5th Grade - Grading Period 2 Overvie...(Class experiment on day 2. Rotating through 4 experiments on day 3.) Explanation: From 5th grade text, read Chapter 8, pages 271-279 in textbook

Name__________________________________________________________________

5th Grade - Grading Period 2 Overview

Ohio's New Learning Standards

Organisms perform a variety of roles in an ecosystem. All of the processes that take place within organisms require energy.

Light and sound are forms of energy that behave in predictable ways.

Clear Learning Targets "I can"

1. ____ identify producers, consumers and decomposers in an ecosystem

2. ____ identify herbivores, carnivores and omnivores

3. ____ categorize organisms by how they obtain their energy

4. ____ diagram energy flow through an ecosystem

5. ____ identify that producers change energy from the sun and make food through a process called

photosynthesis

6. ____ describe and identify the process of photosynthesis

7. ____ investigate a locally threatened or endangered species

8. ____ create a remediation program based on investigations of a locally threatened or endangered

species

9. ____ simulate predator-prey relationships

10. ____ observe satellite imaging and determine the relationship between the producers and consumers

within an ecosystem

11. ____ define symbiotic relationship, commensalism, mutualism and parasitism

12. ____ identify animals that live within each of the three main types of symbiotic relationships.

13. ____ produce sound by vibrating objects.

14. ____ change the pitch of the sound as it relates to the rate of vibration.

15. ____ explore how sound travels through different mediums.

16. ____ understand that light travels in a straight line until it interacts with an object or moves from one

substance to another.

17. ____ experiment to determine the difference between light that is absorbed, reflected and refracted.

18. ____ experiment with temperature changes caused by light striking different surfaces.

19. ____ explain that light is faster than sound.

Name_________________________________________________________________

5th Grade - Grading Period 2 Overview

Essential Vocabulary/Concepts

5.LS1,2,3 (From SEED Curriculum)

Carnivore

5.PS.2A Absorbed

Commensalism

Consumer

Decomposer

Dynamic Relationships

Ecosystem

Energy

Energy Flow

Food Chains

Food Webs

5.PS.2B

Audible sound

Emitted

Medium

Pitch

Range of Pitches

Rate of Vibration

Vibrating

Herbivore

Mutualism

Nutrients

Omnivore

Organisms

Parasitism

Photosynthesis

Predator-Prey-Relationships

Producer

Source of Energy

Species

Symbiotic

Threatened or Endangered

Transfer Energy

Transform Energy

Absorbed

Angle of light

Concave

Convex

Emitted

Heat

Light travels

Magnifying lens

Prism

Reflected

Refracted

Shadow

5th

Grade Science Unit:

Introducing the World of Sound Unit Snapshot

Topic: Light, Sound, and Motion

Grade Level: 5

Summary

Duration:

10 - 30 minute classes

The students will have multiple opportunities to explore through inquiry,

demonstrations, and class literature to explain how sound is produced

through different mediums. Also, students will investigate the pitch of sound

through experiments with vibrations.

CLEAR LEARNING TARGETS "I can"statements

____produce sound by vibrating objects.

____change the pitch of the sound as it relates to the rate of vibration.

____explore how sound travels through different mediums.

Activity Highlights and Suggested Timeframe

Day 1

Day 2-3

Day 4-5

Day 6-8

Day 9

and ongoing

Day 10

Engagement: 2 video options: A First Look: Sound or Exploring Sound and formative assessment.

Exploration: 2 days of sound experiments to explore pitch, vibrations and how sound

travels through different mediums. (Class experiment on day 2. Rotating through 4 experiments on day 3.) Explanation: From 5

th grade text, read Chapter 8, pages 271-279 in textbook. Watch

a 3:25 minute video, Pitch. Students will explore one of the three sound activities and will

present an explanation of how sound works to the class. Elaboration: Students will explore one of the three sound activities and be able to present

an explanation of how sound works to the class. Students will present the group project to the class with a working example while teacher uses a rubric to assess

student learning. Evaluation: A teacher-created short cycle assessment will be administered at the end of

unit to assess all clear learning targets. Possible formative assessment options from unit: Video, Exploring: Sound quiz, Group project,

Exit ticket after Chapter 8 reading, Lab worksheets for the experiments. Extension/Intervention: Based on the short-cycle assessment, facilitate extension/

intervention activities.

