Light and
Color
A WebQuest for high
school Art and Physics Students
Designed by
David and Claudette
Reep
Introduction | Task
| Process | Evaluation
| Conclusion | Credits
| Teacher Page
Introduction
The physics teacher states that the three primary pigments are cyan,
magenta, and yellow.
The art teacher disagrees and states that the primary pigments are
red, blue and yellow. Use this quest as a guide to determine which
teacher is correct. Is it possible that both are correct?
The Task
Your group will be asked to debate the above question.
To complete your quest and prepare for the debate, your team will
need to discover the answers to the following questions:
General Questions:
-
What determines the colors we see?
-
What determines the color of an object?
-
How does the eye determine colors?
-
Distinguish between additive and subtractive color mixing processes.
Scientific Background Questions:
-
What is the relationship between light and color?
-
Which color has the longest wavelength?
-
Which color has the shortest wavelength?
-
How are the wavelength and freqency of a color related?
-
Describe the sections of the electromagnetic spectrum that are just above
and just below the wavelengths of the visible spectrum.
-
Using a physics resource anwer the following:
-
What are the primary light colors?
-
What are the primary pigment colors?
-
What are the secondary colors and how are they created?
Artistic Background Questions:
-
Find an artist's color wheel.
-
What are the primary pigment colors?
-
What are the secondary colors and how are they created?
-
What psychological effects do colors have on people?
The Process
-
1. You will be assigned to groups of three.
-
2. Each student will assume the role of mediator, scientist and artist.
-
3. The mediator will research the general questions and develop a
format for the debate. This could include questions from the scientific
and artistic questions.
-
4. The scientist will research the questions from the scientific
section and formulate a strategy for the debate.
-
5. The artist will research the questions from the artistic section
and formulate a strategy for the debate.
-
6. All three will come back together and participate in the debate.
-
7. After the debate each student should type a minimum of one page,
double spaced, 12 font with their anwer to the introductory question.They
should support their opinions with material discussed during the debate.
Students may wish to take notes and
prepare an outline before the actual debate.
Resources:
The
Physics of Color an overview of how light makes color
How color affects us physcologically
and culturally
Color theory from the professionals at Adobe
This site attempts to explain the difference
in primary colors
The Colorworm
Book : Online book that uses a "colorworm" to teach the concepts
of color and light.
Light and Color : Overview
of color and light. This site also has links to more specific topics
such as the electromagnetic spectrum, elements of design and how rainbows
are formed.
Color Matters
: The significance of colors and how they affect us.
The Electromagnetic Spectrum
: A general overview of the electromagnetic spectrum.u
You may wish to do further investigation beyond
the above listed sites. You will find a page of search engines at
37.comsed
by printers and those used by painters.
Evaluation
Students will be evaluated individually
and as a group. The final essay will be graded based on the essay
rubric. The debate will be graded with the debate rubric.
Individual
Essay |
Novice
1 |
Apprentice
2 |
Veteran
3 |
Master
4 |
Score
|
Meaning: the extent to which the
response shows sound interpretation and analysis of resources
|
No analysis of issues and events. Provides
few accurate or relevant facts, examples or details.
|
Superficial analysis of the issues and
events. Includes several facts, examples and details but may also include
some inaccurate information.
|
Complete analysis of the issues and
events. Sufficiently uses accurate and relevant facts, examples and details.
|
Insightful and complete analysis of
the issues and events.
Sensibly uses accurate and relevant facts,
examples, and details.
|
20 points |
Development: the extent to which ideas
are supported with specific and relevant evidence from the resources
|
No use of facts, examples and details.
Any reference to the documents is unclear.
|
Uses few facts, examples and details
from the documents
The analysis is not well developed.
|
Includes relevant and accurate facts,
details and examples
Some ideas are more fully developed than
others.
|
Always uses clear, relevant and
accurate facts, examples and details to support the analysis
|
20 points |
Organization:
the extent to which the reponse shows direction and coherence
|
The response does not have appropriate
focus or organization.
|
Basic structure but does not maintain
focus.
|
Orderly sequence of ideas. Shows a clear
plan of organization.
|
Well developed focus of ideas. Sharp
sense of a logical and clear organization.
|
20 points |
Language Use: the extent to which the
response shows an awareness of purpose and audience
|
Uses basic vocabulary with little or
no awareness of purpose or audience. Show little variety in sentence structure.
|
Mostly uses vocabulary from the texts.
Limited awareness of purpose and audience. Occasionally varies sentence
structure.
|
Shows an awareness and purpose through
word choice and varying sentence structure.
|
Shows an in-depth awareness of purpose
and audience through the use of sophisticated language and varying sentence
structure.
|
20 points |
Mechanics: the extent to which the response
exhibits knowledge and skills in grammar, spelling and punctuation
|
Frequent grammar and/or spelling errors
make comprehension difficult.
No editing or rewriting is evident.
|
Errors do not make comprehension difficult.
|
A few errors when using complex grammar
structures.
|
Very few errors occur.
Evident that time and energy was spent to
polish the response.
|
20 points |
Debate
Analysis |
Novice
1
|
Apprentice
2
|
Veteran
3
|
Master
4
|
Score
|
Participation:
the extent of involvement in each phase
of the discussion
|
Rarely participates in the discussion.
Participates only to talk but does not actively listen to others.
|
Occasionally participates in the discussion.
Open to opinions or ideas from others.
|
Participates in the discussion. Able
to give and ask for clarification and support of ideas and opinions.
|
Full participation in the discussion
yet does not monopolize. Asks questions which encourages others to participate.
|
20 points
|
Exemplification:
the extent to which examples, facts and
other details are used to support ideas
|
Does not support an opinion.
|
Provides details to support an opinion
from only one resource.
|
Provides details to support an opinion
from only two resources.
|
Supports opinions by using information
from all the resources.
|
20 points
|
Resources: the extent to which the internet
materials are used
|
Uses
zero to one resource to establish and support
an opinion.
|
Uses only one resource to establish
and support an opinion.
|
Uses two of the resources to establish
and support an opinion.
|
Uses 3 or more of the resources to establish
and support an opinion.
|
20 points
|
Interpretation: the extent to which
a perspective was created
|
Unsuitable interpretation of issues
and events.
Does not make any connections to what others
say.
|
Superficial interpretation of
issues and events. Makes only a few connections with what others say.
|
Excellent interpretation of issues and
events. Makes connections with what others say.
|
Insightful interpretation of issues
and events. Makes effective connections with what others say.
|
20 points
|
Co-operation: the extent to which appropriate
forms of communication are expressed
|
Unable to wait to give appropriate response.
Never asks questions for explanation/clarification.
|
Sometimes waits to give appropriate
response. Occasionally asks relevant questions.
|
Usually waits to give appropriate response.
Often asks relevant questions.
|
Always waits to give appropriate response.
Asks in-depth and engaging questions.
|
20 points
|
Conclusion
Through this lesson students will
learn about various viewpoints of the same topic from different disciplines.
They will see that apparent discrepancies really are not as drastic as
they first appear. They will learn how to create and present a convincing
argument and/or how to moderate a debate. Students will be able to
use this debate to formulate a final analysis of the opening question.
Credits &
References
Images from: http://www.fotolaboratorio.com/library/ctindex.html
Rubrics taken from:
http://members.nbci.com/_XMCM/hdesl/wq/evaluation.htm
Last updated
on August 15, 1999. Based on
a template from The
WebQuest Page
|