Name:

Class:

Energy On the
Move – Booklet 2
 Energy On The Move Unit Checklist

2.1 The particle model can explain heat energy

 Define conduction, convection and convection currents
 Provide examples of materials that are conductors and that are insulators
 Explain the difference between conductors and insulators
 Relate conduction to changes in particle energy
 Relate convection to changes in particle energy
 Can apply q = mCΔT equation to solve problems

Chapter 4 – Electricity Insight Science Stage 5

4.1 The characteristic of energy change in series or parallel circuits

 Define series, parallel and short circuit
 Describe the differences in arrangement of series and parallel circuits
 Relate splitting of the current and voltage to parallel and series circuits
respectively
 Construct series and parallel circuits
 Measure current using an ammeter.

4.2 Energy circuits have different voltages, currents and resistance

 Define potential difference, voltage and resistance
 Describe how voltage is shared in series circuits and the same in parallel
circuits
 Explain when a parallel circuit would be necessary
 Measure voltage using a voltmeter.
 Quantitatively investigate the relationship between current, voltage and
resistance using Ohm’s Law

4.3 Scientists work together to find new solutions for electricity use
 Explain how responsible use of energy is important for individuals and
society
 Identify why we should reduce our use of energy
 Identify new technologies and innovations to help reduce the amount of
energy used around the home

2.2 Waves transfer sound

 Define compression, rarefaction, longitudinal wave, amplitude, wavelength,
frequency and hertz
 Describe the motion of molecules in a longitudinal wave
 Relate wavelength to frequency and pitch
2.3 Sound can travel at different speeds
 Explain why sound does not travel through space
 Relate the transmission of sound to the density of particles of the medium
through which it travels
 Quantitatively investigate the relationship between frequency, wavelength,
and speed of waves

2.4 Visible light is a small part of the electromagnetic spectrum

 Define transverse waves
 Describe the motion of particles in a transverse waves
 List the classes of electromagnetic radiation and their average wavelengths
 Explain how light behaves as a wave and how it behaves as a particle

2.5 Light reflects off a mirror

 Define transparent, translucent, opaque, image, mirror, normal, angle of
incidence, angle of reflection, virtual image, convex and concave
 Describe the relationship between the angle of incidence, normal and angle
of reflection
 Describe the characteristics of a virtual image
 Demonstrate appropriate use of a Hodson light box
 Calculate the angle of reflection from the angle of incidence

2.6 Light refracts when moving in and out of substances

 Define refraction, medium, refractive index, refracted ray, angle of
refraction, lens, converge, focus, focal length, diverge and virtual focus
 Describe the refraction of light through a convex and concave lens
 Explain the difference between focus and virtual focus
 Relate the direction of refraction to the change in density of mediums
 Demonstrate appropriate use of a Hodson light box

2.7 Different wavelengths of light are different colours

 Define visible spectrum, dispersion, primary colours of light, secondary
colours of light, filters and transmit
 Describe how we see the colour of opaque and transparent objects
 Relate the secondary colours of light to the primary colours of light

2.8 The electromagnetic spectrum has many uses

 Define critical angle, total internal reflection and optic fibre
 Describe how optic fibres and microwave ovens work
 Relate the critical angle with total internal reflection
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2.2 Waves transfer sound
Pages 26–27

Check your learning 2.2

Recall and explain

1 Explain how particles in the air are arranged in a:

a compression

b rarefaction.

2 Work with a partner. Explain to your partner how the sound waves created by hitting a cymbal reach
your ears. Use the following terms: compression, rarefaction, sound wave, spread out, air particles,
ear.

3 Consider the two springs shown in Figure 4.

Figure 4 Two different springs

4
Identify the string that demonstrates:

a lower frequency

b smaller wavelength.

Apply and analyse

4 Imagine you have three tuning forks of frequencies 250, 500 and 1000 Hz. Deduce which one would
have the:

a shortest wavelength

b highest pitch.

