During our encounter with Elie and Fides in the dark room, Elie cleverly places the flashlight directly on top of the CD to create the rainbow. She moves her flashlight in circular motions as the rainbow moves along with it. We bring it to her attention as to why the rainbow moves along with the light. It leaves Elie and Fides curious as to why this happens.
Friends begin the experiment with a flashlight shines through the water inside a jar. As Luna is trying to see the reflection of the light through the water, she mentions, "The light bends in the water".
Brooks and Yoyo place the water jars of clear and colorful water side by side with the flashlights shining the light from each side.
Brooks says, "I am sending blue color to the water".
Yoyo replies, "I am giving you pink color".
Brooks continues, "The blue light and pink meet each other at the center".
Yoyo mentions, "I can see the lights passing through all the containers".
When asked, "What happens if we put one container at the other side and two containers together?"
He says, "Light will break".
Friends encounter a learning experience with flashlights and a mason jar filled with colorful water beads and water. We come closer to the jars as we seem curious. As we come closer, Elie is heard saying, "I can see the flashlight inside the water". Yoyo replies, "No, it's not a flashlight". It makes us think how children have different perspectives for the same thing.
Elie shines the flashlight through two different kind of water inside the clear jars. One is clear and another one is colorful water. Throughout her observation she mentions, "I can see the light pass through this water and it's more darker than simple (plain) water".
Thinking through another experiment by placing a coin under a glass jar and observing it from the side. We slowly pour the water little by little. The interesting part arrives when we observe from the top and the side angles to find out what happens to the coin under the jar.
The coin remains under the jar if we observe from the top and it disappears when we change our angle from the side.
In Brooks' words this learning science experience about why does the coin disappear? is about 'trick'.
Vivaan perceives it as "a magic that is tricking us".
He adds, "The water does the tricking". This sharing of thought extends our understanding when we pour the water into the jar the light from the coin is refracted (bends) and does not make it to our eyes which is why the coin seems to disappear.
Elie adds, "The coin tricks us". She is able to make connections between the refraction of the light and the support of water when prompted. This experiment enables us to develop our understanding on the characteristic of water to bend (refract) when light travels through it.
We revisit an experiment of refraction by placing a stick into the water this time round. As we sight the portion of the stick that is submerged in the water, it looks distorted.
Fides notices, "The stick looks broken".
Drawing what we observe requires us to develop many representational skills. Scientist use drawings in notebooks to imagine new relations, test ideas, and elaborate knowledge through visual representations (Latour, B. 1999; Gilbert, J.K., 2005; Nersessians, N., 2008).
During our observational drawing we are encouraged to notice shapes, textures, patterns, and other details. Drawings act as tools to represent data gathered during our investigation.
We too refer to our imaginative minds in developing our understanding in the characteristics of water. This time round we add a few drops of bubble solution and food coloring to be part of our bubble blowing painting.
During our above learning experience. we imagine blowing the biggest bubbles imaginable - or even making bubbles within bubbles.
Blowing, without ingesting, is one of the many art techniques we enjoy so much. A lot of laughter and giggles throughout. It creates some sense of fascination to us while popping the bubbles from time to time. A sensorial and artistic experience indeed!
Children & Friends.
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