Exploring Light: Hands-on Activities and Strategies for Teachers

We don't just see with our eyes; our brain plays a big role in determining what we see. A huge percentage of the human brain is devoted to processing visual information, but we still can't make sense of everything going on around us, so we rely on certain "shortcuts" or tricks. In other words, your brain makes things up!<br/><br/>This week, we're going to explore a few interesting visual shortcuts and some of the technologies that have been invented to take advantage of them.<br/><br/>Your assignment is to watch the videos below, try some activities at home, and share your experience in the discussion forums.<ul><li>Collect data about your <a href="http://www.exploratorium.edu/snacks/peripheral-vision">peripheral vision</a> and compare with your classmates</li><li>Show off your afterimage designs for <a href="http://www.exploratorium.edu/snacks/bird-in-cage">Bird in a Cage</a></li><li>Take pictures of your experiments with <a href="http://www.exploratorium.edu/snacks/bird-in-cage">Colored Shadows</a></li></ul>We can't wait to see what you come up with!

A historical timeline approach to studying light illustrates the importance of models to the advancement of science. Scientific models of light have changed over the years as more and better experiments were done. At the same time, an important skill as a teacher is choosing the simplest model to help a student towards understanding.This week, we'll revisit some famous experiments and different models of light to advance our own understanding.<br/><br/>We'd like you to start off by reading the introductory essay below. Then, watch the video demonstrations and try some activities on your own. This week, we'd also like you to pick an activity or two to share with someone else.<br/><br/>Don't forget to post photos, videos and comments in the discussion forum to share with your fellow students.

This week, we're exploring optics and how to make images with light. In addition to our exhibit and activity demonstrations, you'll learn how to put activities together into a lesson that helps students develop and test a mental model of how the world works. <strong>We want you to do this lesson as a learner and then reflect and discuss with your peers in the forum. </strong><br/><br/>The lesson is designed as a series of experiments, each one giving you a piece of information that lets you make a mental model. You'll be presented with several scenarios, asked to make a prediction <strong>(it's VERY important that you stop and do this at each stage of the video),</strong> and then we'll reveal what happens. You'll have an opportunity to revise and adjust your model at each stage. <br/><br/> For those of you taking this course for credit, we recommend you begin working on your <a href="https://www.coursera.org/learn/teach-light-color/peer/GKysS/design-your-own-lesson">peer-reviewed assignment</a>. If you want some feedback before you submit your assignment, we suggest you post questions and drafts of your lesson plan in the forum.

What is light? Sometimes we model it as a wave, sometimes as a particle. Light is light. Nevertheless, the wave properties of light lend themselves towards a rich array of experiments that help further our understanding.<br/><br/>This is the final week of content for our course. Please continue to do activities this week, but also take a few moments to share what you learned, and any suggestions you have for us.<br/><br/>If you are taking the course for a grade, please submit your final assignment and complete the required peer reviews before the deadline. <br/><br/>We hope you have enjoyed this experience and that you'll come check out our museum in San Francisco!