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LESSON PLANS

NEW LEARNING STANDARDS: 5.PS.2 Light and sound are forms of energy that behave in predictable ways. Light travels and maintains its direction until it interacts with an object or moves from one medium to another and then it

can be reflected, refracted or absorbed. Sound is produced by vibrating objects and requires a medium through which to travel. The rate of vibration is related to

the pitch of the sound. Note: At this grade level, the discussion of light and sound should be based on observable behavior. Waves are

introduced at the middle school level.

CONTENT ELABORATION: (as stated in Ohio's New Learning Standards)

Pitch can be changed by changing how fast an object vibrates. Objects that vibrate slowly produce low pitches; objects

that vibrate quickly produce high pitches. Audible sound can only be detected within a certain range of pitches. Sound must travel through a material (medium) to move from one place to another. This medium may be a solid, liquid or gas. Sound travels at different speeds through different media. Once sound is produced, it travels outward in all directions until it reaches a different medium. When it encounters this new medium, the sound can continue traveling through the new medium, become absorbed by the new medium, bounce back into the original medium (reflected) or engage in some combination of

these possibilities. Light travels faster than sound. Technology and virtual simulations and models can help demonstrate movement of

light and sound. Experimentation, testing and investigation (3-D or virtual) are essential components of learning

about light and sound properties. Note: Students are not responsible for knowing the additive rules for color mixing of light other than the fact that white light is a mixture of many colors. The wave nature of sound and light are not introduced at this level nor are parts of the electromagnetic spectrum other than visible light. At this grade, how sound travels through the

medium is not appropriate as atoms and molecules are not introduced until grade 6.

SCIENTIFIC INQUIRY and APPLICATION PRACTICES: During the years of grades K-12, all students must use the following scientific inquiry and application practices with appropriate laboratory safety techniques to construct their knowledge and understanding in all science content areas:

Identify questions that can be answered through scientific investigations Design and conduct a scientific investigation Use appropriate mathematics, tools and techniques to gather data and information Analyze and interpret data Develop descriptions, models, explanations and predictions Think critically and logically to connect evidence and explanations Recognize and analyze alternative explanations and predictions

Communicate scientific procedures and explanations.

COMMON CORE STATE STANDARDS for LITERACY in SCIENCE: See 5th grade ELA Standards at the end of this unit for; Reading Standards for Informational Text, Writing Standards and Speaking and Listening Standards *For more information: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf

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http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf

STUDENT KNOWLEDGE: Prior Concepts Related to Light and Sound PreK-2: Sound is related to vibrations (PS). The moon, sun and stars are visible at different times. The sun is the principal

source of energy. Sunlight affects the warming and cooling of air, water and land (ESS). Grades 3-4: Objects with energy can cause motion or create change. Energy can transfer between objects and locations.

Light energy from the sun can cause plants to grow (LS). Future Application of Concepts Grades 6-8: The atomic nature of matter is introduced and energy is classified as kinetic and potential. Waves are introduced. Energy transfer and transformation, and conservation of energy are explored further. High School: The wave nature of light and sound is expanded upon including mathematical analysis of wavelength,

frequency and speed, and the Doppler effect.

