In this module of light and color students will identify light as a source of energy and discover all the colors in the electromagnetic spectrum. Through the use of transparent, translucent, and opaque materials, students will explore and manipulate light and color. These various hands- on activities will allow students to self correct any misconceptions or incorrect predictions because they will “see” instant feed back. Time and materials should be provided to allow all students to participate. After the class agrees on a set of ideas, the teacher will introduce the appropriate technology and conventions.
Pretest
Have students make a list of “Need to Knows” for this unit
Strand 1-Properties and Principles of Matter and Energy
2. Energy has a source, can be transformed into
various forms but is conserved between and within systems.
A.
Forms of energy have a source, a means of transfer (work and heat), and a receiver.
B.
Mechanical energy comes from the motion
(kinetic energy) and/or relative position
(potential energy) of an object.
Lesson 1
Energy Concepts: Energy is the ability to do work.
Prewriting- which would check for prior knowledge- (SuccessLink Great Ideas)
PREWRITING ACTIVITY: LESSON ONE
List two or more ways energy is used in everyday life. Draw a picture for each example.
Pull-back Car Activity-(Physics for Elementary Students)

Radiometer Demo (located in your kit)
Tie up-power point-slides and discussion- (Doris Phillips and Lori Bestgen)
Materials: pull back cars, flat surface, radiometer, flashlight, dark room, and powerpoint
F.
Energy can change from one form to another within systems, but the total amount remains the same.
Lesson 2
Concept: Energy of Waves
W & S Activity 1-(Constructing Physics Understanding 2000 CPU Project)
How do Waves on a Spring Behave? -(Constructing Physics Understanding 2000
CPU Project)
Tie-Up with vocabulary words from the power point and activities that described the words using white boards.
Materials: Loosely Coil Spring (Slinky), stopwatch, meter stick, 2 meters long string, white boards, dry erase markers
C.
Electromagnetic energy is a major source of energy on Earth.
Lesson 3
Concept: Light and Color
Check for prior knowledge-Use white boards by illustrating what they would wear on a hot summer day. Each student will use a different color marker-to check for student accountability.
Temperature of color paper (white & black object)-(Constructing Physics
Understanding 2000 CPU Project Cycle 6 pg. 46)
Materials: white boards, dry erase markers, white & black construction paper, light source
A.
Forms of energy have a source, a means of transfer (work and heat), and a receiver.

Lesson 4
Concept: Light and Color
Journal-- Journal-Write your name as it appears in a mirror. Allow time for students to check their work..
Reflect-View Challenge- Where is the Image? (Arbor Scientific)
Mirrors that Multiply & Krazy Kaleidoscope (AIMS 1986)
Materials: mirrors, color pencils, activity sheets, typing paper, protractors
A.
Forms of energy have a source, a means of transfer (work and heat), and a receiver.
Lesson 5
Concept: Light and Color
Journal Entry—Why does an apple look red?-(GEMS Color Analyzers)
Apple Demo
The Spectrum of light—A light bulb of many colors – (Lori Bestgen)
HW--.What makes color? (Geo Kit-What is Light?)
Materials: Green & red apples, light bulb, diffraction glasses, candle, colored pencils, colored filters, activity sheets
A.
Forms of energy have a source, a means of transfer (work and heat), and a receiver.
Materials: power point
Lesson 6
Tie up-Power point and discussion- (Doris Phillips & Lori Bestgen)
Post-test

Please answer each question as completely as possible.
1. Jose has a toy wind-up car. Inside the toy car is a coiled spring. Jose holds the car on the floor, winds the spring up, and then lets the car go. He notices that the car speeds up quickly, then moves along the floor at a nearly constant speed for a while, then slows down to a stop.
Here are four possible statements that could be made about what was happening, in terms of energy, during various stages of the action described above.
A. Energy was being created.
B. Energy was being destroyed.
C. Energy was being transferred from one object to another. (State which objects are involved in your reasoning.)
D. None of the above a. While Jose was winding the spring up b. While the car was speeding up c. While the car was moving along the floor at a constant speed

d. While the car was slowing to a stop (but before it actually stopped).
2. If you increase the frequency with which you are moving the end of a slinky back and forth, does the wavelength of the wave on the slinky increase, decrease, or stay the same?
Explain your answer.
3. If you increase the tension of the slinky by keeping it the same length, but pull more coils into your hand before your release it, does the speed of the traveling wave increase, decrease or stay the same?
Explain your answer.

4. Read the following passage and then answer the questions that follow.
John is sitting on his bed eyeing a red apple that he will soon eat. The lamp on his night table, which is the only light source in the room, is directly behind him. The ceiling and walls are painted a non-shiny white color. John has been studying about light in his science class at school and there are two questions that are puzzling him.
Since he knows that his body is blocking the light from the lamp from directly reaching his apple, he wonders how he can still see the apple. Also, since the lamp gives off white light, he wants to know why the apple appears red.
To help John, answer the following questions. a. On the picture, draw how John can see the apple. Include in your picture anything necessary for John to see the apple. Label anything that you draw so that someone else could understand your picture. b. In one or two sentences explain how John can see the apple. c. In one or two additional sentences explain how the apple appears red.
5. Imagine you are holding a white piece of paper in your right hand and a black piece of paper in your right hand.

a. What happens to the white paper when it is put next to a light blub? Does the temperature of the white paper get warmer, cooler, or stay the same?
Explain your answer. b. What happens to the temperature of the black paper when it is put next to a light bulb? Does the temperature of the black paper get warmer, cooler or stay the same?
Explain your answer.