Exploring Light/Lesson - Revision history

Caroline.jestaz: /* Teacher’s notes */

2012-10-24T14:42:36Z

Teacher’s notes

← Older revision		Revision as of 14:42, 24 October 2012
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	5. What is colour?<br />		5. What is colour?<br />

	In previous work we have looked at dark, light and shadows. We have been ~~telling a~~ story that:		In previous work we have looked at dark, light and shadows. We have been saying in our story that:

	* We can define dark and light		* we can define dark and light,
	* We can say something is brighter or darker than something else and give a number to support.		* we can say something is brighter or darker than something else and give a number to support,
	* We can define a shadow.		* we can define a shadow,
	* We can use numbers to describe to others what we see, but they may not.		* we can use numbers to describe to others what we see, but they may not.

	Our next part of the story is, what about the graduations between dark and light? How can we describe ot others how much light or dark we have seen?		Our next part of the story is, what about the graduations between dark and light? How can we describe to others how much light or dark we have seen?

	Coloured filters should give lower light readings, this is clue that some light has been blocked by the filter and that only a small part has passed through. The part that passes through is what we see as colour. White light is a mixture of many colours.		Coloured filters should give lower light readings, this is clue that some light has been blocked by the filter and that only a small part has passed through. The part that passes through is what we see as colour. White light is a mixture of many colours.

Caroline.jestaz: /* Suggested method */

2012-10-24T14:41:10Z

Suggested method

← Older revision		Revision as of 14:41, 24 October 2012
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	6. Ask them to think of the brightness or darkness of the light as a number not a word description. For example, “I know this is bright because it shows 2000lx”, “I know this is dark as it only shows 100lx”. We are trying to build up the idea of describing by numbers.<br />		6. Ask them to think of the brightness or darkness of the light as a number not a word description. For example, “I know this is bright because it shows 2000lx”, “I know this is dark as it only shows 100lx”. We are trying to build up the idea of describing by numbers.<br />
	7. Now a base for comparison has been created, repeat with other things you have selected.<br />		7. Now a base for comparison has been created, repeat with other things you have selected.<br />
	:- Does the colour make difference?<br />		::- Does the colour make difference?<br />
	:- Does the size of any dark patch make a difference?<br />		::- Does the size of any dark patch make a difference?<br />
	:- Does the opaqueness of the shadow maker make a difference?<br />		::- Does the opaqueness of the shadow maker make a difference?<br />
	:- If you use transparent thing does the colour make difference to the amount of light?<br />		::- If you use transparent thing does the colour make difference to the amount of light?<br />

	8. Just explore, keep noting down the discoveries, is there a pattern? Are we starting to see the “shadowness” of shadow? Or is it still too difficult?<br />		8. Just explore, keep noting down the discoveries, is there a pattern? Are we starting to see the “shadowness” of shadow? Or is it still too difficult?<br />

Caroline.jestaz: /* Suggested method */

2012-10-24T14:40:19Z

Suggested method

← Older revision		Revision as of 14:40, 24 October 2012
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	:- If you use transparent thing does the colour make difference to the amount of light?<br />		:- If you use transparent thing does the colour make difference to the amount of light?<br />

	8. Just explore, keep noting down the discoveries, is there a pattern? Are we starting to see the “shadowness” of shadow? Or is it still to difficult?<br />		8. Just explore, keep noting down the discoveries, is there a pattern? Are we starting to see the “shadowness” of shadow? Or is it still too difficult?<br />
	If you have access to enough transparent filters of colour, get the class to look through them and put them in order of brightness!		If you have access to enough transparent filters of colour, get the class to look through them and put them in order of brightness!
	Some colours appear much brighter than others, yellows often seem brighter than reds, blues can appear dull. As a diversion, ask them about how the colour makes them feel, some colours like reds are supposed to make things look warm, while blues make it feel cold!<br />		Some colours appear much brighter than others, yellows often seem brighter than reds, blues can appear dull. As a diversion, ask them about how the colour makes them feel, some colours like reds are supposed to make things look warm, while blues make it feel cold!<br />
	You can use coloured paper presentation folders (the ones you clip into a file folder). Ask them to place over work and see if helps reading? Some people find bright white paper too bright to read off (we are getting close to dyslexia testing here, so a bit of awareness is required). They may already be aware of colour combinations that make reading difficult e.g. bright yellow on bright white!		You can use coloured paper presentation folders (the ones you clip into a file folder). Ask them to place over work and see if helps reading? Some people find bright white paper too bright to read off (we are getting close to dyslexia testing here, so a bit of awareness is required). They may already be aware of colour combinations that make reading difficult e.g. bright yellow on bright white!

	== Teacher’s notes ==		== Teacher’s notes ==

Caroline.jestaz at 14:38, 24 October 2012

2012-10-24T14:38:40Z

← Older revision		Revision as of 14:38, 24 October 2012
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	Using the logger<br />		Using the logger<br />

	1. Set the software to show numbers as a set of blocks or ~~barchart~~.<br />		1. Set the software to show numbers as a set of blocks or bar chart.<br />
	2. Check they understand that big numbers or longer bars means more light, less dark and smaller numbers and shorter bars means less light and more dark.<br />		2. Check they understand that big numbers or longer bars means more light, less dark and smaller numbers and shorter bars means less light and more dark.<br />
	3. Measure the light without any blocks or things in the way. Snap the data to show it on the software as a bar. This is your reference (control, as science describes it) point against which all others are compared.<br />		3. Measure the light without any blocks or things in the way. Snap the data to show it on the software as a bar. This is your reference (control, as science describes it) point against which all others are compared.<br />

Caroline.jestaz: /* Suggested method */

2012-10-24T14:35:14Z

Suggested method

← Older revision		Revision as of 14:35, 24 October 2012
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	You can use coloured paper presentation folders (the ones you clip into a file folder). Ask them to place over work and see if helps reading? Some people find bright white paper too bright to read off (we are getting close to dyslexia testing here, so a bit of awareness is required). They may already be aware of colour combinations that make reading difficult e.g. bright yellow on bright white!		You can use coloured paper presentation folders (the ones you clip into a file folder). Ask them to place over work and see if helps reading? Some people find bright white paper too bright to read off (we are getting close to dyslexia testing here, so a bit of awareness is required). They may already be aware of colour combinations that make reading difficult e.g. bright yellow on bright white!

