Week03 fieldactivity
Color Perception Through Science and Technology¶
As part of this week’s Fab Learn Academy assignment, I collaborated with art teacher and Fab Learn Academy student Arevik Mkrtchyan. Our goal was to merge science and art by exploring the mechanism of color perception, the nature of light, and its applications in digital technologies.
Scientific Basis of Color Perception¶
We began by discussing how humans perceive colors and what physical phenomena are associated with this process. We introduced students to the nature of light, specifically explaining incident and reflected rays, how light interacts with different surfaces, and why we see specific colors.
We also covered the biological aspects of color perception, explaining how the eye perceives light. Students learned that the retina contains cone and rod cells, responsible for detecting colors and light intensity.
Color Representation in Digital Media¶
In the second phase, we discussed the colors used in computers and display screens. We introduced students to the RGB (Red, Green, Blue) color model, which is the primary method of color representation in digital devices. We examined how different proportions of red, green, and blue light combine to create new shades.We built a simple electronic circuit using RGB LEDs, a microcontroller, and various resistors. Students explored how light mixes and what shades emerge. Throughout the experiments, they adjusted light intensities to understand the principles of color formation.
Working with Colors in a Digital Program¶
To reinforce the experimental part, we used the Inkscape program to open a color panel and analyze how RGB values change. Students created their own color combinations and compared them with real light.
Materials List¶
Copper sheet for simple circuits RGB LEDs Resistors (220Ω) Wires Battery holder or 3V coin cell battery Microcontroller (optional, depending on setup) Laptops with Inkscape installed Microscope (for extension activity on printed vs. digital images)
Duration¶
We conducted this activity over two 40-minute lessons (80 minutes).
Conclusion¶
This project allowed students to connect science and art, apply principles of electronics and digital design, and develop their creative thinking. They not only gained theoretical knowledge about the physical and biological basis of light and color but also experimented with them in real-world settings. This approach strengthened their understanding and stimulated their interest in science and technology.
We evaluated student understanding through observation and a final group discussion . Overall, the activity successfully connected science, electronics, and art in an engaging way. Students were excited to see theory come to life through experiments and digital design. In the future, we would add a short quiz or hands-on mini-project at the end to deepen individual assessment. It was rewarding to see how collaborative work enhanced creativity and understanding.
Reflection¶
Collaboration Collaborating with my colleague Arevik Mkrtchyan was very useful and productive. As an art teacher, she brought a different perspective to our discussions. I contributed my knowledge of science curriculum and classroom experience with students. We discussed basic color theory, comparing the traditional color theory used in art lessons with the scientific principles of color vision and technological primaries. We realized that combining these fields would help students better understand both electrical circuits and the concept of color as light, and how digital screens display colors. Conversations between different disciplines are essential to create meaningful connections and deeper learning experiences.
Instructional Challenges We started from a simple conversation and quickly moved into hands-on experimentation. The engagement was emotional and exploratory at first, as students played with colors and lights. Later, they began asking questions about how the circuits worked and about safety. As they made predictions, we introduced explanations about electric circuits and components, leading naturally into discussions about LED screens. However, I noticed that while students were fascinated by the colors, they might not fully retain all the details about the electricity part without further reinforcement.
Diversity During the testing phase with three students, their reactions varied. One student was particularly excited about turning the lights on and off, enjoying the “light game” aspect. Another was fascinated by how the screen creates an “illusion,” which led to deeper conversations about perception, science, and the nature of reality. The diversity in reactions showed that hands-on, visual experiences can connect with students in different ways, opening doors to various aspects of science exploration.
Teacher Growth
This collaboration helped me develop new strategies to make lessons more exploratory and emotionally engaging. I also realized the importance of selecting safe, simple materials that still allow for deep scientific exploration. Through this process, I learned how to create lesson models that encourage curiosity, hands-on experimentation, and interdisciplinary thinking.
lesson plan
| Competence | Description | Basic | Proficient | Advanced |
|---|---|---|---|---|
| Select and describe primary colors of subtractive mixing | Identifies and remember primary colors for painting (RYB) colors, | Identifies the primary colors (red, yellow, blue) describe why they called subtractive primaries | Uses and names all three primary colors and mixes them to get secondary colors and tertiary | Paints secondary colors correctly and organizes a structured color chart with primaries and secondaries, apply knowlede when painting with colors |
| Experiment and define color combinations for additive mixing | Defines RGB primary colors through experiments with LEDs and digital screens | Identifies describe why we call red, green, and blue additive primary colors, describe how light mixing forms secondary colors and white | Remember secondary colors (cyan, magenta, yellow) and apply mixing colors when working with inkscape, explain how color vision is used to create digital colors for monitors | Connects findings to structured assessment criteria and learning goals |
| Understand electric circuit for lighting up a single LED | Remember some of the components and function of a basic electrical circuit | Lists materials needed for a working circuit (battery, wires, LED) | Remember, understand and correctly connects and explains how the circuit works | Demonstrates a functional circuit and explains the role of each component |
| Compare printing technologies with digital displays using a microscope | Explores differences between printed images and digital screens | Observes printed materials and screen images under a microscope | Describes what is visible under a microscope and compares RGB vs. CMYK dots | Analyzes and explains the fundamental differences between subtractive and additive color mixing |
| Experiment with colors in Inkscape to create secondary colors using RGB settings | Uses digital tools to mix and apply colors in design software | Uses the color picker tool to identify colors and RGB values | Adjusts RGB values to mix specific colors | Creates a digital artwork demonstrating an understanding of RGB color mixing |