5 Energy is transferred by a sound wave without transferring particles. Account for this statement.

6 If a nearby star was to explode, explain why we wouldn’t hear the noise of the explosion on Earth.

5
Evaluate and create

7 Investigate the speed of sound in air.

Skill builder: Communicating

8 Sometimes, using a diagram is the best way to explain a scientific concept.

a Construct a diagram of a longitudinal wave. (THINK: What does a longitudinal wave represent?
What does a wave diagram look like? Is my diagram scientifically accurate?)

b Label the following on the diagram: compression, rarefaction, wavelength. (THINK: Have I put the
correct labels on the right parts of the diagram?)

6
2.3 Sound can travel at different speeds
Pages 28–29

Check your learning 2.3

Recall and explain

1 Identify which of the following materials will allow sound to travel the fastest.

a Water

b Lead

c Air

d Glass

2 Describe how sonar works.

3 Define the term ‘medium’.

7
Apply and analyse

4 Explain how sonar is similar to light striking a mirror.

5 Explain why sound travels faster in warmer air.

6 If a nearby star were to explode, account for why we wouldn’t hear the noise of the explosion here on
Earth.

7 Movies sometimes show people tapping SOS on water pipes to get help. Explain why tapping on
water pipes is a quicker way of passing on a message than yelling.

8
Evaluate and create

8 Bats navigate by echolocation. Investigate how echolocation works. Compare it to how sonar works.

Skill builder: Planning investigations

9 Music is a series of sound waves. Different musical instruments produce sounds of different frequencies
and wavelengths to produce different notes.

a Research two different types of musical instruments, and explain how each produces sounds at
different frequencies and wavelengths. (THINK: What part of the instrument causes sound and
how?)

b Select one instrument and identify equipment you may need to investigate how it produces
sound.

9
 Energy and waves
1 Identify what waves carry from one place to another.

2 Examine the diagram of the slinky spring in Figure 6.3.

Figure 6.3

a Identify what type of wave this is.

b Describe how this wave transfers energy.

c Does this wave model a sound wave or a light wave? Explain your answer.

3 The table below shows the speed of sound in the some different substances.
es
State of matter Substance Approximate speed of sound (m/s)

Solid Glass 4540

Copper 3900

Steel 6100

Wood 3500

Liquid Pure water 1480

Salt water 1590

Gas Air 340

Oxygen 320

Helium 970

Explain, in terms of particles, why the speed of sound is different in the different states of matter.
 4 Identify what frequency represents its unit.

5 The many parts of a wave include the wavelength, amplitude, frequency, crest and trough. Some of these
are labelled in Figure 6.4.

a What is the point labelled V known as? _________________________

V Z

W
U Y

Figure 6.4

b What is the point labelled X known as? _________________________

c Amplitude is the vertical distance between which two labels? ____________ ____________

d The distance between U and which label is a wavelength? _________________________

e Label the diagram wavelength and amplitude.

6 The mathematical equation for calculating the speed of a wave is v = f × λ where v is the wave speed in m/s,
f is the frequency in Hz and λ is the wavelength in m.

a Calculate the wave speed for waves that measure 8 cm between successive peaks and have a frequency
of 0.5 Hz.

b Calculate the frequency of waves that have a wavelength of 3 m and a speed of 2 m/s.

c Calculate the wavelength of a wave that has a wave speed of 12 m/s and a frequency of 2 Hz.

7 Construct a diagram of two transverse waves of similar wavelength but different amplitudes.
8 Construct a diagram of two transverse waves of different wavelength but the same amplitude.
 Waves Calculations Worksheet
 

The speed of a wave through a particular substance is determined by its frequency and
wavelength. Below is the wave equation triangle:

 
 
 
Identify:  
 
v = ________________________ measured in units: __________
 
f = ________________________ measured in units: __________

λ = ________________________ measured in units: __________

Use the wave equation to complete the following questions.

Show all of your working out.