MATERIALS: Engage

Computer Formative assessment worksheet

Explore

VOCABULARY: Primary Absorbed Audible sound Emitted

Medium Pitch

o o o

o

o

TIK-TOK, How does sound travel through

different mediums? Groups need:

Egg Timers

Gallon size Ziploc Bag of Water

Solid Wood Surface

Lab Worksheet

Telephone Experiment

Lab Worksheet

2 Paper Clips

2 Styrofoam or Plastic Cups

An 8' piece of string Tuning Fork Experiment

Lab Worksheet Tuning forks of a variety of lengths a rubber block or the bottom of shoes

Stereo Hanger Experiment Lab Worksheet Metal Coat Hanger 2 pieces of string about 3 feet long each Metal objects to strike the coat hanger

Tuning Fork Fantasy Experiment Tuning Forks of varying sizes Pan of water (pie tin) Pan of sand Large plastic cup (the tuning fork must be able to fit inside easily) Another large plastic cup lined with felt

Vibrating Secondary Range of pitches Rate

of vibration

Explain

Science textbook and exit ticket (blank

paper)

Computer for video

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www.turtlediary.com

Elaborate Group 1 needs straws and scissors Group 2 needs a pitcher of water, glass cups and something to strike cups (pencil, chopsticks or metal utensil) Group 3 needs rubber bands a variety of thicknesses

and empty containers (tissue boxes, shoe boxes, cereal boxes, empty cans or jars) Rubric

SAFETY

ADVANCED

PREPARATION

ENGAGE (1 day)

Be safe when striking glass with metal to hear pitches. Be safe when creating a musical instrument with metal cans, rubber bands or

cutting plastic straws.

Follow all teacher and lab directions when using tuning forks.

Teacher needs to gather materials for all experiments.

Preview the videos and choose which videos will be best for your class. Copy all

lab worksheets and reading material pages. Read through teacher resource

page.

Objective: Students will use a formative assessment to show what they already

understand about how sound is created. The class will watch a video and ask questions

about how sounds and different pitches are created.

(What will draw students into the

learning? How will you determine

what your students already know about the topic? What can be

done at this point to identify and address misconceptions? Where

can connections are made to the real world?)

What is the teacher doing? (Day 1) (2 video options)

www.discoveryeducation.com video, A First Look: Sound

(17 min.) Anticipation guide pre/posttest for the video www.discoveryeducation.com video, (22:14 min.)

-Copy quiz for after video.

What are the students doing? (Day 1) 1. Complete the pre part of the anticipation guide before video. Watch video. Complete post part of the

anticipation guide. 2. Take quiz after video

Objective: Students will explore sound through collaborative learning while

completing experiments. Students will be able to explain how sound travels through

different mediums.

EXPLORE (2 days)

(How will the concept be developed? How is this relevant to

students' lives? What can be done at this point to identify and

address misconceptions?)

What is the teacher doing? (Day 2)

Gather materials for experiment: TIK-TOK, How

does sound travel through

different mediums? Each group needs an egg timer,

gallon Ziploc bag of water,

solid wood surface and lab

worksheet. The experiment can be led by the teacher so each group is exploring the same

medium at the same time.

What are the students doing? (Day 2)

1. Following the teacher's instructions with the egg timer to hear through different mediums. Students will write down how they heard the ticking

sound after each medium. 2. Complete the lab worksheet and write which medium sound travels

through the best.

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http://www.turtlediary.com/kids-science-experiments/sound-waves-experiment.html

This leads to group discussions and ample time for each student to

complete their lab

worksheet.

(Day 3)

Teachers can have all 4 experiments set up and have groups rotate through each experiment or extend the

lesson by doing 2 days of experiments. Gather materials for the experiment

stations.

(Day 3)

3. Students will rotate through the 4 experiments and complete the lab

worksheets.

Station 1: Telephone Teachers can have the telephone premade so students can explore how sound is made through the vibration of string. Each telephone is made from 2 paperclips, 2 Styrofoam or plastic cups and a piece of string at least 8 feet long.

www.turtlediary.com Station 2: Tuning Fork Teacher will gather tuning forks (ask the

music teacher). Students will be instructed to strike the fork against the bottom rubber part of their shoe, but you may want to get a block of rubber to use instead of their shoe. Station 3: Stereo Hanger Teacher will gather materials; metal hanger, 2 pieces of string about 3 feet long each and something metal to strike against the hanger. A chair or desk leg or metal utensil works nicely. Teacher should have the hanger prepared by tying the 2

pieces of string in knots around the

arms of the hanger.

