Cool Tools for Color & Light Presented by Mike Horton

1. Cool Tools for Color & Light Presented by Mike Horton

2. Why study color and light? California Science Standards • Grade 2- “1. d. Students know energy can be carried from one place to another by waves, such as water waves and sound waves, by electric current, and by moving objects.” • Grade 3- “2. d. Students know an object is seen when light traveling from the object enters the eye. Students know the color of light striking an object affects the way the object is seen.” • Grade 6- “a. Students know energy can be carried from one place to another by heat flow or by waves, including water, light and sound waves, or by moving objects.” • Grade 7- “a. Students know visible light is a small band within a very broad electromagnetic spectrum. 6. b. Students know that for an object to be seen, light emitted by or scattered from it must be detected by the eye.

3. Why study color and light? California Science Standards • Grade 7- “Students know light travels in straight lines if the medium it travels through does not change. Students know how simple lenses are used in a magnifying glass, the eye, a camera, a telescope, and a microscope. Students know that white light is a mixture of many wavelengths (colors) and that retinal cells react differently to different wavelengths. Students know light can be reflected, refracted, transmitted, and absorbed by matter. Students know the angle of reflection of a light beam is equal to the angle of incidence.” • High School Physics “Students know waves carry energy from one place to another. Students know how to solve problems involving wavelength, frequency, and wave speed. Students know radio waves, light, and X-rays are different wavelength bands in the spectrum of electromagnetic waves whose speed in a vacuum is approximately 3 × 108 m/s.”

4. Why study color and light? California Science Standards • High School Physics (cont.) “Students know how to identify the characteristic properties of waves: interference (beats), diffraction, refraction, Doppler effect, and polarization. Students know the experimental basis for . . . Einstein’s explanation of the photoelectric effect. Students know that spectral lines are the result of transitions of electrons between energy levels and that these lines correspond to photons with a frequency related to the energy spacing between levels by using Planck’s relationship (E = hv).” • High School Earth Science “Students know the fate of incoming solar radiation in terms of reflection, absorption, and photosynthesis.”

5. Scientific Literacy • Reflection in a rear-view mirror • Refraction in an aquarium • Color in the blue sky • Polarization in sunglasses • Diffraction in astronomy • Primary colors and color mixing

6. Electromagnetic Waves • Light is a form of energy • Electromagnetic waves can be visible or invisible. • Light behaves like a wave and like a particle. • White light is composed of many colors.

7. Behavior of Light • Reflection • Refraction • Polarization • Diffraction

8. Polarization

9. Polarization

10. Quiz Which of these are primary colors? a. e. b. f. C. g. d. h.

11. Color • A prism can separate white light into a spectrum. • Red, Blue, and Green light add to produce white. • Cyan, Magenta, and Yellow are the primary pigments used in printing. • Different light sources have different spectra.

12. Optics • Law of Reflection • Concave mirrors focus light. • Convex mirrors spread light out.

13. Mirage

14. Law of Reflection

15. Periscope

16. Light Box & Optical Set

17. Retinal Fatigue

18. Retinal Fatigue

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