1) A sound wave has a frequency of 3250 Hz and a wavelength of 0.1 m. What is its
velocity?

2) A sound wave travels with a velocity of 330 m/s and has a frequency of 500 Hz.
What is its wavelength?

3) A wave at sea travels with a velocity of 25 m/s. If it has a wavelength of 10 m,

what is its frequency?

4) A sound wave has a frequency of 2700 Hz and a wavelength of 20cm. What is its
velocity?

5) A sound wave travels with a velocity of 1.5 km/h and has a frequency of 500 Hz.
What is its wavelength?

6) Light waves travel at 3 × 10 8 m/s. If the light wave has a particular wavelength
of 400 nm (400 × 10 –9 m), calculate its frequency.
Year 9 Wave Equation Challenge Questions
Year 9 Wave Equation Challenge Questions
2.4 Visible light is a small part of the electromagnetic spectrum
Pages 30–31

Check your learning 2.4

Recall and explain

1 Describe a transverse wave.

2 Explain what the electromagnetic spectrum is.

3 Identify the unit used to measure wavelength.

4 Identify the speed of light in a vacuum.

10
Apply and analyse

5 Draw a diagram of a transverse wave and label a crest, a trough, a wavelength and an amplitude.

6 Sound is a wave but sound cannot travel through a vacuum (empty space). Light can travel in a
vacuum. Explain why.

7 Explain why you can see the light of a distant car but you cannot hear its sound.

8 In terms of wavelength and frequency, identify the difference between ultraviolet light and infrared
radiation.

11
Skill builder: Questioning and predicting

9 The relationship between wavelength and frequency is described as an inverse or reciprocal

relationship. This can be confirmed by asking questions and making predictions.

a Write a scientific question that may help you test this. (THINK: What am I measuring? What am
I changing?)

b Predict what the outcome of your question might be. (THINK: Why do I think this would happen?
What scientific theory is this?)

12
2.5 Light reflects off a mirror
Pages 32–33

Check your learning 2.5

Recall and explain

1 Summarise the meanings of ‘transparent’, ‘translucent’ and ‘opaque’, and give two material examples
of each.

2 Explain why light fittings are often translucent.

3 Create a table to explain the meaning of the following: normal, incident ray, angle of incidence,
reflected ray, angle of reflection.

Apply and analyse

4 Distinguish between a convex mirror and a concave mirror.

13
5 Recall what plane mirrors and convex mirrors have in common.

Evaluate and create

6 View the image in Figure 5. If a is the incident ray, identify which one of the rays (b or c) is the
reflected ray.

Figure 5 Reflection of an incident ray

7 A ray of light hits a plane mirror at an angle of 30°. Draw a labelled diagram of the mirror and show the
incident ray, reflected ray, normal, angle of incidence and the angle of reflection.

14
8 Investigate some uses of concave and convex mirrors.

Skill builder: Processing and analysing data and information

9 The way data is represented can help people understand your findings. In this task, you need to create
a table to summarise the information from this section. In your table, include:

• information about reflection

• the difference between concave and convex mirrors. (THINK: What is the best structure for your
table? What information is important? Can you structure it to compare information?)

15
Class: Name:

Reflection Prac
Aim: To determine the law of reflection.

Results:
Measure the angles of incidence and angles of reflection for the four light rays and
complete the table below.

Ray 1 Ray 2 Ray 3 Ray 4 Ray 5

θi (°)
θr (°)

Graph your data on the grid below.

Conclusion:

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………
 Worksheet Light Grade 9
(c) State the value of the angle of reflection ‘r ‘ for each of the following
(i) (ii)

r = …………… r = ……………

(iii)

r = ………………….

(d) Consider the diagram below of a person looking at himself in the mirror.

(i) A, B, C and D are points on the person’s body. Which is the lowest point he can see?
………………………………………………………………………………………………………
(ii) Which part of his body he cannot see in the mirror, AB or BC or CD?
…………………………………………………………………………………………………….
Page 2
Worksheet Light Grade 9

Question 5
Question 4

(a) The figure below shows the image of a polar bear formed by reflection from a water surface.

