So seeing a model of the electromagnetic spectrum, students gathered that much of the light on the earth is non-visible light.  Our eyes can only detect visible light, as the frequency of waves is "just right" for our eyes to see.  While infrared and UV's wavelengths are close to those of visible light, they are just out of the range of what our eyes are able to detect.

UV light carries more energy than both visible and infrared light, and therefore, is more dangerous.  The sun emits UV light, and thank goodness the ozone layer blocks out the majority of the sun's harmful UV rays.  The ozone layer does have some places where it is compromised, as a result, more of the UV rays are hitting the earth's surface.

Regardless of this, chemical engineers have developed sunscreen to protect our skin from UV light, but it doesn't block 100% of the UV light.  We did an experiment in class to detect the percentage of UV light a typical 30 SPF sunblock absorbs, using mathematics to support our study.  Thanks to Adam for letting us borrow his family's black light since the experiment didn't work through the windows in our classroom!

Using this tone generator, students were able to see that there's sound they can't hear that registers both lower and higher than they're able to hear.  Students recognized that there must be the same reasoning for light--there's light that has a higher and lower frequency than they're able to see.  We also used a wave generator (must use Java) to compare light waves to water waves.  When we changed the source frequency in the wave generator, we saw a difference in each wave's wavelength.  We then mapped out the electromagnetic spectrum, acknowledging that there's types of light that we can't see because their frequency is capable of being received by our eyes. Great work today, 6th graders!

Sixth graders showed what they understood about seeing a hidden message with various filters by completing an alternative assessment based on their choice.  Students had to meet the following criteria in their assignment:

• Includes the conditions for how we see an object
• Considers how light interacts with materials
• Includes the role color plays in seeing the hidden message
• Explains the phenomenon with accurate science principles
• Everyone participates in production and in presentation

Students could show these criteria using any mode of their choice, from creating a drawing, to rewritting lyrics, to performing a skit.  What an amazing job they did explaining the phenomenon of how we can see a hidden message through a colored filter.

Here is video compiling much of their work throughout the unit, and below are examples of student work!

After careful discussion (as all scientists do!), sixth graders are working on revising their models to show how we can see a hidden message.  We had a chance to critique one another to see exactly what each group said explained the phenomenon of how we saw a hidden message.  Students were given the chance to ask another group questions about their models, offering insight into how their model could be revised.  Students worked on making edits to their models and will work in teams to showcase their improved model after winter break.  Check back soon for their creative work!

How can we explain the phenomena of seeing a hidden message?  What exactly is happening with the white light and each filter that is placed in front of it?  How is each color that's on the notecard interacting with the filtered light?  How does each color appear to us with the filtered light?  Here are the 6th graders' initial models to explain this phenomenon.  We'll be revising our models as we discuss the scientific principles in them! ​

Last week, we ventured to the Museum of Science and Industry to connect our learning to exhibits they have there.  Two exhibits in particular, the Numbers in Nature Mirror Maze and Science Storms' Color Room directly connected to what we've been doing in class.  Check out the photos below to see two phenomena in action:

1.  Light reflecting off of mirrors!
2. Colored signs being manipulated by illuminating different colored light on them.

How can we take what we know about how light travels, interacts with different materials, and plays a role with color to design our OWN optical illusions, the very concept that began our unit on if we could believe what we see?

Students just began creating their own hidden messages, using notecards, markers, and different colored filters.  We'll be using what we've learned about developing models for how we see, how light interacts with different materials, and how light plays a role in the color that appears to our eyes.  Check back soon to see how student groups develop models to explain their hidden messages.
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Why do we see color?  How does it relate to the color of light that scatters off an object AND the actual color of the object itself?  Students know that red, blue, and green light combine to make white light, but what is white light comprised of?

Using C-Spectra (a diffraction grating alternative), students were able to gather evidence to see that white light is comprised of many colors, which are identified as red, orange, yellow, green, blue, indigo and violet.  From there, students connected their ideas to the light model for how we see.  In order to see something that's yellow, yellow light must reflect into our eyes.  But what happens to all the other colors?

Check out some students' work who continued to revise their models for how we see.  Great work 6th grade!