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Activity Sheet in Science 8 Quarter 1 Week 5

This document provides instructions for an activity where students will create and use a color spectrum wheel. The activity has three parts: 1) creating the color wheel with rotating panels to show the relationship between color, wavelength, frequency, and energy, 2) using the wheel to observe these relationships for different colors, and 3) answering questions about the observations. The overall goal is for students to understand that the frequencies and energies of colors are inversely related to their wavelengths, with higher frequencies, shorter wavelengths, and more energy associated with violet versus red.

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Veyda Perez
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90 views4 pages

Activity Sheet in Science 8 Quarter 1 Week 5

This document provides instructions for an activity where students will create and use a color spectrum wheel. The activity has three parts: 1) creating the color wheel with rotating panels to show the relationship between color, wavelength, frequency, and energy, 2) using the wheel to observe these relationships for different colors, and 3) answering questions about the observations. The overall goal is for students to understand that the frequencies and energies of colors are inversely related to their wavelengths, with higher frequencies, shorter wavelengths, and more energy associated with violet versus red.

Uploaded by

Veyda Perez
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Activity Sheet in Science 8

Quarter 1 Week 5
Name: _______________________________ Date: ________________
Grade & Section: _______________________ Teacher: ______________
Activity 2 – The Color Spectrum Wheel Revisited
I. Objectives
At the end of the activity, you will be able to infer that:
1. light is composed of colors of different frequencies and wavelength;
2. the frequencies of the colors of light are inversely proportional to the
wavelength;
3. the arrangement of colors of light shows the hierarchy of the color’s
corresponding energy.

II. Materials
 Color Spectrum Wheel Pattern Cardboard or illustration board
 white screen
 button fastener
 glue or paste

III.Procedure
Part 1: Color Wheel
1. Cut the two art files that make up the wheel on the next pages.
2. Cut along the lines drawn on the top wheel. Cut the 2 sides as shown. The
small window near the center of the wheel should be completely cut out
and removed.
3. Punch a hole at the center of the two wheels. You may use a button
fastener to secure the two wheels together one on top of the other, but
they should be free to rotate relative to each other.
4. When you see a region of the color spectrum show up in the open window
and the "W, F, E" that correspond to that region showing up under the
flaps, then you know that you have done it right.

(Note: The color wheel will be submitted during the collection of module and
activity sheet.)

Part 2: Characteristics of Light


1. Try out your Color Spectrum Wheel by positioning the innermost of the
flaps on COLOR SPECTRUM. This will simultaneously position the other
flaps to WAVELENGTH, FREQUENCY, and ENERGY.
2. Turn the upper wheel and observe the combinations.
3. Fill in the table below with the corresponding combinations you have
observed using your Spectrum Color Wheel.

Wavelength Frequency Energy


Color
(nm) (THz) (eV)
Red
Orange
Yellow
Green
Blue
Violet

IV. Guide Questions


1. Which color registered the highest frequency? shortest wavelength?
______________________________________________________________
2. Which color registered the lowest frequency? longest wavelength?
______________________________________________________________
3. What did you observe about the wavelengths and frequencies of the different
colors of light? __________________________________________________
4. Does the frequencies of the colors of light increase from Red to Violet?
______________________________________________________________
5. What did you observe about the corresponding energies from Red to Violet?
______________________________________________________________
6. How is frequency relate to energy of colors of light?
______________________________________________________________

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