Station 1: Telephone Students will work in groups of 3 to stretch and straighten out the string of the telephone. 1 student speaks into the cup,

the student on the other end holds the cup up to their ear to hear the

message. The student speaking will clasp their hand around the string while speaking to stop the vibration of the sound. Students will realize with no vibration of the string there is no sound

being transmitted to the other cup. Students can try each role in the

experiment. Station 2: Tuning Fork Students will analyze the different lengths of the tuning forks, strike the forks on the rubber part of their shoe and listen to pitches, have discussions about why

some tuning forks have a higher or lower pitch. They will put the forks in

order from high to low pitches and come up with a reason for the pitch

differences. Station 3: Stereo Hanger Students will follow the lab worksheet to explore different pitches by changing the length of the string while striking

metal objects. If time allows the students can strike the metal hanger with other mediums, like

wood, to see if the sound changes.

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http://www.turtlediary.com/kids-science-experiments/sound-waves-experiment.html

http://www.sciencemuseum.org.uk/educators_OLD/classroo m_and_homework_resources/resources/ear_gongs.aspx Station 4: Tuning Fork Fantasy Teacher will gather materials; tuning forks of varying sizes, pan of water (pie tin works well), pan of sand, large plastic cup (tuning fork must be able to fit inside easily) and another large plastic cup lined with felt. Remind students to only strike tuning forks on rubber soles of shoes

and do not allow the forks to touch the

water or sand.

Station 4: Tuning Fork Fantasy Students will follow lab worksheet to explore sound absorption and observe

vibrations.

Objective: Students will read about sound and watch a video about pitch in order to

understand how sound is produced and how the rate of vibration is related to the pitch

of the sound. What is the teacher doing? (Days 4 & 5)

From the science text, read about sound.

Give students a blank sheet of paper, or have

What are the students doing? (Days 4 & 5)

1. Students will read, ask clarifying questions and discuss concept

throughout the lesson.

EXPLAIN (2 days)

(What products could the students develop and share?

How will students share what they have learned? What can be

done at this point to identify and address misconceptions?)

(Day 5)

them write in their science notebooks three things they

have learned about sound and

one thing they are still

confused about regarding

sound.

Show the Discovery Ed video, Pitch 3:25 minutes. Give students a few minutes to ask any questions about pitch before you assign them a

group.

2. Students will complete an exit

ticket. On a sheet of paper write three things you have learned about sound and one thing you are still

confused about.

(Day 5) 3. Watch video and ask questions

about pitch.

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Objective: Students will work together to complete a group activity about pitch and present the project.

What is the teacher doing? (Days 6 & 7)

Assign each student to one of the three groups. All groups will create a demonstration to explain pitch, write an explanation and

present their project to the

class. Groups will need to explore

how to adjust their materials in order to create different sounds and be able to explain why some items have

higher or lower pitches. Teachers should hand out

and read with the students the directions and rubric worksheet at the beginning of

the lesson.

What are the students doing? (Days 6 & 7)

1. Each student will be assigned to one of the three group projects.

They need to read the directions

and rubric before beginning the

project. 2. Students will use inquiry to explore

how pitch works and be prepared to share the group project, complete a writing portion and explain the project as it relates to

p i t ch.

Group 1: This group explains pitch by

using straws. The group must create a project using at least 4 straws of different pitches. Use scissors to cut the straws and the group can glue them down to construction paper or tape the

ELABORATE (3 days)

(How will the new knowledge be reinforced, transferred to new

and unique situations, or integrated with related

concepts?)