(i) Suggest why the image is blurred

………………………………………………………………………………………………………………
………………………………………………………………………………………………………………

Page 6
 Reflection of Light using Different Mirrors

Complete the table below showing what happens to rays of light when they encounter
different mirrors

Top view Description of Light Rays Plane, convex or

concave surface mirror?

Identify an everyday use of each mirror, and explain how its ability to reflect light determines
its use.
 Figure 1 A curved mirror

Discussion

1 In which mirror do the rays converge?

2 In which mirror do the rays diverge?

3 How would your appearance change if you viewed your image in concave and convex mirrors?

4 How could a shop use mirrors to make their clothes look better on customers?
2.6 Light refracts when moving in and out of substances –
Pages 34–37

Check your learning 2.6

Recall and explain

1 Write a list to identify the similarities and differences between reflection and refraction.

2 Identify three everyday examples where refraction takes place.

3 Recall the name given to the point where light converges in a concave lens.

4 Identify the ways in which total internal reflection is similar to and different from reflection from a plane
mirror.

5 Recall the principle behind optic fibres.

16
6 Recall the advantage of using optic fibres instead of copper wire for telecommunications.

Apply and analyse

7 The refractive index of water is 1.33 and that of diamond is 2.42. Draw a labelled diagram to show how
a light ray bends when it travels from water into diamond.

8 The refractive index of glass is 1.52 and that of air is 1.00. Draw a labelled diagram to show how a light
ray bends when it travels from glass to air.

9 Distinguish between convex and concave lenses.

Evaluate and create

10 Investigate some uses of convex and concave lenses.

17
11 Explain why total internal reflection can’t occur for a light passing from a less dense material into a
denser material.

Skill builder: Conducting investigations

12 It is important that any practical work is safe. To ensure safety, scientists perform risk assessments.
An experiment designed to investigate convex lenses lists the following materials: light box kit, candle,
matches, convex lenses.

a Identify risks associated with these materials. (THINK: Could these cause injury or harm? Might
they have risks with electricity or reactions?)

b Suggest how these risks can be controlled. (THINK: Is there protective equipment you can wear?
Can you substitute something?)

18
Class: Name:

Refraction Prac
Aim: To observe light refracting.

1. Place a Perspex block in the space below. Trace around the outside of the
Perspex block with your pencil.
2. Remove the block and use the protractor to construct a normal at 90° to one of
the long sides of the block.
3. Set up the Hodson light box, darken the room and aim a single incident ray at
the face of the block at the normal line.
4. Move the light box so that the ray is aimed at the face of the block at an angle of
approximately 45°. Mark the position of the incident ray and the ray that exits
the block on the other side with pencil dots.
5. Repeat step 4 with three other angles of incidence. Try to get a variety of angles.

Results:
Measure the angles of incidence θ1 and angles of refraction θ2 for the four light rays
and complete the table below.

Ray 1 Ray 2 Ray 3 Ray 4 Ray 5

θ1 (°)
θ2 (°)

Graph your data on the grid below.

Conclusion:

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………
Measure the angles of incidence θ1 and angles of refraction θ2 for the four light rays
and complete the table below.

Ray 1 Ray 2 Ray 3 Ray 4 Ray 5

θ1 (°)
θ2 (°)

Graph your data on the grid below.

Conclusion:

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………
CHAPTER 5
Core Science Stage 5: Unit 5.1

5.3 Refraction
Student: ......................................................................................... Class: ...................................... Date: ....................

1. The appearing coin

A coin is placed in an aluminium beaker so that it is just out of sight when looking into the beaker
from an angle, as shown. Water is then added to the beaker, so that when the water reaches a
certain depth, the edge of the coin can be seen.
(a) Use a ruler and pencil to show
how the two light rays from the
edge of the coin will enter the
eye so that the edge becomes
visible to the person when the
water is added.

