STEM lesson demonstration for colour mixing and colour perceptions  

Introduction and overview of the part 

STEM lesson 2 has included a portion that is related to colour mixing to understand different colour perceptions with the help of cellophane paper or sheet. This area is visually engaging and directly matches to the overall scientific and mathematical learning objective. It illustrates how electrical energy coming out of the torch used in Lesson 2 can be transformed into light energy and different papers or rather different sheets like yellow and blue cellophane paper under the light can emit the colour green.

Consequently, students can also learn the different combinations and colour perception that can be incorporated for the successful completion of the experiment developed for the stated lesson (Falloon, 2019). 

This particular video transcript will shed light on how students can be taught to overlap coloured sheets and mix colour when light is shown through them. This will help the small students understand the transformation of electrical into light energy and perceive colours as per need.

Teaching students how to complete an investigation 

An investigation is a process that is designed for small children to include their interest in the learning experience. When they include face-to-face and practical observation they are able to grasp the data properly. Building on their prior knowledge and experiences of the phenomena of working naturally in real-life scenarios is essential to build better learning satisfaction than a theoretical knowledge base (Capraro, & Capraro, 2016). 

The specific portion of the lesson or lesson 2 is colour mixing. In this particular context, the students are required to include different papers like red yellow, blue, and other related colours as mentioned in the previous lesson 1. Most importantly they are also required to understand the safety instructions that are required to complete the proper investigation.

To complete the investigation it is necessary for the small students to first understand the safety precautions (Hassard, Dias, 2013). I always try to enhance the safety demonstration like not touching any wire or circuit inside the white light torch or putting into the mouth in a small bit of paper that may cause choking. Consequently, I also try to engage the students by first showing them on my own how the overall experiment is to be done.

First of all, at the first stage, different elements like cellophane paper, white paper, torch, number cards, and other elements are primarily needed in this particular case of colour mixing. I always try to show how they can overlap two papers at a time and then find the torch so that they can get a new colour. This is how building an overall knowledge base and making them understand how the investigation has to be done. Students can practically understand and perform this simple task without any problem.  

Consequently, any safety-related issue may also not arise which may create a question mark on the overall satisfaction, security, and ethical conduct of the particular STEM or rather Science Technology Engineering, and maths demonstration (Martín‐Páez et al., 2019). Elements like this are actually essential to complete this investigation properly.  I also like to build a rapport with the students and then show them even when they are performing the task like how to overlap two papers and how to shine the torch on the whiteboard. Most importantly I always try to guide them and encourage them to ask for help whenever needed.

Illustration of collecting and displaying data 

Collection: in this stage for the purpose of collecting data proper setup is required. The students are guided to bring proper materials like coloured cellophane paper and white paper for observation. The flashlight is also essential to be brought forward. Different roles are assigned within each group one student shines the torch, another arranges the cellophane paper, and the others record the data. 
For proper collection it is made mandatory that is solid process is followed (Kumari, 2022).

The students are guided to shine the flashlight through each coloured paper or overlap to papers and record the results on the white sheet. In addition to that it is also kept into consideration that the students are properly taught to layer two sheets of paper yellow and blue in front of the flashlight and properly record the green colour.  Students are encouraged to mix and match different colours as per their want to see the different colour combinations. Consequently, the process in which electrical energy from the torch is transferred into light energy is properly understood from this illustration.

Display: in the next stage for the solid display of the data interactive colour and light journal as mentioned in task 1 is incorporated. The students are related to be encouraged to use Microsoft Word and PowerPoint digitally under my guidance and create a document including a table or chart to properly display the result. As they are very small children I may do it for them likely each group may have one journal which will be kept by me. The students may make tables on how they have mixed and match different colour like
Yellow and Blue to get green on Microsoft Word with table format as they are small children. To properly include and use the journal as per their desire they may also add photos of coloured papers so that they remember the experiment (Jones, 2005).
 
This particular task in the lesson was to mix and match colour. the students also under my guidance are related to using PowerPoint presentations to illustrate how they have observed light colours with different photos and bullets. I am ready to help them in any process they want like including pictures in the PowerPoint and writing bullets for them as they are very small. However to include them or rather their viewpoints in the digital journal I would ask which pictures could be used. This may encourage them to provide their viewpoint.

Analysis of data collected 

For proper analysis, it is very essential to include a table where the data summary of the combination of the cellophane sheet and the different observed colours are incorporated. In case only one paper is used the observed colour is also one. Additionally average is also essential to keep into consideration the total number of colours the children in different groups saw. The colour cards are also essential in this particular context (Hassan et al., 2019). The different colour cards are important to keep tabs on the number of colours seen by the students. 

In this context, STEM research in the form of a journal or rather interactive student-friendly digital resource is important to incorporate which allows learners to illustrate and reflect on their experiments with colour and light. It is mentioned in the previous part that as the students are very young they may not be able to handle the digital journal which is why I will make one journal for each group and take consideration of the students like which picture may be used or how the tables may be made to keep them engaged.