(Day 8)

The teacher will use a rubric to assess the group project/presentation.

straws together in order of highest to

lowest pitch. Group 2: This group explains pitch by

using drinking glasses and water. The group will pour varying amounts of water into glasses and gently strike the

glasses to determine highest to lowest pitches. They can touch and/or observe the rim of the glass to determine the

speed of the vibrations. Group 3: This group explains pitch by using rubber bands and empty containers. The group will stretch varying thicknesses of rubber bands across an empty container to create different pitches, like a guitar. They can touch and observe the strings while vibrating to make the connection between the speed of vibrations and p i t ch. (Day 8)

2. Each student will need to share in a part of the presentation in order to receive credit for the group

project.

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Objective: Students can show their knowledge through formative assessments throughout the lesson and show their cumulative knowledge with

summative assessments.

EVALUATE 1 day and on going

(What opportunities will students have to express their thinking? When will students reflect on

what they have learned? How

will you measure learning as it occurs? What evidence of

student learning will you be looking for and/or collecting?)

EXTENSION/

INTERVENTION (1 day or as needed)

Formative

1. EXPLORE, lab worksheets for the experiments will formatively assess students prior knowledge related to how

sound is created.

2. EXPLAIN, Exit ticket after reading will assess the student understanding as it relates to sound as

well as student misconceptions.

EXTENSION 1. Text Book extensions

2. Use a small bicycle or tricycle. Turn it

upside down, wheels side up. Place or

hold a card against the spokes of the peddled wheel. Begin to spin the wheel steadily. Listen and record describing the sound you

hear. Now speed up the wheel's motion. Do you hear a difference in the sound? Compare the sound of the slow speed of the wheel to a

faster speed.

3. Experiments that will extend concepts about sound. #1 Watching Sound Waves #2 Table Thunder #3

Larynx Laughs #4 Good Vibrations #5 Squawkers and Screechers #6 Talking String #7 Finding the Beat! Be A Doctor #8 Make a Hydrophone

Summative 1. ELABORATE, Group project will

assess students ability to apply and explain their knowledge of sound,

pitch, mediums, and vibrations.

2. Develop a teacher-created short cycle assessment to assess all

learning targets.

INTERVENTION

1. Text book resources

2. Bring in musical instruments. Have the students create sound for each instrument. Write how each

instrument produces sound.

3. Websites http://www.bbc.co.uk/bitesize/ks2/science/physical_processes/changing_sounds/play/

www.bbc.co.uk/schools/scienceclips/ ages/9_10/changing_sounds.shtml 4. Experiments that will help clarify

concepts about sound. #1 Hang in there #2 Tick-Tock #3 Make Your Voice Louder #4 Echoing Sound #5

Sound Detector #6 A Sound Machine

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http://www.bbc.co.uk/bitesize/ks2/science/physical_processes/changing_sounds/play/

http://www.bbc.co.uk/bitesize/ks2/science/physical_processes/changing_sounds/play/

http://www.bbc.co.uk/schools/scienceclips/ages/9_10/changing_sounds.shtml

http://www.bbc.co.uk/schools/scienceclips/ages/9_10/changing_sounds.shtml

Lower-Level: Consider assigning students to roles during the group project based on their strengths. Some students may want or need to work independently on the project or experiments. Consider providing trade books or other appropriate level reading material.

Higher-Level: Consider assigning extension activities. Allow students choose an extension activity that they are interested in and willing to learn more

about.

Strategies for meeting the needs of all learners including gifted students, English

DIFFERENTIATION

COMMON

MISCONCEPTIONS

Language Learners (ELL) and students with disabilities can be found at ODE

Many incorrectly think that sound travels best through air. (Sound actually travels faster through solids because neighboring molecules are closer together and interact with each other more quickly.) Sounds

can be produced without using any material objects. Hitting an object harder changes the pitch of the sound produced. (Intensity and frequency are not necessarily related.) Human voice sounds are produced by a large number of vocal cords that all

produce different sounds. Loudness and pitch of sounds are the same things. (These are really two separate quantities that we often measure as intensity and frequency. They are not necessarily related.) You can see and hear a distinct event at the same moment. Sounds can travel through empty space, a vacuum. (Sound really requires matter through which to travel.) Sounds cannot travel through liquids and solids. In wind instruments, the instrument itself vibrates (not the internal air

column). Music is strictly an art form; it has nothing to do with science. In actual telephones, sounds (rather than electrical impulses) are carried

through the wires. Ultrasounds are extremely loud sounds.

