Light which passes through an object

Examples of translucent media are a shower stall, smoked glass, sun glasses and butter paper. Light travels in a straight line, and its rays represent the path of light.

Cite this Simulator:. Types of Media. Types of Media Luminous objects Objects that emit light on their own are called luminous objects. Non-luminous objects Objects that do not emit light on their own are called non—luminous objects.

Such chemicals that are capable of selectively absorbing one or more frequency of white light are known as pigments. In Example A, the pigment in the sheet of paper is capable of absorbing red, orange, yellow, blue, indigo and violet. In Example B, the pigment in the sheet of paper is capable of absorbing orange, yellow, green, blue, indigo and violet. In each case, whatever color is not absorbed is reflected.

Check your understanding of these principles by determining which color s of light are reflected by the paper and what color the paper will appear to an observer. See Answer Example A: Green will be reflected and so the paper appears green to an observer. Express your understanding of this principle by filling in the blanks in the following diagrams. See Answer Example A: Green will be transmitted and so the object appears green to an observer.

Example B: Both green and blue will be transmitted and so the object appears greenish-blue to an observer. The colors perceived of objects are the results of interactions between the various frequencies of visible light waves and the atoms of the materials that objects are made of. Many objects contain atoms capable of either selectively absorbing, reflecting or transmitting one or more frequencies of light. The frequencies of light that become transmitted or reflected to our eyes will contribute to the color that we perceive.

Natural philosophers have long pondered the underlying reasons for color in nature. One common historical belief was that colored objects in nature produce small particles perhaps light particles that subsequently reach our eyes. Different objects produce different colored particles, thus contributing to their different appearance. Is this belief accurate or not? This view presumes that the appearance of an object is independent of the colors of light which illuminate the object.

We observe that the same object appears different colors when viewed under different light. So the secret to an object's appearance is not strictly due to its ability to produce a color. In fact the object's only role in determining its appearance is in its ability to absorb certain wavelengths of light which shine upon it.

What color does a red shirt appear when the room lights are turned off and the room is entirely dark? When the room lights are turned off there is no light , any object present in the room appears black. When light is blocked by an object is formed? Which is an example of translucent object? What are translucent objects Short answer? What is opaque object give two examples?

What color is translucent? What is the definition of translucent? What is translucent and its examples? What is another word for translucent?

Which of the following is translucent? Which is not a translucent body? Is human body translucent? Is human body transparent? Is our skin translucent? Previous Article What is the bulk density of clay? The class did very well with the first part of the Colloquium. This was their first experience with this type of activity and they adapted very well.

I lead the class in a discussion of their predictions. I did not have to do very much leading though. They took right off with the discussion and the only thing that I had to do was record their predictions. The only problem I had with this aspect of the lesson was the class forming a circle.

They did not understand, or would not comply, that I wanted them in a full circle. During this part of the lesson, I did not make them get in a full circle. I let them make a half circle. I should have made them get in the circle because it makes the colloquium go more smoothly. Next time I do this experiment, I will find a better place in the room to do it. I had to stand up in front of the class while they were in their circle.

I will have a small dry erase board next time so that I can sit on the floor with the students. After the colloquium, the class went back to their desks and I gave them the flashlights. I told the class to explore the materials with the flashlight and record their observations on their data sheet. I was mot impressed with the students different ways of exploring the objects. They enjoyed it, and each student had a different method of investigation.

I was very pleased with how this part of the lesson went. Students were enjoying it and they were engaged in the activity. After the class did their investigations, I asked them to go back to the front of the room and get in a circle.

This time I made them get in a complete circle. The class did pretty well with the last part of the colloquium. They had some very interesting disruptions of their observations. I had some difficulties with their discussions because I felt like I had to help them out in their explanations. If they said something wrong, I tried to correct them.

Next time, I will interfere less with the classes' discussion. I will allow the class to generate their own data list next time.

I got caught up in the students having the right answer, and did not allow them to come up with their own answers. I think that the more experience that I have with the Investigation-Colloquium Method, the better I will be at it.

Another aspect of this lesson that I would change would be the categories that I gave the children.