Jelly Filter Science: Exploring Color with Gelatin and Color Vision

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written by Rebecca E. Vieyra and Caroline Hall

This multimedia lesson, Part 3 of the AAPT Color Science trilogy, goes beyond color addition/subtraction concepts to explore the effects of color filters. It includes two activities: 1) A lab that features cups of colored gelatin for use as red, green, and blue "filters", and 2) An interactive PhET simulation to analyze how filters are used to selectively transmit or block particular wavelengths of light to produce a desired effect. Settings in the simulation allow learners to toggle between a single beam of light and scattered light particles, providing an effective way to visualize the particle nature of light.

Editor's Note: This lesson has strong correlation with two NGSS Disciplinary Core Ideas within the topic of Electromagnetic Radiation, as well as Performance Expectations applicable to both middle school and high school.

Jelly Filter Science: Exploring Color with Gelatin and Color Vision
by Rebecca Vieyra and Caroline Hall

download 787kb .pdf
Published: May 30, 2017
Released under a CC Noncommercial-Share Alike license.

.docx

Teacher's Guide: Jelly Filter Science
by Rebecca Vieyra and Caroline Hall
Word Version: Print and customize your lesson
download 5197kb .docx
Published: May 30, 2017
Released under a CC Noncommercial-Share Alike license.

Subjects	Levels	Resource Types
Education Practices - Active Learning = Inquiry Learning - Technology = Multimedia Electricity & Magnetism - Electromagnetic Radiation Optics - Color - Geometrical Optics = Optical Instruments Oscillations & Waves - Wave Motion = Reflection, Refraction, Transmission Other Sciences - Life Sciences	- High School - Middle School	- Instructional Material = Activity = Demonstration = Instructor Guide/Manual = Interactive Simulation = Laboratory = Lesson/Lesson Plan - Assessment Material

Appropriate Courses	Categories	Ratings
- Physical Science - Physics First - Conceptual Physics	- Lesson Plan - Activity - Laboratory - Assessment - New teachers	Currently 0.0/5 Want to rate this material? Login here!

Intended Users:: Educator
Learner
Formats:: application/pdf
application/ms-word
Access Rights:: Limited free access; Access to full AAPT Digi Kit requires society membership.
License:: This material is released under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 license.
Rights Holder:: American Association of Physics Teachers
Keywords:: RGB model, particle nature of light
Record Creator:: Metadata instance created June 3, 2017 by Caroline Hall
Record Updated:: June 3, 2017 by Caroline Hall
Last Update when Cataloged:: May 30, 2017

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Next Generation Science Standards

Waves and Their Applications in Technologies for Information Transfer (MS-PS4)

Students who demonstrate understanding can: (6-8)

Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. (MS-PS4-2)

Waves and Their Applications in Technologies for Information Transfer (HS-PS4)

Students who demonstrate understanding can: (9-12)

Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other. (HS-PS4-3)

Disciplinary Core Ideas (K-12)

Electromagnetic Radiation (PS4.B)

When light shines on an object, it is reflected, absorbed, or transmitted through the object, depending on the object's material and the frequency (color) of the light. (6-8)
Electromagnetic radiation (e.g., radio, microwaves, light) can be modeled as a wave of changing electric and magnetic fields or as particles called photons. The wave model is useful for explaining many features of electromagnetic radiation, and the particle model explains other features. (9-12)

Information Technologies and Instrumentation (PS4.C)

Multiple technologies based on the understanding of waves and their interactions with matter are part of everyday experiences in the modern world (e.g., medical imaging, communications, scanners) and in scientific research. They are essential tools for producing, transmitting, and capturing signals and for storing and interpreting the information contained in them. (9-12)

Information Processing (LS1.D)

Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. (6-8)

Crosscutting Concepts (K-12)

Patterns (K-12)

Macroscopic patterns are related to the nature of microscopic and atomic-level structure. (6-8)
Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena. (9-12)

Systems and System Models (K-12)

Models can be used to represent systems and their interactions. (6-8)

Structure and Function (K-12)

Structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used. (6-8)

NGSS Science and Engineering Practices (K-12)

Constructing Explanations and Designing Solutions (K-12)

Constructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories. (6-8)
- Apply scientific ideas to construct an explanation for real-world phenomena, examples, or events. (6-8)
Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories. (9-12)
- Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. (9-12)

Developing and Using Models (K-12)

Modeling in 9–12 builds on K–8 and progresses to using, synthesizing, and developing models to predict and show relationships among variables between systems and their components in the natural and designed worlds. (9-12)
- Use a model to predict the relationships between systems or between components of a system. (9-12)
- Use a model based on evidence to illustrate the relationships between systems or between components of a system. (9-12)

Planning and Carrying Out Investigations (K-12)

Planning and carrying out investigations to answer questions or test solutions to problems in 6–8 builds on K–5 experiences and progresses to include investigations that use multiple variables and provide evidence to support explanations or design solutions. (6-8)
- Collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions under a range of conditions. (6-8)

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<a href="https://www.compadre.org/precollege/items/detail.cfm?ID=14335">Vieyra, Rebecca E., and Caroline Hall. "Jelly Filter Science: Exploring Color with Gelatin and Color Vision ." 2017.</a>

AIP Format

R. Vieyra and C. Hall, , 2017, WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14335&DocID=4698).

AJP/PRST-PER

R. Vieyra and C. Hall, Jelly Filter Science: Exploring Color with Gelatin and Color Vision , 2017, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14335&DocID=4698>.

APA Format

Vieyra, R., & Hall, C. (2017). Jelly Filter Science: Exploring Color with Gelatin and Color Vision . Retrieved October 5, 2024, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14335&DocID=4698

Chicago Format

Vieyra, Rebecca E., and Caroline Hall. "Jelly Filter Science: Exploring Color with Gelatin and Color Vision ." 2017. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14335&DocID=4698 (accessed 5 October 2024).

MLA Format

Vieyra, Rebecca E., and Caroline Hall. Jelly Filter Science: Exploring Color with Gelatin and Color Vision . 2017. 5 Oct. 2024 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14335&DocID=4698>.

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@techreport{ Author = "Rebecca E. Vieyra and Caroline Hall", Title = {Jelly Filter Science: Exploring Color with Gelatin and Color Vision }, Month = {May}, Year = {2017} }

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%A Rebecca E. Vieyra %A Caroline Hall %T Jelly Filter Science: Exploring Color with Gelatin and Color Vision %D May 30, 2017 %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14335&DocID=4698 %O application/pdf

EndNote Export Format

%0 Report %A Vieyra, Rebecca E. %A Hall, Caroline %D May 30, 2017 %T Jelly Filter Science: Exploring Color with Gelatin and Color Vision %8 May 30, 2017 %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14335&DocID=4698

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