For better analysis of individual colour single a colour cellophane paper is related to producing the expected colour when light is passed through it. It is mentioned previously that if only one colour red is used red will be the colour produced. This confirmed that the sheet effectively filters light to produce a specific colour. Additionally in the case of colour mixing it is evident that if two colours like yellow and blue are mixed green is the combined colour incorporated. It shows that adding a mixing of blue and yellow and using electric energy may be utilised to make a new colour green and shown properly with the help of light energy. The major aim of the experiment is also related to being completed likely transforming electric energy to light energy. 

Conclusion 

Thus, in the computer science assignment it can be concluded that this particular part of colour mixing experiment successfully is related to demonstrating the principle of transforming electric energy to light energy. Single cellophane sheets are essential to filter light and produce primary colours in a single demonstration likely only red, blue, or yellow. When combined properly these colours are effectively included to create secondary colours like green while mixing blue and yellow. The experiment is also related to confirming that the mixing colour produces predictable outcomes based on light interaction principles. This part of part 2 of lesson one also takes into consideration how teaching can be incorporated into the students based on safety, proper data accumulation, listening to the guidance provided by the teacher, and other related prospects. Proper communication is also very much necessary as the children are actually very small and may not be able to do the whole process or the specific criteria in a successful way. This is why I aim to provide them guidance in a meaningful way as per my expertise and ensure that the overall experiment is done in a cohesive way.

Also Read -

Advanced Database Design and Implementation

References

Capraro, M. M., & Capraro, R. (Eds.). (2016). A Companion to Interdisciplinary STEM Project-based Learning: For Educators by Educators. Springer.https://d1wqtxts1xzle7.cloudfront.net/54304178/BookChapter2010_1_merged-libre.pdf?1504199768=&response-content-disposition=inline%3B+filename%3DCorlu_M_S_2010_Arctic_shrinkage_In_R_M_C.pdf&Expires=1725361026&Signature=fLpCsLCuudGPZCN6RUlFiNq1y5NBeQ2Y445JBZUXELuezi51vWEi~sCWi43khsw~RZ3BDTX1EYZ5ViRjjp54QiP1HwenFxmU5-diC7Q0Mn3O6ENi~NfsyqGX1onHDcftU~Bee9vTmGx8vux6rPEKa47zk7TRRADCRvkYqTnqSaPOlW1ydUG~09MaFPQ~uisCLMfblLja7T7h7i-VOwi9EzuPygKM-Z9ULg2UrfOoL9VjfO-AFEAGZthY3xsQ-25dORSTkigmpWZYnjDpKsyE7rZAgO7X2V2rAGMmNH1oVG52098BsbhfdU7SAkKZD9mGOR0-iuf0yojG3n54PNHneQ__&Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA 
Falloon, G. (2019). Using simulations to teach young students science concepts: An Experiential Learning theoretical analysis. Computers & Education, 135, 138-159.https://www.sciencedirect.com/science/article/pii/S036013151930051X 
Hassan, M. N., Abdullah, A. H., Ismail, N., Suhud, S. N. A., & Hamzah, M. H. (2019). Mathematics Curriculum Framework for Early Childhood Education Based on Science, Technology, Engineering and Mathematics (STEM). International electronic journal of mathematics education, 14(1), 15-31.https://files.eric.ed.gov/fulltext/EJ1227358.pdf 
Hassard, J., & Dias, M. (2013). The art of teaching science: Inquiry and innovation in middle school and high school. Routledge.https://www.researchgate.net/profile/Michael-Dias/publication/254619631_The_Art_of_Teaching_Science_Inquiry_and_Innovation_in_Middle_School_and_High_School/links/65a5eabc5582153a68288925/The-Art-of-Teaching-Science-Inquiry-and-Innovation-in-Middle-School-and-High-School.pdf 
Jones, G. A. (Ed.). (2005). Exploring probability in school: Challenges for teaching and learning (Vol. 40). Springer Science & Business Media.https://books.google.co.in/books?hl=en&lr=&id=94Ilbh3f1WwC&oi=fnd&pg=PA1&dq=Jones,+G.+A.+(Ed.).+(2006).+Exploring+probability+in+school:+Challenges+for+teaching+and+learning.+Springer+Science+%26+Business+Media.&ots=AaqCYYCbQk&sig=cz1DJ0Diu-WxpdL62aMgBMIo98w&redir_esc=y#v=onepage&q&f=false 
Kumari, A. (2022). A review of research process: data collection and analysis. Galaxy International Interdisciplinary Research Journal, 10(5), 771-780.https://giirj.com/index.php/giirj/article/view/3159 
Martín‐Páez, T., Aguilera, D., Perales‐Palacios, F. J., & Vílchez‐González, J. M. (2019). What are we talking about when we talk about STEM education? A review of literature. Science Education, 103(4), 799-822.https://www.researchgate.net/profile/Michael-Dias/publication/254619631_The_Art_of_Teaching_Science_Inquiry_and_Innovation_in_Middle_School_and_High_School/links/65a5eabc5582153a68288925/The-Art-of-Teaching-Science-Inquiry-and-Innovation-in-Middle-School-and-High-School.pdf 