Megaphones create sounds. The pitch of a tuning fork will change as it "slows down." (The intensity will

decrease, but the pitch should not change.

Strategies to address misconceptions: Consider having students watch videos that explain how sound works and students exploring sound through experiments will give them a better

understanding of how sounds and pitch are changed. Consider using additional

models or simulations.

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Textbook Resources: MacMillan Science

Websites:

http://www.science-sparks.com/2011/10/24/making-eerie-sounds/ http://learningideasgradesk-8.blogspot.com/2012/07/sound-and-music- craft-activities-for.html

http://www.bbc.co.uk/schools/scienceclips/ages/9_10/changing_sounds_fs.sht

ml

ADDITIONAL

RESOURCES

Discovery Ed: SOUNDS from unitedstreaming.com A First Look: Sound, 17 minutes The Magic School Bus in the Haunted House, 29:15 minutes Vibrations and Sound, 1:11 minutes The Medium Affects How Quickly Sound Travels, 3:16 minutes Pitch, 3:25 minutes Exploring Sound, 22:14 minutes

Literature: Lithgow, John. The Remarkable Farkle McBride. Simon & Schuster. 2000.

Beech, Linda. The Magic School Bus in the Haunted Museum. Scholastic: New

York. 1995. Hunter, Rebecca. Sound. Raintree Steck-Vaughn: Austin, Texas. 2001. Pfeffer,

Wendy. Sounds All Around. HarperCollins: New York. 1999. Karpelenia, Jenny. Sound (Energy Works! Series). Perfection Learning. 2004.

Videos/Movies: Bill Nye the Science Guy: Sound

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http://www.science-sparks.com/2011/10/24/making-eerie-sounds/

http://learningideasgradesk-8.blogspot.com/2012/07/sound-and-music-craft-activities-for.html

http://learningideasgradesk-8.blogspot.com/2012/07/sound-and-music-craft-activities-for.html

http://www.bbc.co.uk/schools/scienceclips/ages/9_10/changing_sounds_fs.shtml

http://www.bbc.co.uk/schools/scienceclips/ages/9_10/changing_sounds_fs.shtml

Name_________________________________ Date__________________________

ANTICIPATION GUIDE for video

A First Look: Sound

Directions: Write true or false for each statement.

True or False

QUESTIONS True or False

1. We can see sound in the air.

2. There are no sounds in space.

3. Sound does not travel through wood.

4. If you strike a drum harder it will create a higher pitch.

5. Pitch is the loudness or softness of a sound.

6. Each string of a guitar has a different pitch.

7. Light travels faster than sound.

8. Volume is the loudness or softness of a sound.

9. The medium sound travels best through is air.

10. The faster the vibration, the higher the pitch.

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Name________ANSWER KEY__________________ Date__________________________

ANTICIPATION GUIDE for video

A First Look: Sound

Directions: Write true or false for each statement.

Pretest

Questions

1. We can see sound in the air. You cannot see sound, you see light.

2. There are no sounds in space. There is no medium in space so sound will not travel.

3. Sound does not travel through wood. Sound does travel best through wood which is a solid.

4. If you strike a drum harder it will create a higher pitch If you strike a drum harder it will create a louder volume, not pitch.

5. Pitch is the loudness or softness of a sound. Volume is the loudness or softness of a sound.

6. Each string of a guitar has a different pitch.

7. Light travels faster than sound.

8. Volume is the loudness or softness of a sound.

9. The medium sound travels best through is air, a gas. Sound does travel through solids, liquids and gas. The best medium is a solid.

