In this unit we measure small quantities of paint accurately to produce our own colour range. We also think about the physics of colour and how our eyes see different colours.
In this unit students read scales and develop an understanding of the size of a millilitre. This is achieved through working with measurements. Students also compare volumes using phrases such as “less than”, "greater than”, and “equal to”.
Science, Physical World AO1: Explore, describe, and represent patterns and trends for everyday examples of physical phenomena such as movement, forces, electricity and magnetism, light, sound, waves and heat.
The concepts covered in this unit are outlined more fully in "Seeing Colours, The Spectrum, the Eye and the Brain", number 11 in the Building Science Concepts series.
The main idea covered is that the colours of objects come from their reflection and absorption of different parts of the spectrum of colours in light.
The learning opportunities in this unit can be differentiated by providing or removing support to students, and by varying the task requirements. Ways to support students include:
Tasks can be varied in many ways including:
As an extension, students could be encouraged to research the difference between the RYB and CMYK models of colour mixing.
The contexts for this unit can be adapted to suit the interests and cultural backgrounds of your students. Colours often have cultural significance. For example, whilst green is associated with pounamu in Māori culture, red is associated with birth, coming into being, and Papatūānuku (Earth Mother). Black represents the heavens and white the coming into light. Be sensitive to the cultural significance of colours for students in your class. In Chinese culture, red represents luck and fertility, but in some African cultures it symbolises death. Green is a sacred colour is Islamic cultures. Ask your students what ideas, memories, people, and places they associate with different colours.
Have students calculate the formula for larger quantities of paint. For example:
If I wanted to order 2 litres of paint for my kitchen what would the secret formula be?
What if I wanted 6 litres for my dining and living area?
To scale up paint recipes students will need to convert between measures and apply multiplication. For example, Punk Purple is made with a ratio of 2 red : 3 blue : 1 white. How many millilitres of each colour are needed to make a 1 litre pot?
Since 1L = 1000 mL each part will need to be calculated as a fraction. There are 6 mLs per unit ratio, since 2 + 3 + 1 = 6. 2/6 or 1/3 of the mix is red, 3/6 or ½ is blue and 1/6 is while. The amount of each colour is:
1/3 of 1000mL = 333.33mL, ½ of 1000mL = 500mL, 1/6 of 1000mL = 166.67mL
Students could be supported by starting this process with a colour that uses 10mL in its “secret formula”. Because 10mL x 100 = 1000mL, students can multiply the volume of each component colour by 100 to find out how much of each is needed for a 1 litre pot of their colour. Modelling this relationship with place value blocks may be helpful. (it takes 100 tens blocks to match the volume of a large cube).
How much of each colour would be needed for a 4L pot of your colour? 10L?
You may consider providing calculators to ease the cognitive load involved in these calculations.
Dear parents and whānau,
In maths this week the students have been using accurate measures to develop precise formulae for mixing paint to make different colours. They have been both careful and creative. Ask your child what they have learned from their investigation.
Your child has been asked to record the colours used in your living area at home. Please could you discuss with them: Are the colours used light or dark? Did you choose them and if so, what was the reason for your choice? If you didn't choose them, what colours might you prefer and why? Is the room light or dark? Do the colours make a difference to the way the room feels?
Colour is a most fascinating topic. Thank you for your interest.
Getting the right colour involves precise mathematics on the part of the colour mixer!
Printed from https://nzmaths.co.nz/resource/paint-it at 9:29am on the 3rd May 2024