Critical appraisal of the lesson as an authentic experience 

Introduction 

This particular study aims to include a critical appraisal of the lesson or rather lesson 2 of task 1 which has included colour mixing, integrating the principles of light and colour, and hands-on experimentation to serve as an exemplary model of authentic learning within STEM education. STEM includes Science Technology Engineering, and maths as a model of teaching children (Freeman, Marginson, & Tytler, 2019). Lesson 2  has not only included elements like colour mixing but has also focused on including a new STEM learning resource creation in the form of developing a digital journal to keep track of the students' observations. The colour mixing lesson which integrates the overall principles of light and colour is also critical in providing a justified energy transformation or rather transferring from electrical to light energy. This is why this lesson is an authentic experience. Another of the main reasons is that it has included a new STEM resource creation for the students as well as lesson satisfaction.

Main body 

Authenticity in STEM learning 

As per Murphy et al., (2019) regarding the current scenario of STEM teaching and learning it can be demonstrated that authentic learning experiences are characterised by real-world contexts and engagement with interdisciplinary problems and complex solutions for the satisfaction of the lesson plans as well as providing relevant knowledge to the children (Murphy et al., 2019). The colour combination and mixing lesson illustrate that these characteristics are very much relevant for emerging the students in practical as well as excretory activities for making them aware of real-world scientific inquiry and problem-solving. Consequently, elements like this are also effective for making small children or rather very young learners aware of energy and transformation from one body to another.

STEM Journal enhancing learning and engagement 

As stated by Singer, Montgomery, & Schmoll, (2020) regarding learning and engagement authentic environments are related to providing students with documentation and learning progress to reflect on their process of learning and how much they can grasp from real-world data (Singer, Montgomery, & Schmoll, 2020).  In this particular context, the journal is very essential to present a significant step toward better learning and serves as a digital or paper-based resource where students may record their observations, predictions, and conclusions about the lesson or in this case colour-based understanding. In addition to that, this tool is also phenomenal in documenting empirical findings and can serve as an encouragement for young students to practice reflective writing which can allow them to connect theoretical knowledge with practical observation.

Colour mixing bridging maths and science 

As mentioned by Mulyeni, Jamaris, & Supriyati, (2019) the hands-on approach and principle of inquiry-based learning is a process in which students actively investigate scientific phenomena and develop their understanding through proper experimentation (Mulyeni, Jamaris, & Supriyati, 2019).

In this context, the utilisation of STEM education and exploring how colored cellophane papers may be illustrated and used for filtering light and interacting to produce various colours with fundamental concepts of colour theory and transferring electrical energy into light energy.  Moreover, the lesson's focus is basically on reflecting colours for the children to understand and also focus on applying mathematical concepts related to data collection and analysis by using the colour cards. Creating tables and including pictures is also related to displaying their results and forming a correlation between scientific and mathematical concepts.

Critical evaluation 

It can be evaluated that the lesson has effectively integrated the STEM principles and provided an authentic learning experience with critical consideration. The lesson success heavily relies on the students and the teacher’s ability to accurately record and analyse the data. Inadequate guidance in the areas may lead to inadequate representation of the students' findings. Secondly, the journal is related to promoting reflection and is crucial to ensure that the students are adequately trained in developing individual research. However in this case, as the students are very young the teacher or I can guide the students or make the journals for them as per need.

Conclusion 

Thus, the study has effectively described and evaluated critical demonstration regarding the authenticity of the lesson and the reasons why this lesson is very essential to provide a solid experience to the children.

References

Freeman, B., Marginson, S., & Tytler, R. (2019). An international view of STEM education. In STEM Education 2.0 (pp. 350-363). Brill.https://brill.com/downloadpdf/book/edcoll/9789004405400/BP000019.pdf 
Murphy, S., MacDonald, A., Danaia, L., & Wang, C. (2019). An analysis of Australian STEM education strategies. Policy Futures in Education, 17(2), 122-139.https://journals.sagepub.com/doi/full/10.1177/1478210318774190 
Singer, A., Montgomery, G., & Schmoll, S. (2020). How to foster the formation of STEM identity: studying diversity in an authentic learning environment. International Journal of STEM Education, 7, 1-12.https://link.springer.com/article/10.1186/s40594-020-00254-z 
Mulyeni, T., Jamaris, M., & Supriyati, Y. (2019). Improving Basic Science Process Skills through Inquiry-Based Approach in Learning Science for Early Elementary Students. Journal of Turkish Science Education, 16(2), 187-201.https://files.eric.ed.gov/fulltext/EJ1265061.pdf