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Exploring Light/Lesson: Difference between revisions
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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 /> | ||
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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 | 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 say something is brighter or darker than something else and give a number to support, | ||
* | * we can define a shadow, | ||
* | * 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 | 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. | ||
