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Lesson Plan 3

Course: SNC2P
Topic: Creating Images in Plane Mirrors and Ray Diagrams
Curriculum Expectations:

E2. investigate, through inquiry, properties of light, and predict its behaviour
in mirrors and as it passes through different media;
E3. demonstrate an understanding of characteristics and properties of light,
particularly with respect to reflection and refraction and the addition and
subtraction of colour


E2.1 use appropriate terminology related to light and optics, including, but not
limited to: angle of incidence, angle of reflection, angle of refraction, centre of
curvature, focal length, luminescence, magnification, principal axis, radius of
curvature, and vertex [C]
E2.2 use an inquiry process to investigate the laws of reflection; use these laws to
explain the characteristics of images formed by plane, converging (concave), and
diverging (convex) mirrors; and draw ray diagrams to illustrate their observations
[PR, AI, C]
E3.3 explain the laws of reflection of light, and identify ways in which light reflects
from various types of mirrors (e.g., plane, converging, diverging)

Learning Outcomes:

Students will:
o Know the properties of reflection and the associated terms
o Understand the law of reflection and how angle of incidence affects angle of
o Become experience using ray boxes and mirrors to manipulate rays of light

Prior Knowledge & Skills:

Equipment: Laptop, Digital Projector, Whiteboard, Ray Box, White Paper, Plane Mirrors,
Protractors, Laser Pointer
Lesson Development:
1. Introduction: (15 mins)
o Review of Law of Reflection
Angle of Incidence = Angle of Reflection
o Da Vinci Writing
o Give each student a plane mirror (if not enough have them work in partners).
Tell students to hold the mirror with their hand on top of a white piece of
paper. Have students write their name while looking at the mirror so that it
appears correctly in the mirror
o Now try writing a secret message to their partner (keep it appropriate)

Ask students what they noticed about the way the words (called Lateral
2. Main Activity: (30 mins)
o Explain how we see objects to students. Use a tomato as an example and
explain how light bounces off the tomato and into our eye. Show students the
difference between a smooth surface and a rough surface. Draw on the board
how the light rays reflect into our eye
o Explain what happens when a mirror is put in front of an object. Draw example
of a box in front of a mirror. Explain to students how light rays bounce off the
object, off the mirror and into our eyes. Explain how you see the object behind
the mirror and explain to them why (distance light travelled). Lastly, explain
the difference between virtual and real image
o Have students write note on describing an image (SALT) and show them
o Do activity at the back with mirror and object. Use attached sheet as guide.
Show the students how the distance in front of the mirror is the same as
o Show students how light rays from the ray box, bounce off the image of the
golf tee, to the mirror and into their eye. Have them trace the light ray and
mark the virtual image behind the mirror
3. Concluding Activity: (15 mins)
o Lesson on Ray Diagrams
o Have students copy down note on ray diagrams
o Show students how to find an image using ray diagrams and write a step by
step guide to finding a simple image. Make sure the diagram is labelled
o Hand out worksheet with practice ray diagrams for the students to complete

Methods of Evaluation:

Students are assessed on completion of activity and worksheet

Follow Up Ideas:

Next class will look at more complex ray diagrams with more than one point.


Da Vinci writing activity engaged the students and allowed them to see
characteristics of images and was well related to activity

Give students more examples before working on the worksheet. Go over

worksheet with the students and help them work through the questions

Method of finding ray diagram was too complicated for them; go over easier
method (using object and image distance) next time.

Good use of hands on activity using the ray boxes for students, as well as a
demonstration of what was going on at the board