Resource Guide - Light

8/6/2019 Resource Guide - Light

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WHAT IS THERE TO KNOWABOUT LIGHT??


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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


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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)


- 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)


- 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).


- The concept of monochromatic light, incident light, defection, reflection, concave, convex,

diverging and converging etc.



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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.


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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 doesnt 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


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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)


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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:


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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 theyreflect 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 themboth 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 theyreflect 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 themboth a source and an object that reflects light?

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_____________________________________________________________________________________________

_______________________________________________________________________________

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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 redcellophane 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


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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.


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 fora 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 didnt 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.


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) willnot be able to kick off the electrons, no matter how long the metal is exposed to it.


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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 its 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 its

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 downmotion. 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.


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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.


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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?


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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.


- 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


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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.


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).


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


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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:


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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


- Explain in your own words, your understanding of why the solution radiated light.


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Experiment 4 : Internal Reflection and Streaming Water

Aim: To demonstrate the total internal reflection of a laser beam in a water.


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.


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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.


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 transmitted4. 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.


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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


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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


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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


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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


- Write in youre own words what internal reflection is. Does it connect with normal reflection and

refraction?


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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 fromhttp://www.learner.org/teacherslab/science/light/lawslight/funhouse/funhousebackground.html

TeAchnology, 2010, Teachnology Inc. Viewed 19 April 2011, retrieved fromhttp://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 fromhttp://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 fromwww.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 fromhttp://www.siliconimaging.com

Video refrences

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

http://www.youtube.com/watch?v=EHMH0uQDEOU
http://www.learner.org/teacherslab/science/light/lawslight/funhouse/funhousebackground.htmlhttp://www.learner.org/teacherslab/science/light/lawslight/funhouse/funhousebackground.htmlhttp://www.learner.org/teacherslab/science/light/lawslight/funhouse/funhousebackground.htmlhttp://www.teach-nology.com/themes/science/light/http://www.teach-nology.com/themes/science/light/http://www.teach-nology.com/themes/science/light/http://www.teach-nology.com/themes/science/light/http://www.physics.uiowa.edu/~umallik/adventure/geo-optics/lightnw.htmhttp://www.physics.uiowa.edu/~umallik/adventure/geo-optics/lightnw.htmhttp://www.aapt.org/Program/Contests/images/simple-photoelectric-effect-lg.jpghttp://www.aapt.org/Program/Contests/images/simple-photoelectric-effect-lg.jpghttp://www.pa.uky.edu/scienceworks/physicspettingzoo/Spectroscope.htmhttp://www.pa.uky.edu/scienceworks/physicspettingzoo/Spectroscope.htmhttp://www.kayborglum.com/wp-content/uploads/2011/03/Spectroscope-materials-130x150.jpghttp://www.kayborglum.com/wp-content/uploads/2011/03/Spectroscope-materials-130x150.jpghttp://www.kayborglum.com/wp-content/uploads/2011/03/Spectroscope-materials-130x150.jpghttp://www.kayborglum.com/wp-content/uploads/2011/03/Spectroscope-materials-130x150.jpghttp://www.thyan.com/tl_files/content/lab/colour/spectrum-visible.jpghttp://www.thyan.com/tl_files/content/lab/colour/spectrum-visible.jpghttp://www.siliconimaging.com/http://www.siliconimaging.com/http://www.siliconimaging.com/http://www.youtube.com/watch?v=EHMH0uQDEOUhttp://www.youtube.com/watch?v=EHMH0uQDEOUhttp://www.youtube.com/watch?v=EHMH0uQDEOUhttp://www.siliconimaging.com/http://www.thyan.com/tl_files/content/lab/colour/spectrum-visible.jpghttp://www.kayborglum.com/wp-content/uploads/2011/03/Spectroscope-materials-130x150.jpghttp://www.kayborglum.com/wp-content/uploads/2011/03/Spectroscope-materials-130x150.jpghttp://www.pa.uky.edu/scienceworks/physicspettingzoo/Spectroscope.htmhttp://www.aapt.org/Program/Contests/images/simple-photoelectric-effect-lg.jpghttp://www.physics.uiowa.edu/~umallik/adventure/geo-optics/lightnw.htmhttp://www.teach-nology.com/themes/science/light/http://www.teach-nology.com/themes/science/light/http://www.learner.org/teacherslab/science/light/lawslight/funhouse/funhousebackground.html

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Resource Guide - Light