Science and Technology 

Light activities - transparent, translucent and opaque materials

• Divide the pupils into small groups. Ask them to discuss and present definitions of the terms transparent, brutal, deductive. Give each group a set of cards with pictures of different objects (see Set 1). Are they able to classify them into three groups? Groups to report back to class to explain how they have distributed the cards and why (transparent, heaving, draconian objects).

• Give each group a set of cards with pictures of different objects (see Set 2). Are they able to classify them into three groups? Groups to report back to class to explain how they have distributed the cards and why (natural/unnatural light sources). What objects are not a source of light? Why? Show each group the concept cartoon (see below) and give them a chance to discuss – is Huw's statement correct? How can we prove it?

•  The pupils to plan an enquiry to test whether Huw's idea is correct or not.

• Pupils should be familiar with the process of designing an enquiry (i.e. question, prediction, fair trial, tools, method, results, conclusion and evaluation.)

• Although the pupils' choice is which object to use the size and shape of the object should be kept in mind as calculation is required

its area (an A4-sized book, for example, would be ideal).

• Pupils can use strong flashlights/projectors as a light source and measure the distance from the light before calculating

the area of the shelter.

• Pupils should record their results in tabular form, and then construct an organised line graph. Does the order match what

predicted?