On a clean sheet of paper draw three columns and write down the names of the following three colours at the top of the columns: column 1 –
YELLOW , column 2 –
RED , column 3 –
BLUE.
Now look around you, both inside and outside the classroom, and write down the names of all the objects that have those colours. Look on your educator’s table, at the clothes of everyone in the classroom, the things in your pencil case or school case, at the things lying on your own desk, posters against the walls, anything outside the classroom – in the sky, etc.
The class must be divided into three groups – a
yellow group, a
red group and a
blue group. Learners in the yellow group must now only work with yellow.
If you belong to the
yellow group, for example, you must together make
ONE list of all the objects, at least twenty, that are
yellow .
Next you must draw a
circle around all the objects on your lists that are a
light yellow (or light red, or light blue). These light colours are
tints . Around the objects that are
dark yellow (or dark red, or dark blue) you must draw a square. These dark colours are
shades .
These three colours, yellow, red and blue, are called
PRIMARY COLOURS . All other colours are a mixture of these three colours. Remember that yellow, red and blue
cannot be mixed or created – they are used to mix all the other colours.
In the next activity we are going to learn how to make the primary colours lighter or darker, but we must first allow each group to complete the following questionnaire:
Questionnaire
With which primary colour is your group working?
How many other primary colours are there? Name them.
What do we call a lighter version of your colour?
Describe how you would make a shade of your colour.
Look at the drawing below and then answer the questions:
Where does the light come from?
On what side of the face is the light falling?
If the face were only painted with blue, how would we show where the light falls?
How will we show where the shadows (they are away from the light) are?
Name three other objects in the class where light and shadows are falling.
Activity 2: (individual within a group)
To learn to create tints and shades [lo 3.7]
You must continue to work in your colour group. On your own, use a scale like the one below to first mix your group’s colour with white and then with black. A scale of
tints (the colour mixed with white) and
shades (the colour mixed with black) is created.
The colour of your group is painted in the middle block. In the four blocks to the left, your colour is mixed with increasing amounts of white and the colour becomes lighter to the left of the scale (
tints ). In the four blocks to the right, your colour is mixed with increasing amounts of black and will become darker to the right of the scale (
shades ).
Example of scale
Yellow mixed with white
Yellow mixed with black
This should almost be white
Add even more white
Add some more white
Add some white
Primary YELLOW
Add some black
Add some more black
Add even more black
This should almost be black
Activity 3: (group work / individual)
To make a collage [lo 3.7]
Take an old magazine and tear out all the tints (light) and shades (dark) of your group’s primary colour (yellow, red or blue) – as much as possible!
In your group make a drawing of a simple landscape or nature scene with, for example, a tree, flowers, a mountain, the sun, et cetera.
Now, as a group, you must use your pieces of paper to make a landscape (trees, mountains, clouds, rocks, all the exciting things we see outside or in the veld). You can tear the paper into smaller pieces or use a couple of pieces to make something. Such a picture we call a
‘collage’.
Now you must take a clean sheet of paper and make a painting similar to your collage. You must use your primary colour (yellow, red or blue) plus white and black. Such a painting is called a
monochrome painting .
Mono means one and
chrome means colour. It is a one colour (plus black and white) painting. Remember that the light colours (tints) show from which direction the light (the sun) is shining, and that the darker colours/shades will show the shadows that are away from the light source.
Assessment
LEARNING OUTCOME 3:
PARTICIPATION AND COOPERATION The learner is able to display personal and social skills while participating in arts and culture activities as an individual and in a group.
Assessment standard
We know this when the learner:
3.7 collaborates with others to plan the making and use of masks, crafts, artefacts, costumes, collages or puppets using natural, waste or found materials with due regard to environmental concerns.
Questions & Answers
Three charges q_{1}=+3\mu C, q_{2}=+6\mu C and q_{3}=+8\mu C are located at (2,0)m (0,0)m and (0,3) coordinates respectively. Find the magnitude and direction acted upon q_{2} by the two other charges.Draw the correct graphical illustration of the problem above showing the direction of all forces.
To solve this problem, we need to first find the net force acting on charge q_{2}. The magnitude of the force exerted by q_{1} on q_{2} is given by F=\frac{kq_{1}q_{2}}{r^{2}} where k is the Coulomb constant, q_{1} and q_{2} are the charges of the particles, and r is the distance between them.
Muhammed
What is the direction and net electric force on q_{1}= 5µC located at (0,4)r due to charges q_{2}=7mu located at (0,0)m and q_{3}=3\mu C located at (4,0)m?
Capacitor is a separation of opposite charges using an insulator of very small dimension between them. Capacitor is used for allowing an AC (alternating current) to pass while a DC (direct current) is blocked.
Gautam
A motor travelling at 72km/m on sighting a stop sign applying the breaks such that under constant deaccelerate in the meters of 50 metres what is the magnitude of the accelerate
velocity can be 72 km/h in question. 72 km/h=20 m/s, v^2=2.a.x , 20^2=2.a.50, a=4 m/s^2.
Mehmet
A boat travels due east at a speed of 40meter per seconds across a river flowing due south at 30meter per seconds. what is the resultant speed of the boat
which has a higher temperature, 1cup of boiling water or 1teapot of boiling water which can transfer more heat 1cup of boiling water or 1 teapot of boiling water explain your . answer
I believe temperature being an intensive property does not change for any amount of boiling water whereas heat being an extensive property changes with amount/size of the system.
Someone
Scratch that
Someone
temperature for any amount of water to boil at ntp is 100⁰C (it is a state function and and intensive property) and it depends both will give same amount of heat because the surface available for heat transfer is greater in case of the kettle as well as the heat stored in it but if you talk.....
Someone
about the amount of heat stored in the system then in that case since the mass of water in the kettle is greater so more energy is required to raise the temperature b/c more molecules of water are present in the kettle
pratica A on solution of hydro chloric acid,B is a solution containing 0.5000 mole ofsodium chlorid per dm³,put A in the burret and titrate 20.00 or 25.00cm³ portion of B using melting orange as the indicator. record the deside of your burret tabulate the burret reading and calculate the average volume of acid used?
No. According to Isac Newtons law. this two bodies maybe you and the wall beside you.
Attracting depends on the mass och each body and distance between them.
Dlovan
Are you really asking if two bodies have to be charged to be influenced by Coulombs Law?
Specific heat capacity is a measure of the amount of energy required to raise the temperature of a substance by one degree Celsius (or Kelvin). It is measured in Joules per kilogram per degree Celsius (J/kg°C).
AI-Robot
specific heat capacity is the amount of energy needed to raise the temperature of a substance by one degree Celsius or kelvin
ROKEEB
Got questions? Join the online conversation and get instant answers!
