Year 11 PhysicsWaves · Practical⏱ ~60 min5 MC · 3 Short AnswerLesson 18 of 25
Measuring Refractive Index
You know that every transparent material has a refractive index, now you will measure one yourself. With a ray box, a glass block and a protractor you can collect angle pairs, plot them, and extract a value of $n$ from the gradient. Just as importantly, you will learn to judge how accurate your result is and what could have made it drift from the true value.
Today's hook: Two students measure the refractive index of the same glass block. One gets $1.49$, the other $1.61$. The accepted value is $1.50$. Neither student lied, so what did the second one do differently, and how would you decide whose result to trust?
0/5TASKS
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Orient and predict
Before You Read
warm-up
You plan to measure the refractive index of a glass block by shining a ray at it and recording the angles of incidence and refraction.
Before reading: would taking just one angle pair give a reliable value of $n$, or should you take several? Write your prediction and one sentence explaining why.
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Intentions and key terms
Learning Intentions
goals
Know
A valid method to measure the refractive index of a material
That plotting $\sin\theta_1$ against $\sin\theta_2$ gives a straight line of gradient $n$
The difference between accuracy and reliability
Understand
Why repeated angle pairs and a graph improve the result
How systematic and random errors affect a measured $n$
How to assess the accuracy of the measurement
Can Do
Calculate $n$ from a measured angle pair using Snell's law
Determine $n$ from the gradient of a $\sin\theta_1$–$\sin\theta_2$ graph
Identify sources of error and suggest improvements
Scan these before reading
vocab
AccuracyHow close a measured value is to the true (accepted) value.
ReliabilityHow consistent repeated measurements are with each other.
Systematic errorA consistent error that shifts every reading the same way (e.g. a mis-zeroed protractor or a thick ray).
Percentage error$\dfrac{|\text{measured} - \text{accepted}|}{\text{accepted}} \times 100\%$, a measure of how far the result is from the accepted value.
Where this sits in the course: This is Lesson 18 of Waves, the practical that applies Snell's law (L16) and the definition $n = c/v$ (L15). The graphing-and-error-analysis skills here carry forward to every quantitative practical in the course.
Misconceptions To Fix
watch out
✗ Wrong: A reliable (consistent) result is automatically an accurate result.
✓ Right: Reliability and accuracy are different. A systematic error can make readings very consistent (reliable) yet all wrong in the same direction (inaccurate).
✗ Wrong: One carefully measured angle pair is enough to find a trustworthy refractive index.
✓ Right: A single pair is vulnerable to random error; taking several pairs and using the gradient of a $\sin\theta_1$–$\sin\theta_2$ graph averages out random error and gives a more reliable $n$.
Core Content
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The Method: Ray Box and Glass Block
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The Method: Ray Box and Glass Block
+5 XP
Collecting angle pairs to measure the refractive index of a material
To measure a refractive index you simply send a ray into the material at known angles, record where it bends, and apply Snell's law to the angle pairs.
A standard procedure to determine the refractive index of a glass block:
Place the block on paper and trace its outline.
Direct a single narrow ray at the entry face at a measured angle of incidence and mark the incident and emerging rays.
Remove the block, draw the normal, and measure the angle of refraction inside the glass.
Repeat for a range of incidence angles (e.g. $20°, 30°, 40°, 50°, 60°$).
For each pair, $n = \dfrac{\sin\theta_1}{\sin\theta_2}$ (with air as medium 1, $n_1 = 1.00$), or plot $\sin\theta_1$ against $\sin\theta_2$ and take the gradient.
A ray box, glass block and protractor let you record matching angles of incidence and refractionText description
A ray box sends a ray onto the top face of a rectangular glass block.
The angle of incidence θ₁ = 50° and the angle of refraction θ₂ = 30° are measured from the normal with a protractor.
n = sin θ₁ ÷ sin θ₂. The lesson's worked example finds its value and compares it with the accepted 1.50.
The ray leaves the bottom face parallel to its original direction, shifted sideways.
To measure refractive index: trace the block, send a narrow ray in at several measured incidence angles, record the matching refraction angles, then use $n = \dfrac{\sin\theta_1}{\sin\theta_2}$ for each pair or take the gradient of a $\sin\theta_1$ vs $\sin\theta_2$ graph.
Pause, copy the highlighted method into your book before moving on.
Did you get this? True or false: plotting $\sin\theta_1$ against $\sin\theta_2$ for air→glass gives a straight line whose gradient is the refractive index.
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From Angles to a Value of n
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From Angles to a Value of n
+5 XP
Turning a measured angle pair into a refractive index
We just saw how to collect angle pairs. That raises a question: given one measured pair, what value of $n$ does it give, and how do we check it against the accepted value? This card answers it → apply Snell's law, then calculate the percentage error.