	~~Is light shining through? or a bright light shining onto it? Transparent? or Translucent?~~		== Teacher’s notes ==
	Teacher’s notes

	Key Questions.		Key Questions

	1. What is light and what is dark?<br />		1. What is light and what is dark?<br />

Caroline.jestaz: /* Suggested method */

2012-10-24T14:34:27Z

Suggested method

← Older revision		Revision as of 14:34, 24 October 2012
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	:- Does the opaqueness of the shadow maker make a difference?<br />		:- Does the opaqueness of the shadow maker make a difference?<br />
	:- If you use transparent thing does the colour make difference to the amount of light?<br />		:- If you use transparent thing does the colour make difference to the amount of light?<br />
	~~:Indented line~~
	8. Just explore, keep noting down the discoveries, is there a pattern? Are we starting to see the “shadowness” of shadow? Or is it still to difficult?<br />		8. Just explore, keep noting down the discoveries, is there a pattern? Are we starting to see the “shadowness” of shadow? Or is it still to difficult?<br />
	If you have access to enough transparent filters of colour, get the class to look through them and put them in order of brightness!		If you have access to enough transparent filters of colour, get the class to look through them and put them in order of brightness!

Caroline.jestaz: /* Suggested method */

2012-10-24T14:34:14Z

Suggested method

← Older revision		Revision as of 14:34, 24 October 2012
Line 33:		Line 33:
	6. Ask them to think of the brightness or darkness of the light as a number not a word description. For example, “I know this is bright because it shows 2000lx”, “I know this is dark as it only shows 100lx”. We are trying to build up the idea of describing by numbers.<br />		6. Ask them to think of the brightness or darkness of the light as a number not a word description. For example, “I know this is bright because it shows 2000lx”, “I know this is dark as it only shows 100lx”. We are trying to build up the idea of describing by numbers.<br />
	7. Now a base for comparison has been created, repeat with other things you have selected.<br />		7. Now a base for comparison has been created, repeat with other things you have selected.<br />
	- Does the colour make difference?<br />		:- Does the colour make difference?<br />
	- Does the size of any dark patch make a difference?<br />		:- Does the size of any dark patch make a difference?<br />
	- Does the opaqueness of the shadow maker make a difference?<br />		:- Does the opaqueness of the shadow maker make a difference?<br />
	- If you use transparent thing does the colour make difference to the amount of light?<br />		:- If you use transparent thing does the colour make difference to the amount of light?<br />
			:Indented line
	8. Just explore, keep noting down the discoveries, is there a pattern? Are we starting to see the “shadowness” of shadow? Or is it still to difficult?<br />		8. Just explore, keep noting down the discoveries, is there a pattern? Are we starting to see the “shadowness” of shadow? Or is it still to difficult?<br />
	If you have access to enough transparent filters of colour, get the class to look through them and put them in order of brightness!		If you have access to enough transparent filters of colour, get the class to look through them and put them in order of brightness!

Caroline.jestaz: /* Learning experiences covered */

2012-10-24T14:33:46Z

Learning experiences covered

← Older revision		Revision as of 14:33, 24 October 2012
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	* A good light source (class lights, well lit window, torch),		* A good light source (class lights, well lit window, torch),
	* A selection of objects that:<br />		* A selection of objects that:<br />
			:
	:- block light<br />		::- block light<br />
	:- let light through clearly<br />		::- let light through clearly<br />
	:- let light through to some extent<br />		::- let light through to some extent<br />
	:- let light through but colour it (e.g. A4 sheets of card, paper, plain and coloured translucent film, different fabrics, etc.)<br />		::- let light through but colour it (e.g. A4 sheets of card, paper, plain and coloured translucent film, different fabrics, etc.)<br />

	== Suggested method ==		== Suggested method ==

Caroline.jestaz: /* Learning experiences covered */

2012-10-24T14:33:33Z

Learning experiences covered

← Older revision		Revision as of 14:33, 24 October 2012
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	* A selection of objects that:<br />		* A selection of objects that:<br />

	- block light<br />		:- block light<br />
	- let light through clearly<br />		:- let light through clearly<br />
	- let light through to some extent<br />		:- let light through to some extent<br />
	- let light through but colour it (e.g. A4 sheets of card, paper, plain and coloured translucent film, different fabrics, etc.)<br />		:- let light through but colour it (e.g. A4 sheets of card, paper, plain and coloured translucent film, different fabrics, etc.)<br />

	== Suggested method ==		== Suggested method ==

Caroline.jestaz: /* Learning experiences covered */

2012-10-24T14:33:07Z

Learning experiences covered

← Older revision		Revision as of 14:33, 24 October 2012
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	* A selection of objects that:<br />		* A selection of objects that:<br />

	- block light		- block light<br />
	- let light through clearly<br />		- let light through clearly<br />
	- let light through to some extent<br />		- let light through to some extent<br />
	- let light through but colour it (e.g. A4 sheets of card, paper, plain and coloured translucent film, different fabrics, etc.)<br />		- let light through but colour it (e.g. A4 sheets of card, paper, plain and coloured translucent film, different fabrics, etc.)<br />


	== Suggested method ==		== Suggested method ==