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Light Paths at the Origami Mobile

Use an origami mobile investigation to model reflected light, compare two viewing positions, and explain an indirect light path.

Grade 4ScienceInteractive · Printable

Aligned to4-PS4-2

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What’s included

Single worksheet
Auto-graded online
1 NGSS standard
Printable answer key
14 questions
Classroom-ready

Details

Format: Interactive · Printable
Grade: Grade 4
Subject: Science
Question types: Multiple choice, Matching, Circle the answer, Sorting, Short answer, Drawing

About this worksheet

What students practice

Students model light traveling from a source, reflecting from an object, and entering an eye.
Students use test observations to explain how barriers affect two observers' views.
Students trace a light path that includes reflections from a white card and a paper crane.

How to use

Read the investigation together and trace the described paths with a finger. Have students complete the questions, then compare their labeled models and evidence.

Curriculum

NGSS standard covered

4-PS4-2

Model how light bounces off objects and enters the eye so that we can see them.

Preview

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Light Paths at the Origami Mobile

Use classroom observations to build and check models of seeing.

1. Compare the Viewing Positions

Read the investigation. Use its observations, not guesses about what eyes do, to answer the questions.

A Paper Crane Above the Project Table

A fourth-grade class hangs an origami mobile above its project table. One white paper crane hangs still during a light investigation. The teacher closes the curtains and dims the room. Without the test lamp, students cannot make out the crane. The crane does not produce light. A low-brightness LED lamp points away from students' eyes.

Nadia looks from a seat marked S. Ellis looks from a seat marked T. Both have a clear view of the crane at the start. The class keeps the crane, lamp brightness, and viewing positions the same. Students change the lamp's direction or a barrier as described in each test. After each change, both observers report whether they can make out the crane.

Test 1: The lamp is off. Neither observer can make out the crane. Test 2: The lamp is on and aimed at the crane. Both observers can make out the crane.

Test 3: The lamp still shines on the crane. The teacher places an opaque divider between the crane and S, leaving the crane-to-T path clear. Opaque means light does not pass through the material. Nadia cannot make out the crane, but Ellis can.

Test 4: The teacher removes the divider and puts an opaque folder between the lamp and crane. The folder blocks the lamp's beam from reaching the crane. Neither observer can make out the crane.

Test 5: The teacher removes the folder and divider, then aims the lamp at a large white card. The card is positioned so light bouncing from it reaches the crane. The lamp's beam no longer points straight at the crane. Both observers can make out the crane again. The white card does not produce light. Its surface is dull, not shiny.

Compare Tests 1 and 2. Which explanation is supported by the change in what the observers see?