Science // Waves, Light & Sound

Light Travels in Straight Lines

Recognise that light appears to travel in straight lines and use this to explain how we see objects and why shadows have the same shape as the objects that cast them

Ages
10 to 11
Type
Concept
Builds on
3 topics
Leads to
1 topic
Standards
2 codes

Quick check

Can the learner explain why a shadow of a hand looks like a hand shape, using the idea that light travels in straight lines?

Ask this to see whether the topic is secure.

Topic // Mastery

What mastery looks like

What a learner can do once this topic is secure.
  • State and demonstrate that light travels in straight lines (e.g. can't see around corners, laser pointer)
  • Use straight-line light to explain why shadows have the same outline shape as the object
  • Draw ray diagrams showing light travelling from source, being blocked by object, creating shadow on screen

Topic // Map

Where this fits

What to learn first and what this topic opens up, with the reason for each link. Required links come first.
  • RequiredMust come first
  • HelpfulHelps, but not essential

Before this

3 topics
  • Waves, Light & Sound // Ages 7 to 8

    Must understand shadows before formalising that light travels in straight lines to explain shadows

  • Waves, Light & Sound // Ages 9 to 11

    Must understand reflection-to-eye model before using straight-line light to explain how we see

  • Waves, Light & Sound // Ages 9 to 11

    Explaining shadows and sight using straight-line light travel requires reflection/absorption vocabulary

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Light Travels in Straight Lines

Ages 10 to 11 // Concept

Leads to

1 topic
  • Waves, Light & Sound // Ages 11 to 12

    Reflection and refraction build directly on understanding that light travels in straight lines and casts shadows

Topic // Research-informed

Teaching notes

From the Marble Skill Taxonomy. These notes have not been validated in classrooms, so treat them as a starting point for your own judgement.

The approach

For ages 10–11: build the idea that light TRAVELS along a continuous straight path through the dark space between a source and an object — not merely that light 'is' wherever it is bright. Learners test rectilinear travel by trying to violate it (holes must align, light won't turn corners), then USE straight-line travel to explain why a shadow reproduces the object's outline. The target is deploying the straight-line model to predict and explain, not reciting the slogan. The ray is taught explicitly as a model of the path and its direction, not a physical sliver of light.

Common misconceptions

  • Light isn't thought of as travelling at all — it simply 'is' wherever it is bright.
  • Light exists only in the bright regions, not in the space in between as it journeys.
  • Light bends or curves around edges/corners (so why would shadows be sharp?).
  • A 'light ray' is a real, physical thin sliver of light rather than a model of the path's direction.
  • Light is 'made of rays added together'.
  • Light only travels in straight lines when it comes from a mirror or a laser, not in general.

Useful representations

  • Ray diagram with ruler-straight, arrowed lines drawn from the source
  • Three holes in card threaded onto a straight line (often with string) so light reaches the eye only when aligned
  • A rolled tube held to the eye — 'you can't see round corners'
  • A torch beam through a slit/smoke showing the straight path
  • Opaque object on a screen with rays grazing its edges, casting an outline-matching shadow

Teaching practices

  • Demonstrate rectilinear travel directly: a narrow torch beam in a darkened (slightly hazy) room; the three-holes-in-card line-up where light only reaches the eye when the holes are collinear; a rolled tube showing you cannot see round corners.
  • Teach ray-diagram conventions explicitly — ruler-straight lines, a direction arrow on every ray, rays drawn starting from the light source.
  • Use straight-line travel as an explanatory tool: show rays grazing an opaque object's edges so the shadow reproduces the outline, and have children predict shadow shape from the rays.
  • Set a 'try to break it' task — ask children to make light bend round a corner or wrap behind the object — so the impossibility makes 'light goes straight' a felt constraint.
  • Correct the language trap that a 'ray' is a real thin piece of light; frame it as a model of the path and its direction, and that light does not 'add up' from separate rays.
  • Anchor to the idea that light fills the dark space between source and object as it travels, not only the bright patches where it lands.

Activities to try

  1. 1

    Fire a beam, block it, and discover light won't turn corners

    Why it works: Light travels in straight lines through the space between source and object; a shadow has the object's outline (as seen from the source) because light travels straight past the edges and does not turn corners into the space behind the object, unless something such as a mirror redirects it.

    1. Aim a torch across a darkened scene so the beam's straight-edged path becomes visible (use a slightly hazy/dusty or smoky room, where particles scatter some light to your eyes, or draw the beam with straight ray lines, so the travelling path shows).
    2. Place a card with a single hole in the beam's path. Slide the hole until light passes through and reaches a small 'eye' on the far side; note it only gets through when the hole sits on the straight line between torch and eye.
    3. Nudge the hole off that line and observe the light is blocked — it will not bend to find the gap.
    4. Drop an opaque shape into the beam and observe the light passing straight past its edges, throwing a shadow on a screen whose outline matches the shape as seen from the torch (it may be bigger or stretched depending on distances and how the shape and screen are angled).
    5. Try to 'make the shadow wrap round the back of the object' or 'bend the light round the corner' — and find you cannot.
  2. 2

    Three holes in a line — predict, then break the alignment

    Why it works: Light reaches the eye only when the holes are lined up; the offset-hole result contradicts a 'light bends to find its way' model and supports the model that light travels in straight lines.

    1. Line up three cards, each with a small hole punched in the middle, and shine a torch so light passes through all three holes to your eye (threading string through the holes helps show the straight line).
    2. Before moving anything, predict: if you slide the MIDDLE card sideways, will you still see the light? Say why first.
    3. Slide the middle card off-line and check your prediction.
    4. Explain what the result proves about how light travels.
    5. Discuss: when you see the beam in dusty air, are you seeing the light itself or the dust it lights up?
  3. 3

    Draw and use ray diagrams to predict a shadow

    Why it works: A correct source–object–screen ray diagram with ruler-straight, arrowed rays from the source both represents straight-line travel and lets you predict shadow shape.

    1. Draw rays with a ruler as straight lines starting from the light source, putting a direction arrow on every ray.
    2. Draw rays grazing the edges of an opaque object and continuing to a screen to show where the shadow falls and why its outline matches the object.
    3. Predict the shadow's outline for a given shape BEFORE revealing or checking the actual result, then compare.
    4. Explain in words why the shadow reproduces the object's outline, referring to the straight rays past its edges.

Topic // Standards

Curriculum standards

Codes for the curriculum statements this topic maps to. Each publisher owns its standard text.
The national curriculum in England: Key stages 1 and 2 framework document
Y6.Sci.L.1Y6.Sci.L.4

Science // Waves, Light & Sound