(b) Explain why these rays bend as they enter the air.
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
(c) On the diagram sketch the apparent position of the coin and show why the coin appears to be
at a more shallow depth.
2. Refraction of light through a rectangular prism
A light ray is incident on one side of a glass rectangular prism as shown.
(a) The light ray travels from A to O. Identify
which of the following paths it will take on
entering the glass prism.
A. OB
B. OC
C. OD
D. OE
Answer: ........................................................

(b) Use a pencil and ruler to show the path of the light ray as it emerges back into the air at the
base of the prism.

© John Wiley & Sons Australia, Ltd 2010 Core Science Stage 5 Student Workbook 51
2.7 Different wavelengths of light are different colours
Pages 38–39

Check your learning 2.7

Recall and explain

1 Identify the result when green and red lights are mixed.

2 Identify what a green surface appears like under red light. Explain why it appears this way.

3 Identify what you would see if you looked at a white light through a yellow filter. Explain your answer.

Apply and analyse

4 Distinguish between primary and secondary colours of light.

5 If white light is a mixture of all the primary colours of light, deduce what black light is.

19
6 A white light is shone over an object. The blue light is reflected from it and the rest of the light is
absorbed. Identify the colour of the object.

Evaluate and create

7 Investigate how astronauts use the colour of stars to find out about their temperatures.

8 Predict what would happen if red and blue lights are mixed. Then write a hypothesis that would test
this. Identify the independent variable and dependent variable in your hypothesis and propose any
variables you would need to control.

20
Skill builder: Communicating

9 When scientists conduct investigations, they need to present their findings to a range of audiences.
This involves using clear and concise language.

a Investigate the formation of rainbows. (THINK: What key words should I use? Is the source of
information credible?)

b Write a paragraph using scientific language to explain how rainbows are formed. (THINK: Is my
language too descriptive? Am I explaining the scientific concept or describing a rainbow?)

21
Investigation 2.7 What colour is it?
Aim

To investigate the addition of coloured light and explore the behaviour of coloured filters.

CAUTION!

Hodson light box is used with a power box which is connected to mains electricity. There is
the possibility of an electric shock. Follow operational and safety instructions. Keep clear of
water.

Materials

> Hodson light box kit

> Power supply

> Sheet of white paper

Method

1 Connect the light box to a power supply and place it on the sheet of paper.

2 Place the three primary filters (red, green and blue) in each of the three separate slotted
sections in the light box. Adjust the mirror flaps so that the colours can overlap on the
paper. Change the combination of filters, and complete Table 1.
Table 1 Colours from using primary filters
Addition of primary colours Colour produced
Red + green + blue
Red + blue
Green + blue
Red + green

3 Replace one of the primary filters with the secondary filters (yellow, cyan and magenta),
and complete Table 2.
Table 2 Colours from using secondary filters
Addition of colours Colour produced
Yellow (side slot) + blue (front slot)
Magenta (side slot) + green (front slot)
Cyan (side slot) + red (front slot)

4 Switch off the light box and remove the filters. Select a red, green, blue and yellow
surface from the light box kit. Hold each of the coloured surfaces against the back of
each primary filter. Record the colour that each surface appears, and complete Table 3.
Table 3 Colours of surfaces
Surface colour Colour surface appears when viewed through a
Red filter Green filter Blue filter
Red
Green
Blue
Yellow

Discussion

1 What patterns did you observe in each of the tables? Explain the patterns you
observed.

2 Name two possible sources of error in the investigation.

3 What difficulties did you have and how did you overcome them?

Conclusion

What do you know about what happens when coloured lights are added to each other?
2.8 The electromagnetic spectrum has many uses
Pages 40–41

Check your learning 2.8

Recall and explain

1 Classify electromagnetic waves from highest energy to lowest energy.

2 Explain how a microwave oven works.

Apply and analyse

3 Explain why long exposure to ultraviolet radiation is dangerous but we are not worried about our
exposure to visible light.

