/funhousebackground.html

TeAchnology, 2010, Teachnology Inc. Viewed 19 April 2011, retrieved from http://www.teach-
nology.com/themes/science/light/

The Free Dictionary, 2011, Farlex, viewed 16 April 2011, Retrieved from
http://www.thefreedictionary.com/amplitude

The Macquarie Concise Dictionary, 1998, 3rd edn, The Macquarie Library Pty Ltd, Macquarie University,
NSW

Picture Refrences

Concave and convex lenses, viewed 3 May 2011, retrieved from

http://www.physics.uiowa.edu/~umallik/adventure/geo-optics/lightnw.htm

Simple photoelectric effect, viewed 17 April 2011, retrieved from

www.aapt.org/Program/Contests/images/simple-photoelectric-effect-lg.jpg

Spectroscope, viewed 22 April 2011, retrieved from

www.pa.uky.edu/scienceworks/physicspettingzoo/Spectroscope.htm

Spectroscope materials, 2011, viewed 16 April 2011, retrieved from www.kayborglum.com/wp-

content/uploads/2011/03/Spectroscope-materials-130x150.jpg

Spectrum Visible, viewed 16 April 2011, retrieved from

http://www.thyan.com/tl_files/content/lab/colour/spectrum-visible.jpg

Wavelength, Viewed 2 May 2011, retrieved from http://www.siliconimaging.com

Video refrences

The wonderful world of colour, viewed 14 April 2011, retrieved from

http://www.youtube.com/watch?v=EHMH0uQDEOU