Activity 01
Prism Exploration: Splitting White Light
Provide prisms for pairs to direct sunlight or torchlight through and observe the spectrum on white paper. Students record the colour order and sketch the rainbow. Discuss how this shows white light contains all colours.
Explain how white light is made up of different colours.
Facilitation TipDuring Prism Exploration, move around the room to adjust prisms and help students trace the spectrum with pencils on paper so they document their observations.
What to look forPresent students with two coloured torches, e.g., red and green. Ask them to predict what colour will appear on the screen when the lights are overlapped, then test their prediction. Record their observations and explanations.
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Activity 02
Filter Testing: Object Colours Under Lights
Set up torches covered in red, blue, and green cellophane. Pairs shine each on coloured paper, fabric, and toys, predicting and noting appearances in tables. Groups share findings to identify patterns.
Predict the colour an object will appear under different coloured lights.
Facilitation TipDuring Filter Testing, have students work in pairs to discuss why a red object looks black under blue light before testing their ideas with torches and filters.
What to look forGive students a coloured filter (e.g., blue) and an object (e.g., a red ball). Ask them to predict how the ball will look when viewed through the filter and write down their reasoning based on light absorption and reflection.
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Activity 03
Additive Mixing: Coloured Light Projections
In small groups, project red, green, and blue lights onto a white screen using torches and filters. Overlap beams to create new colours and photograph results. Students explain mixtures with colour wheels.
Analyze the use of coloured lights in everyday applications like stage lighting.
Facilitation TipDuring Additive Mixing, dim the lights to make colour overlaps clearer and ask students to sketch their predictions before testing them.
What to look forAsk students: 'Imagine you are designing a light show for a concert. How would you use coloured lights to make the singer stand out on stage?' Encourage them to use terms like 'additive colour mixing' and 'absorption' in their answers.
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Activity 04
Stage Lighting Simulation: Whole Class Demo
Use coloured spotlights on classroom objects or student volunteers. Class predicts appearances, then observes and votes on explanations. Record uses in theatre or festivals.
Explain how white light is made up of different colours.
Facilitation TipFor Stage Lighting Simulation, use a white wall as a screen and have students take turns adjusting torch angles to create specific colours.
What to look forPresent students with two coloured torches, e.g., red and green. Ask them to predict what colour will appear on the screen when the lights are overlapped, then test their prediction. Record their observations and explanations.
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Generate Complete Lesson→A few notes on teaching this unit
Teach this topic by letting students experience colour and light first, then name the science behind it. Avoid starting with definitions; instead, let observations drive vocabulary. Research shows that students grasp additive colour best when they see light blends before hearing the term. Keep demonstrations visible to the whole class so everyone can follow along and ask questions.
Successful learning looks like students confidently explaining that white light contains all colours, predicting how objects change under coloured lights, and using terms like absorption and reflection. They should also distinguish additive light mixing from subtractive paint mixing with clear examples.
Watch Out for These Misconceptions
During Prism Exploration, watch for students who think the prism adds colour to white light instead of revealing colours already present.
Ask students to trace the spectrum on paper and predict what happens if they block one colour with a card, guiding them to see the prism separates existing wavelengths.
During Additive Mixing, watch for students who believe mixing all paint colours is the same as mixing all light colours.
Set up a side-by-side comparison: have students mix red, green, and blue torches to make white, then mix red, yellow, and blue paints to make brown, prompting discussion on why the results differ.
During Prism Exploration, watch for students who think white light has no colour until split by the prism.
Have students hold the prism close to their eyes and describe the rainbow they see without the prism separating it, reinforcing that white light contains all colours together.
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