4 Recall the order of the colours of visible light in order of increasing energy.

22
Evaluate and create

5 Investigate why the amount of water in food is important when cooking in a microwave, and explain
how this relates to the electromagnetic spectrum.

6 Investigate more uses for electromagnetic waves.

Skill builder: Questioning and predicting

7 Making predictions helps scientists think of outcomes for their experiments.

a A scientist has suggested that people will not be able to see a wavelength of 410 nanometres.
Explain why this scientist’s prediction is wrong. (THINK: Is this wavelength in the visual
spectrum?)

b A different scientist predicts that different animals may be able to see more of the visual spectrum
than humans. Write a scientific question about this. (THINK: Can you test your question? Can you
measure your question?)

23
 CHAPTER 6 Energy on the move

ACTIVITY
Electromagnetic
waves
SKILLS
• Communicating
• Critical and creative thinking
• ICT
SYLLABUS
Students:
• describe waves in terms of
wavelength, frequency and speed
• relate the properties of different
6.5
radiation in the electromagnetic
spectrum to their everyday uses

There are different types of electromagnetic radiation that make up the electromagnetic spectrum.
A diagram of the electromagnetic spectrum is shown in Figure 6.5.

Gamma waves X-rays Ultraviolet Infrared Microwaves Radio waves

(10–12 m) (10–10 m) (10–8 m) (10–5 m) (10–2 m) (102 m)

Short wavelength, Long wavelength,

high frequency low frequency
Visible light

Figure 6.5

1 Use Figure 6.5 to identify the following.

a Which type of electromagnetic radiation has the longest wavelength? _________________________

b Which type has the highest frequency? _________________________

c Which is the higher in frequency, red or blue light? _________________________

d Which is the longer in wavelength, red or blue light? _________________________

e What is produced when the primary colours of light are all added together? ________________________

f Identify the trend or pattern for wavelength and frequency using Figure 6.5. _______________________

Copyright © Oxford University Press ISBN 9780195573732 OXFORD INSIGHT SCIENCE 9 AUSTRALIAN CURRICULUM FOR NSW WORKBOOK 75
 CHAPTER 6 Energy on the move

2 Complete the table below about the different types of electromagnetic radiation.

Type of radiation Description Example of use

Radio waves

Microwaves

Infrared light

Visible light

Ultraviolet waves

X-rays

Gamma rays

3 Classify the following statements as true or false. If the statement is false, rewrite the statement to make it
true.

a Electromagnetic radiation includes only visible light waves. ___________

b Microwaves are a type of infrared wave. ___________

c X-rays have a longer wavelength than gamma waves. ___________

d Radio waves, microwaves and ultraviolet waves all have longer wavelengths than visible light.
___________

e Both X-rays and gamma waves have higher frequencies than ultraviolet waves. ___________

4 a Which type of electromagnetic radiation is responsible for sunburn? _________________________

b Which type of radiation is detected by the eye? _________________________

5 Explain how the properties of waves relate to their use in everyday life in the following examples.

a A radio

76 OXFORD INSIGHT SCIENCE 9 AUSTRALIAN CURRICULUM FOR NSW WORKBOOK Copyright © Oxford University Press ISBN 9780195573732
 CHAPTER 6 Energy on the move

b A microwave oven

c An X-ray scanner

6 In general, the wavelength of the wave should be similar to the size of the object used to detect the wave.
Use this principle to explain why you:

a cannot use visible light to ‘see’ molecules

b can use X-rays to see the structure of a virus.

7 Research what kinds of waves the following animals can detect that cannot be detected by humans.

a Bees

b Snakes

Copyright © Oxford University Press ISBN 9780195573732 OXFORD INSIGHT SCIENCE 9 AUSTRALIAN CURRICULUM FOR NSW WORKBOOK 77