For each angle pair you divide the sine of the incidence angle by the sine of the refraction angle, that ratio is the refractive index of the glass.
With air as medium 1 ($n_1 = 1.00$), Snell's law gives $1.00 \times \sin\theta_1 = n \times \sin\theta_2$, so $n = \dfrac{\sin\theta_1}{\sin\theta_2}$.
WORKED EXAMPLE · REFRACTIVE INDEX FROM DATA
A student measures an angle of incidence of $50°$ and an angle of refraction of $30°$ for a ray entering a glass block from air. Calculate the refractive index and the percentage error if the accepted value is $1.50$.
Check: a $2\%$ error is small, suggesting a reasonably accurate measurement. ✓
For air→glass, $n = \dfrac{\sin\theta_1}{\sin\theta_2}$. Compare with the accepted value using percentage error $= \dfrac{|n_{\text{measured}} - n_{\text{accepted}}|}{n_{\text{accepted}}} \times 100\%$, a small percentage error means a more accurate result.
Add the highlighted calculation and error formula to your notes before the check below.
Quick check: A student measures $\theta_1 = 40°$ and $\theta_2 = 25°$ for air→glass. The refractive index is closest to:
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Apply it yourself
Activity 1
AnalyseBand 5
Process the Data
Pattern B, Process then evaluate
A student records these air→glass pairs: ($\theta_1, \theta_2$) = ($30°, 19°$), ($45°, 28°$), ($60°, 35°$). In your book: (1) calculate $n$ for each pair using $n = \sin\theta_1/\sin\theta_2$; (2) find the average $n$; (3) the accepted value is $1.52$, calculate the percentage error of your average and comment on the accuracy in one sentence.
Odd one out: Three of these would improve the accuracy of a refractive-index measurement. Which one is the odd one out?
Dot point: Conduct a laboratory experiment to determine the refractive index of a material and assess the accuracy of the measurement
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Assessing Accuracy and Errors
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Assessing Accuracy and Errors
+5 XP
Judging how trustworthy the measured refractive index is
We just learned to turn data into a value of $n$. That raises a question: how good is that value, and what could have pushed it away from the true number? This card answers it → distinguishing accuracy from reliability and identifying error sources.
Assessing accuracy means asking two separate things: how consistent were the repeats (reliability) and how close was the result to the accepted value (accuracy), and the two can disagree.
Common sources of error in this experiment, and how to reduce them:
Thick ray / fuzzy marks (random): use the thinnest ray possible and mark ray centres; repeat and average.
Protractor reading and parallax (random): read at eye level and measure each angle twice.
Mis-drawn normal or block shifting (systematic): draw the normal carefully at $90°$ and keep the block fixed while marking.
Plotting a graph of $\sin\theta_1$ vs $\sin\theta_2$ and taking the line-of-best-fit gradient averages out random scatter and improves reliability.
A small percentage error (a few per cent) indicates good accuracy. Consistent repeats indicate good reliability, but if a systematic error is present, the result can be reliable yet inaccurate, so both must be assessed.
Assess the measurement two ways: accuracy (small percentage error from the accepted value) and reliability (consistent repeats). Random errors (thick rays, parallax) are reduced by repeating, averaging and plotting a line of best fit; systematic errors (mis-drawn normal) shift every reading and can make a result reliable but inaccurate.
Pause, copy the highlighted accuracy-vs-reliability summary into your book before the check below.
Last check: Decide if the statement is true or false.
A systematic error can produce results that are consistent (reliable) but still far from the accepted value (inaccurate).
Fill the gaps: Complete the account of assessing the measurement, then press Check.
An error that shifts every reading in the same direction by the same amount is a error. Comparing the measured value with the accepted value tests the of the result, while repeating the trials tests its . The difference expressed as a fraction of the accepted value is the error.
Dot point: Conduct a laboratory experiment to determine the refractive index of a material and assess the accuracy of the measurement
✓
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Show what you have learned
01
Multiple Choice
+5 XP
A fresh set drawn from this lesson's question bank, feedback shown immediately. +5 XP per correct · +25 XP all correct
Pick your answer, then rate your confidence, that tells the system what to drill next.
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Short Answer
+5 XP
AnalyseBand 5(4 marks) 1. A student measures the refractive index of a glass block from a single angle pair and obtains $1.61$, while the accepted value is $1.50$. Outline two changes to the method that would improve the accuracy and reliability of the result, and explain how each helps.
