What are reflection measurements? (Final interesting facts and self- reflection)

The perception of colour is primarily determined by two objective factors: the wavelengths of light that are reflected from a surface; and the colour of the illuminating light. White light is a combination of lights of different wavelengths in the visible spectrum. A surface will absorb and reflect proportions of these wavelengths dependent upon its colour, for example, vibrant red surfaces will absorb light of shorter wavelengths and reflect wavelengths of >700nm. However, this assumes that the surface is uniform and defect-free.

Specular reflection measurements analyse the light that is rejected from a surface into a singular outgoing direction. The Law of Reflection states that the angle of an incident ray of light is equal to the angle of reflection; provided that the surface is smooth, glossy, and free of defects. Rough or matte materials tend to exhibit diffuse reflection when struck by incident light. This refers to the scattering of wavelengths in multiple directions and is associated with reduced colour saturation and vibrancy.

Reflection measurements are ubiquitously used in product development and quality control (QC) for optical materials and devices such as plastic films, coated glass, and phosphor plates.

Finally, we have to understand that our students need to achieve some objectives that will guide their future learning. These are some of the objectives that the students have to follow:

1. Use mathematical knowledge to organize, interpret and intervene in different situations of reality.

2. Understand and interpret different forms of mathematical expression and incorporate them into the language and the usual modes of argumentation.

3. Recognize and raise situations in which there are problems that can be formulated in mathematical terms, use different strategies to solve them and analyze the results using the appropriate resources.

4. Reflect on the own strategies used in the mathematical activities.

5. Incorporate habits and attitudes typical of mathematical activity.

6. Use with ease and critical sense the different resources with special emphasis on technological resources (calculators, computer programs) in such a way that they suppose an aid in learning and in the instrumental applications of mathematics.

How can we measure this? Through a rubric: Here I am going to put you a link of an infographic that can be helpful to create the perfect rubric.