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I use red, green, and blue (primary colors of light) happy face blowup
balls to get the idea of reflection, transmission and absorbtion across.
Kids work with a partner -- when the "photon" is caught, this represents
absorbtion; when the photon bounces off your partner, this represents
reflection; and when it passes through your partner, i.e. through
his/her legs, this represents transmission of light through something,
like light through your car window. You can turn this into a game of
dodge ball if you have the room and time wtih kids having to say what
happens to the photon once it begins its travels. We count jumping over
the ball as transmission -- light passing through you.
Also Project Learn at UCAR/NCAR has an activity using a drill and cord
to convey wave properties (length and frequency) of the electromagnetic
spectrum. I've used this often -- power tools are always a hit. Also,
the Exploratorium's Blue Sky activity in their "Snacks" is fun for kids
to do. You shine a beam of light through a clear tub of water then add
dry milk and observe the colors that appear in the water -- blueish at
one end, and yellow, orange and sometimes red at the other due to blue
light scattering 10x more than red light.
Project Learn materials are at http://www.ucar.edu/learn/
I did a light workshop at NSTA in 2004. The booklet and activities I
put together are in PDF format at
http://eo.ucar.edu/educators/links_elem.html
The Exploratorium's Blue Sky activity is at
http://exploratorium.edu/snacks/blue_sky.html (Something similiar may
also be in Project Learn but I'm not 100% sure.)
Feel free to contact me off the list serve if need be. Good luck.
Teri Eastburn
National Center for Atmospheric Research
Educational Designer
Erin Mattimoe wrote:
>ISEN-ASTC-L is a service of the Association of Science-Technology Centers
>Incorporated, a worldwide network of science museums and related institutions.
>*****************************************************************************
>
>If you have an answer to Anna's question, please reply to the list, I
>would be interested to hear about this myself.
>Happy day!
>-Erin
>
>Erin S. Mattimoe
>Public Programs Manager
>Volunteer Coordinator
>Ann Arbor Hands-On Museum
>-----Original Message-----
>From: Informal Science Education Network
>[mailto:[log in to unmask]] On Behalf Of Anna Hurst
>Sent: Thursday, November 03, 2005 5:46 PM
>To: [log in to unmask]
>Subject: light games
>
>ISEN-ASTC-L is a service of the Association of Science-Technology
>Centers
>Incorporated, a worldwide network of science museums and related
>institutions.
>************************************************************************
>*****
>
>Please excuse cross postings.
>
>Hello everyone,
>
>Has anyone done any programming about light and color that involves
>kids running around acting out photons or something similar? I'm
>looking for any active games or demonstrations that have to do with
>light and its properties. (I'm also on the lookout for ANY activities
>about light and color, so if you have any really great ones I'd love
>to hear about them, even if they don't fit this category.) These
>would eventually be related to astronomy, i.e. what we can tell from
>the light that comes from distant objects, how we can tell that, and
>about the tools that allow us to do that.
>
>I've heard of examples where each kid is a different color photon and
>when they run into an object, only the one with the color of the
>object reflects back; the others stick. I also remember doing
>something in my high school physics class where we all linked arms
>and walked forward as a wave front. When one end of the line crossed
>the barrier marking a new material, they slowed down, while the rest
>of us continued at the same speed, demonstrating refraction. I'm
>looking for ideas along these lines.
>
>Thanks,
>Anna Hurst
>
>~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
>Anna Hurst
>Astronomical Society of the Pacific
>390 Ashton Ave.
>San Francisco, CA 94112
>415-337-1100 ext. 108
>[log in to unmask]
>
>www.astrosociety.org
>www.astrosociety.org/afgu
> ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
>
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