Brief Description: In this experiment, you will be observing the disappearance of colours as you spin a cardboard wheel.
Materials Needed: disposable plate, scissors, ruler, pencil, cardboard, sharpies/markers, string,
LEARNING OBJECTIVES
[Big Idea] I can understand that energy can be transferred as both a particle and a wave.
[Content] I can learn about the properties of light, specifically on wave, amplitude, wavelength, frequency, speed, and period.
[Curriculum]
I can make observations of my experiment to help me further understand the properties of light.
I can use my prior scientific knowledge to identify relationships between the conceptual understanding of the light and experiential understanding of the light.
I can communicate ideas, findings, and solutions to questions about the properties of light by using scientific language.
CHOICE 3: Disappearing Colour Wheel
STEP 1: EXPERIMENT (Adapted from Steve Spangler Science)
Use the scissors to cut the edge off of the disposable plate.
On the flat piece of plate, trace the mouth of the cup with a pencil.
Use a ruler and pencil to divide the circle into 6 even sections.
Colour each of the 6 sections a different colour using your Sharpies or markers.
Cut out the circle.
Use the cup to trace a circle on cardboard and cut it out with the scissors, gluing the coloured circle and cardboard together. Coloured side out!
Poke two small holes through the wheel, near the center of the circle.
Cut a 36″ piece of string.
Feed the string through both holes and tie the ends together.
Wind the string by moving the wheel in a motion similar to a jump rope.
Pull the string tight to get the wheel spinning. Once you get the hang of it, this process will be second nature. As the wheel spins, what do you notice about the colours?
STEP 2: REFLECT & SHARE
In the discussion below, please post a picture of your experiment and your answers to the following questions:
What did you notice about the colours as you spun the wheel?
Why do you think the results came out the way it did? How do you think science can be used to explain such a phenomenon? Explain using concepts and terms we learned so far in the unit. (Hint: it has something to do with light wavelength, amplitude, frequency, speed, and period.)
STEP 3: DIALOGUE OF SCIENTISTS
Respond to two of your peer's posts in the discussion.
Your response can discuss:
What you found interesting about their discussion post.
What you found their experiment observations similar/different from your experiment.
Anything positive you would like to add.
CONGRATULATIONS, your mission is now completed.