1 mark: identifies that a single pair is unreliable · 1 mark: take several angle pairs and average / plot a graph (reliability) · 1 mark: use a thinner ray and read angles carefully to reduce error (accuracy) · 1 mark: explains how each change reduces random/systematic error
ApplyBand 5(4 marks) 2. Describe a laboratory method to determine the refractive index of a rectangular glass block, and explain how you would calculate the value from your measurements.
1 mark: ray box, block outlined on paper, incident and emerging rays marked with pins or dots · 1 mark: construct the normal and measure the angle of incidence and angle of refraction · 1 mark: apply $n_1\sin\theta_1 = n_2\sin\theta_2$ with $n_{\text{air}} = 1.00$ · 1 mark: repeat at several angles and average, or plot $\sin\theta_1$ against $\sin\theta_2$ and take the gradient
Dot point: Conduct a laboratory experiment to determine the refractive index of a material and assess the accuracy of the measurement
EvaluateBand 6(3 marks) 3. A student measures the refractive index of glass as $1.62$, while the accepted value for that glass is $1.50$. Calculate the percentage error, suggest one systematic error that could produce a result too high, and explain how repeating trials does not by itself fix it.
1 mark: percentage error $= 8.0\%$ · 1 mark: names a plausible systematic error (e.g. the normal drawn slightly off perpendicular, or a misaligned protractor zero) · 1 mark: explains that a systematic error shifts every trial the same way, so averaging does not remove it
Dot point: Conduct a laboratory experiment to determine the refractive index of a material and assess the accuracy of the measurement
Show all answers
Multiple choice
MC answers and full explanations are shown inline as you complete each question. Use the retry button to attempt a fresh set from the lesson bank.
Short Answer Model Answer
Q1 (4 marks): A single angle pair is vulnerable to random error, so the result is unreliable. A first improvement is to take several pairs of incidence and refraction angles across a range (e.g. $20°$–$60°$), then either average the individual $n$ values or plot $\sin\theta_1$ against $\sin\theta_2$ and take the gradient as $n$; this averages out random scatter and improves reliability. A second improvement is to use the thinnest possible ray and mark the centre of each ray, reading the protractor at eye level to avoid parallax; this reduces random measurement error and brings the result closer to the accepted value, improving accuracy. Carefully drawing the normal at exactly $90°$ also removes a systematic error that would otherwise shift every reading the same way.
Q2 (4 marks): Place a rectangular glass block on paper and draw around it. Direct a narrow beam from a ray box at one face at a measured angle and mark the incident ray and the emerging ray with two pencil dots each. Remove the block, join the dots, and join the entry and exit points to reveal the path inside the glass. Construct the normal at the point of entry and measure the angle of incidence $\theta_1$ in air and the angle of refraction $\theta_2$ in the glass, both from the normal. Since the light travels from air, $n_1 = 1.00$, so the law of refraction $n_1\sin\theta_1 = n_2\sin\theta_2$ rearranges to $n_2 = \sin\theta_1/\sin\theta_2$. Repeat for at least five different angles of incidence. The value can then be obtained either by calculating $n$ for each trial and averaging, or, better, by plotting $\sin\theta_1$ against $\sin\theta_2$: the points should lie on a straight line through the origin whose gradient is the refractive index, which uses all the data at once and makes any outlier visible.
Q3 (3 marks): The percentage error is $\frac{|1.62 - 1.50|}{1.50} \times 100 = \frac{0.12}{1.50} \times 100 = 8.0\%$. A plausible systematic error is that the normal was not constructed exactly perpendicular to the block's surface, so every angle of incidence was read slightly too large and every angle of refraction slightly too small; a protractor whose zero mark is misaligned with the normal would do the same thing on every trial. Repeating trials and averaging does not remove such an error, because a systematic error displaces every reading in the same direction by a similar amount. Averaging reduces random scatter, so it improves the reliability of the result, but a set of readings that are all shifted the same way will simply average to a value that is shifted by that same amount. The result would look precise and reproducible while remaining inaccurate. Fixing it requires identifying and removing the cause, for example by constructing the normal with a set square and checking the protractor's alignment before each reading.
✓
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Retrieve, reflect and finish
Lock it in
boss
You can now measure a refractive index from angle data, find it from a graph gradient, and assess accuracy and reliability. Next lesson moves from boundaries to lenses, how curved glass bends light to correct vision.
At the start you predicted whether one angle pair is enough. The answer is that you should take several pairs and use a graph or average: a single pair is exposed to random error, while repeating and plotting a line of best fit gives a far more reliable refractive index. If you said one pair was enough, revisit Card 3, reliability comes from repeated, averaged measurements.
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Check what actually stuck
A short spaced-retrieval set, mixing this lesson with earlier ones. It gets harder to guess and easier to remember.