By Lee Schreiner
Guilford High School
This web quest will assist students in Physics in grades (11-12) to learn about light, color and how the electromagnetic spectrum is used in many common devices.
Introduction | Task | Resources | Process | Evaluation | Conclusion
We will be investigating light and color in
this web quest. The first day is dedicated to learning the parts of the
electromagnetic spectrum and their basic properties. The second day we’ll learn
about how we see colors and how colors can be created and combined. Finally you
will be explaining how electromagnetic radiation is used in different devices.
Background Info. Electromagnetic energy comes in different forms because of the varying wavelengths of each wave. Some of these waves we can see, some we can feel, and others can be extremely harmful. Below is a chart of electromagnetic energy and its various forms.
ELECTROMAGNETIC
ENERGY
|
Cosmic rays |
Background radiation; particles of enormous energy given off by stars. |
|
Gamma radiation |
Deadly high energy given out by the sun and other stars. |
|
X rays |
High energy used in X ray equipment. |
|
Ultraviolet rays |
Invisible energy waves in sunlight, which cause skin to tan. |
|
Visible light |
Basic colors of light, emitted by the sun and visible to the human eye. ROYGBIV. |
|
Infrared rays |
Rays of heat energy sensed by our nervous system. |
|
Radio waves |
Microwaves; TV; radio energy |
This
chart shows the relative size of the waves in the electromagnetic spectrum.
Remember nm=10-8 and micron is 10-6 meter.
Waves in the electromagnetic spectrum
vary in size from very long radio waves the size of buildings, to very short
gamma rays smaller than the size of the nucleus of an atom.
Introduction | Task | Resources | Process | Evaluation | Conclusion
Why
is the sky blue? How does a TV remote control work? What does light have to do
with a compact disk player? Do some colors make feel certain ways or buy
certain products?
You’ll
be able to answer questions like this. First you are to investigate the
electromagnetic spectrum and the basic properties of waves. Use the links in
resources to investigate. The whole tour will take at least three days on line
and several days of work in the classroom.
Introduction | Task | Resources | Process | Evaluation | Conclusion
Using the Internet
Day 1: DEFINITIONS AND DRAWINGS.
Use the hyper links to find definitions for each of the words
below. In your notebook provide an illustration for each term.
Sometimes the definitions will not be clear and you will need to interpret what
you read to get a definition. Record your answers in notebook. Be sure
you have done all and can explain to the class all of these terms. You will be having a quiz over the
spectrum and their basic sizes and properties or uses.
|
1. Wavelength |
2. Crest |
|
3. Trough |
|
|
5. Spectrum |
6. Reflection |
|
7. Scattering |
8. Refraction (make sure to view both areas of refraction.) |
|
9. Diffraction |
|
Day
2:
Go
to one of the first two web sites (see sites below) on the eye. Explore
how the eye sees colors.
Take
notes on
how the we see light and colors.
When you can explain how we see colors, you can use one
of these other web sites on color or you can find one by searching on the net (
Google works well). You will write a 2 page essay (see the rubric in evaluation with detailed instructions) on how
color is used in a product, a process, or a natural phenomenon. It will be due
the day after spring break.
Here are some other sites about Light and Color that you may want to explore:
Color Blindness
These are additional sites once you understand how
we see colors and how they combine together to make the colors we see.
The Physics of
Color an overview of how light makes color
How color affects us physiologically
and culturally.
Color theory from the professionals at Adobe
This site attempts to explain the difference in primary colors
The Color
worm Book: Online book that uses a "color worm" to teach
the concepts of color and light.
Light and Color: Overview of
color and light. This site also has links to more specific topics such as
the electromagnetic spectrum, elements of design and how rainbows are formed.
Color Matters:
The significance of colors and how they affect us.
Day 3 On Line:
You need to explain how some common
object use light or produces it. You can look at
The How Things Work web site they list many products and processes in the nature that involve light. You are to create a presentation for the class to explain how it works. (See rubric in evaluation)
Possible sites
How Night Vision works
Colorize Black and White
Movies
Process
Introduction | Task | Resources | Process | Evaluation | Conclusion
Starting with Activity 1, work your way through the three activities,
following all instructions and
|
Investigate the basic properties of light and give illustrations and definitions and examples. |
|
|
Investigate the way our eyes see
color and how colors combine to form all the possible colors we see. Write
Color Essay |
|
|
Find a product, process or natural phenomenon and explain to the class how it works. |
Activity1:
See rubric for expectations.
Activity 2:
You will need to write a two page typed essay on color. (See rubric) Consider some
aspect of color. You can use an historical, psychological, commercial,
scientific or social perspective. For example: How is color used to sell
products like clothes, make-up, automobiles, etc… Consider what colors are used
for flags or traffic lights. You might consider an interview with some one who
has to make decisions Check with your instructor if you have any questions
about your topic.
Another
day on properties of light and lens. Light and lens See below
Additional Mirrors and lens day:
You will use your definitions of the three standard rays to
draw the ray diagrams to locate the image(s) for each of these objects. On the
web page given you will find sites to help you draw each of these.
Students will draw ray diagrams to locate all possible
types of image(s) for concave mirror, diverging mirror, plane mirror,
converging lens,
Diverging
lens.
Converging
lens (concave)
Diverging
lens (convex)
You
will need to be able to draw these basic diagrams in a test over lens and
images.
You
are now ready to tour a place where optical devices are being used.
