Gretchen Brinza
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Light Interacting with Different Surfaces

10/28/2016

 
Picture
After working on the practice of analyzing and interpreting data, sixth graders are discovering some unique happenings between light and different materials.

The light interacted with a mirror in a unique way.  The light meter was able to get the highest reading for the amount of reflected light when it was at the same angle as the flashlight (just on the opposing side).  We summarized this pattern as light coming off the mirror in a v-shape.  

The light interacted with paper in a completely different way.  There was no apparent connection between where the flashlight pointed and where the light meter registered the highest amount of reflected light.  What's this mean?
That light reflects off smooth, shiny objects in a v-shaped pattern and scatters off rough, unpolished surfaces.  Interesting stuff!  How does our light model explain this?  Or does it?

Comparing Mirrors and Paper

10/25/2016

 
Students recognized the v-shape pattern that a mirror creates when interacting with light, but what pattern, if any does paper create?

Students asked their own question and planned out their investigation.  We'll be analyzing our data to communicate what we found about the differences between how these two materials interact with light!
Picture

Light and Mirrors

10/21/2016

 
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Students have figured out the conditions necessary to see an object and how a shadow is created.  As we move forward in figuring out the answer to our overall Driving Question, "Can I Believe My Eyes?", students are now working on answering the sub-question about how light interacts with different materials.  

Students will be collecting data and analyzing the measurements from light hitting various surfaces.  The light sensors will help students uncover any patterns that emerge.  

How does light actually interact with various surfaces?  Only time will tell!

Light and Shadows

10/17/2016

 
As sixth graders dig deeper into their understanding of how light plays a role in how they see an object, it's important that students also understand what happens to light when it hits an object.

Currently, our consensus model shows what happens when we see an object.  But in an investigation involving a flashlight, hand, and screen, students recognized that they saw more than an object.  They saw a shadow, too.  Our consensus model does not show how we see a shadow and should therefore be revised.

Check back soon to see how our model changes based on new evidence we've gathered!

Using the Light Sensors

10/14/2016

 
Today we used light sensors to measure the amount of light coming off of various objects.  The data we collected told us a bunch of things.

1.  Objects that are light sources emit light...and lots of it.  Our readings of these objects were very high (like the projector and the sun coming in our classroom windows)!

2.  Objects that were not light sources also have light coming off them, but just not as much.  These readings as compared to light sources were lower, but the fact that we got a reading suggests that they do reflect the light coming from a light source.

3.  Distance plays a role in how much light can be measured.  It varies as the distance to/from an object changes.

Our consensus model supports all these ideas...what will be up to next?!?!

Establishing Consensus

10/13/2016

 
Picture
After many classroom experiences trying to figure out how we see an object, we compared models to explain this scientific phenomenon by coming to consensus.

Each group shared their understanding and we reached an agreement for how we see an object.  Light from a light source is emitted in many directions, reaching the surface of an object, and bounces into our eye.  Light is a condition needed to see, so it not only needs to illuminate an object, but go into our eyes to see!

Revising Our Physical Models

10/11/2016

 

Room 308

Students revised their models to show how they see an object after a class discussion identified both strengths and weaknesses of their models.  While many groups included all the conditions necessary to see an object, many groups failed to show that light is continuous and moves in the direction from a light source outwards.  Since scientists are always improving models, this lesson was a good one for students to act just like real scientists do!

Room 305

Developing Physical Models

10/7/2016

 

Room 308

Students developed physical models to show how they could see an object, evaluating the strengths and weaknesses.  Students considered the four conditions necessary for seeing an object, as well as how light behaves!

Room 305

Modeling Like a Scientist

10/6/2016

 
Modeling is an important part of a scientist's work.  As students dig deeper into understanding how they see things, it will be important that they can represent and explain this phenomenon.  Today we had a discussion about what makes a model, as well as thinking about the model that Mrs. Brinza developed to show how the light is visible from a light bulb.  We worked through identifying strengths and weaknesses of her model, which used playdoh to represent the light source and toy cars as the rays of light.

​ Our next steps will be to develop our very own models of how we see an object!

Establishing the Conditions for Sight

10/6/2016

 
So how is it that we see an object?  What has to be present in order for us to know what is there?  To see its colors?  

Sixth graders are using light boxes to establish the conditions for sight.  Keeping the box closed, students discovered that they couldn't see anything in the box.  Once the flap was opened, they could see the small toy that Mrs. Brinza put inside.

We'll be using these ideas to continue to ask questions just like real scientists do, as well as begin to develop a working model for this phenomenon.  
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    Mrs. Brinza

    This is our second year using IQWST at Alcott...and I love using it because it truly makes students think and engage in being a scientist and engineer!

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