Mixing Light Colors with the Three Port Light Source


Marty SagendorfBy: Martin Sagendorf

We see hundreds of colors, but the colors we think we see are often not what we’re actually seeing – i.e. many of these colors are combinations of other colors.  ‘Light’s Story’ is fascinating and full of surprises.  It begins with knowing that radiating and re-radiating substances emit light.  The light colors emitted are functions of a number of factors: the substance, or the incident light, or the temperature of an incandescent source.

All the textbooks explain ‘additive’ and ‘subtractive’ colors.  Explanations are fine, but actual experience makes both an immediate impression and a very lasting learning experience.  For example, here’s how only RED, GREEN, and BLUE light colors combine to produce two new unexpected colors.

Mixing Light - Educational Innovations

But we’re getting ahead of ourselves… let’s start with something we’re really familiar with: pigment colors.  We all know that mixing different paint (pigment) colors will produce new colors.  For example, when we mix red and green pigments we ‘see’ brown. And, as everyone knows, mixing a wide range of pigment colors will produce the ‘color’ we see as black.  But, odd things happen when we mix two light colors.  We don’t get the same color that we obtained when we mixed pigments.

When we mix red and green light colors we don’t ‘see’ brown: we see yellow!  How can this be?  Then… even though it does appear even more counter-intuitive, the mixing of all light colors produces the color we ‘see’ as white (but has NO color? – white… or does it?). Read the rest of this entry »


Density of Gasses


Tami O'Connor, Educational Innovationsby:  Tami O’Connor

Why do some objects float while others sink?  Archimedes discovered that an object is buoyed upward with a force equal to the weight of the fluid displaced.  An object will float in a fluid whenever its weight is less than the weight of the fluid displaced; otherwise it will sink…  So what does this mean in English??? An easier way to think about it is that an object that is less dense than the fluid it is in will rise to the top of the more dense fluid.

In demonstrations of liquids of varying densities, the liquid with the greatest density will sink to the bottom of the container while the less dense liquid will remain on the top.  There are wonderful demonstrations you can conduct with your class using immiscible liquids (liquids that do not mix) of different densities, and there are a number of high interest experiments your students can conduct using liquids of different densities.  If you find this topic interesting, please visit the blog we wrote on the W-Tube.

Demystifying the Poly Density Bottle-Educational Innovations Blog

Gasses also have varying densities, but in the elementary and middle school classrooms, students don’t often have the same opportunity to work with gasses as they would liquids, or more often, liquids and solids. Read the rest of this entry »


Reinventing Edison: Build your own Light Bulb


by: Bennett M. Harris

It never fails.  I get the same reaction, whether I present to seasoned physicists, grade level science teachers or even from the most discerning audience I’ve had; a group of fifty – fourth grade students, jaws gape and sounds of oohs, aahs and wows issue forth.

I’ve been in rooms surrounded by hundreds of artificial light sources, from the simplest incandescent bulbs to the most advanced OLED displays, and even so, when a person closes that knife switch and current begins to flow and a simple piece of pencil lead held suspended inside a partially evacuated chamber starts to glow brighter, brighter, and finally white light illuminates the chamber, something happens in the person’s brain.  At once they are connected with the wonders that Sir Humphry Davy, Swan, and Edison felt when they experimented with the world’s first electrical light sources.  Questions start to form; How does that work? How could we make it last longer? What would happen if we changed the carbon for some other material?  All at once, the passive viewer is thinking scientifically, asking questions, and yearning to do more.

Read the rest of this entry »


Atomic Penny Vaporizer


Marty Sagendorfby: Martin Sagendorf

Imagine students’ amazement when they actually see sunlight melt a penny with the Atomic Penny Vaporizer!  This demonstration clearly illustrates the vast amount of energy illuminating the Earth’s surface.  In rough numbers: 70% of the Sun’s incident energy on our outer atmosphere is reflected back into space – only about 30% actually gets to the Earth’s surface.  But, as we experience, this is still a substantial quantity of energy.

Fortunately, this energy (I. R. – Visible – U. V.) is rather uniformly distributed over the Earth’s surface –  thus its overall intensity is such that we have a habitable environment.  However, as we all know, we can concentrate some ‘area’ of this energy to increase the ‘energy per area’ (a measure of this is the temperature of the area of concentrated energy).  A common magnifying lens (2-4 in. diameter) will concentrate sufficient energy to burn paper or other objects with a low flash point. Read the rest of this entry »


The Energy Ball


Sarah Brandtby:  Sarah Brandt

The uniquely entertaining energy ball is a fun way to demonstrate open and closed circuits, as well for prompting discussions on conductivity. The following activities are perfect to use in elementary and middle school grades first exploring electricity and circuits.

When both sensors on the ball are touched and a complete circuit is formed, the ball flashes a red light and buzzes.

What makes the energy ball work?

Energy Ball

Inside the energy ball is a simple circuit that is completely self-contained. By touching both sensors, the circuit is completed by electrons flowing through your body or another conductive material such as a paper clip. Materials that activate the energy ball
are good conductors, meaning they pass electrons easily. Materials that do not activate the energy ball are poor conductors (or insulators), meaning they do not pass electrons easily. Read the rest of this entry »