Take
the tour at Http://schools.rps205.com/teachers/Schreiner-Grey .
Introduction | Task | Resources | Process | Evaluation | Conclusion
|
Investigate the basic properties of light and give illustrations and definitions. |
|
|
Investigate the way our eyes see color and how colors combine to form
all the possible colors we can s |
|
|
Find a product, process or natural phenomenon and explain to the class how it works. |
Activity 1:
Rubric for Basic properties of
light: Day 1
Performance Standards
- All
properties are defined
- All
definitions include instructive and accurate drawings.
- Students
give examples of the property using a type of light from the
electromagnetic spectrum.
- All
properties have definitions.
Points
0
Student has no definitions in notebook.
1
Student has 2 definitions
2
Student has 4 definitions
3
Student has 6 definitions
4
Student has all terms defined
- All
definitions have instructive and accurate drawings.
Points
0
No drawings.
1
Half have drawings
2
All have drawings but they are not very accurate
3
All have instructive and accurate drawings.
- Student
gives examples of different waves from the electromagnetic spectrum and
gives some use or basic property they have.
Points
0
No examples
1
Half have examples
2
All have examples but don’t use different types of waves.
3
All have examples and different types of waves are used in the examples.
Activity 2:
Scoring Rubric for the Color Essay
20-16 points: Two-page essay with good sentence and paragraph structures. Contains original, creative or well-documented ideas. No grammatical or spelling errors present. Develops one or two basic themes with a personal perspective. Gives reasons and evidence for opinions where appropriate. Essay is typed.
15-10 points: Two-page essay with paragraphs and sentences occasionally not well connected or clearly expressed. Contains a few grammatical or spelling errors. Some material appears heavily borrowed from other sources with little documentation. Not much creative or original thinking. Little personal perspective that is relevant to the to the main theme of the essay. Some reasons for opinions are given. Essay is typed.
6-9 points: Less than a two-page article with little connection between paragraphs and awkward sentences. Sections seem copied directly from other works without documentation. May deal with multiply themes with little development of any of these ideas. No reasons for opinions given. Essay is hand written or typed.
0-5 points: 1 page article with no connection between sentences or paragraphs. No clear topic and no clear reasons for any ideas expressed. Little effort is evident. Paper is hand written.
Activity 3:
Rubric for assessing the quality of a light or color Project.
Performance
Standards:
A
properly designed document and presentation must:
a. Identify a particular
product or process that uses light or color
b. Establishes how light is
involved in the process
c. Demonstrates organization
d. Contain elaboration and
scientific support or empirical evidence for how light is involved
e. Show integration
f.
Is appropriate
in length and type written.
I. A properly designed document must
identify a particular product or process that uses light or color
Points Descriptors
0
Does not identify
product or process
1
Identifies
wrong product or process
2
Identifies the
product or process but uses poor development of light as an essential aspect of
it.
3
Identifies
multiple properties of light but has only one developed
4
Identifies
multiple aspects of how light is involved and fully develops all of them.
II.
A properly designed presentation
0
No clue what
you were trying to do.
1
Audience is
unclear or confused about topic
2
Audience is
unclear about much of presentation.
3
Audience is
sometimes addressed and engaged.
4
Audience is
well addressed and engaged by presentation.
III.
A properly designed document must demonstrate organization
0
Has no plan
1
Plan is
inferred, no careful or clear outline of the idea.
2
Noticeable
plan; inappropriate material added; major digressions
3
Plan is
evident; minor digressions; some cohesion and coherence
4
Plan is clear
and logically connected to a practical object
5
All points
logically connected and no digressions and both practical and scientific
aspects of the plan well documented.
IV.
A properly
designed document had elaboration and support
0
No support or
elaboration
1
Support attempted;
scientific support and explanation with no documentation of sources.
2
Explanation is
supported and elaborated and documented; most general/some questionable
3
Some multiple
source elaboration; some are general; not much depth with a few visual
diagrams.
4
Most points
elaborated by visual support, most documented.
5
All points
elaborated with specific second order support with visual diagrams. (Supporting
ideas and illustrating details and examples)
V.
A properly
designed document must show integration.
0
No integration
1
Barely deals
with topic
2
Attempts to
address assignment; some confusion
3
Partially
developed; some or one feature not developed but all present
4
Only the
essentials present: paper is simple, informative and clear, but not all equally
developed
5
Fully
developed; all features developed and equally well developed
VI. Shows clear explanation of
practical object
0
No practical
topic discussed
1
Some general
explanation of product or process
2
The role of
light and its properties are explained.
3
Well developed
and clearly shown how light is used and how it is necessary in the object.
VII. Shows appropriate length and are
typewritten.
0
0ne page hand
written.
1
Two to three pages
hand written with few grammatical errors.
2
Two to three
pages typed but supporting documents are handwritten with few grammatical
errors.
3
Two to three
pages typed and supporting documented are typed or carefully hand drawn.
4
Two to three
pages or more in the initial proposal with typed documentation and organized
for public display or exhibit.
VIII. Presentation is of appropriate length.
0 No
presentation
1.
One minute or
less
2.
One to two
minutes
3.
Two to three
minutes
4.
Three to four
minutes
Introduction
| Task
| Resources
| Process
| Evaluation
|
Conclusion
. Feel free to expand your quest in other
areas and look for other ways that light can be used.
Last updated April 2003 (LRS)
Questions or Problems? Contact Lee Schreiner
This page based on Bernie Dodge's Web Quest template.
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