10. The faster the vibration, the higher the pitch.

Posttest

False

True

False

False

False

True

True

True

False

True

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Name _____________________________________ Date_____________________________

EXPLORING SOUND Video Questions

Exit Ticket 1. Which travels faster, sound or light?

2. Sound travels at different speeds in different substances. Why does sound travel faster in

metal than in air?

3. In outer space, there are no sounds. Why?

4. How is an echo produced?

---------------------------------------------------------------------------------------------------------------------------------------

Name _____________________________________ Date_____________________________


Exit Ticket 1. Which travels faster, sound or light?

2. Sound travels at different speeds in different substances. Why does it travel faster in metal

than in air?



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TEACHER ANSWER KEY


Exit Ticket

1. Which travels faster, sound or light?

Light travels faster. Light travels 186,000miles/second and sound travels 750 miles/hour

2. Sound travels at different speeds in different substances. Why does it travel faster in metal

than in air?

The molecules that make up the metal are closer together than molecules of air.


Sounds need something to travel through. In space there is no matter; it is completely

empty.


An echo happens when a sound is reflected or bounces off an object.

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Name _____________________________________ Date_____________________________

Tik - Tok Sound is caused by the vibration of the material that the item is made out of. The item

(substance) that the waves travel through is called the medium. In this exercise you are

going to investigate the medium in which the sound travels and record your observations. Some

examples of things you might observe are that the sound is: louder, quieter, muffled,

clearer, or traveling faster or slower than it does in plain air. In the space below record your

observations for each object.

Gas, Liquid, or

Medium

Ai r

Desk

Bag of Water

Solid Observation

---------------------------------------------------------------- Name _____________________________________ Date_____________________________

Tik - Tok Sound is caused by the vibration of the material that the item is made out of. The item

(substance) that the waves travel through is called the medium. In this exercise you are

going to investigate the medium in which the sound travels and record your observations. Some

examples of things you might observe are that the sound is: louder, quieter, muffled,

clearer, or traveling faster or slower than it does in plain air. In the space below record your

observations for each object.

Gas, Liquid, or

Medium

Ai r

Desk

Bag of Water

Solid Observation

15

Name _____________________________________ Date_____________________________

Tuning Fork Fun!!! Procedure: ONLY strike the tuning fork against the bottom of your shoe or a piece of rubber

1. Strike ONE tuning fork carefully and listen to the pitch near your ear. Discuss the sound

with your group. Does the fork produce a high or low pitch?

2. Choose a SECOND tuning fork and strike it against your shoe and listen to the pitch

near your ear. Compare the sounds of the 2 forks and write about the sound in relation to the

size of the fork.

3. Do this step alone. Choose 3 forks and listen to the pitches. Place the forks in order

from highest to lowest pitch. Then have a team member listen to the 3 forks and decide

if the order is correct.

Name _____________________________________ Date_____________________________

Tuning Fork Fun!!! Procedure: ONLY strike the tuning fork against the bottom of your shoe or a piece of rubber

1. Strike ONE tuning fork carefully and listen to the pitch near your ear. Discuss the sound

with your group. Does the fork produce a high or low pitch?

2. Choose a SECOND tuning fork and strike it against your shoe and listen to the pitch

near your ear. Compare the sounds of the 2 forks and write about the sound in relation to the

size of the fork.

3. Do this step alone. Choose 3 forks and listen to the pitches. Place the forks in order from

highest to lowest pitch. Then have a team member listen to the 3 forks and decide if the order

is correct.

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Name _____________________________________ Date_____________________________

Telephone

At this station, two paper cup telephones have already been assembled. Using these

telephones, complete the following exercises and write your observations below.

Have two group members each hold a cup and stand far enough apart so that

the sting is stretched tight. Have one person talk into the cup, and one person

listen. Write your observations.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

What happens to the sound if you let the string between the cups go loose?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Now have someone hold the string in the middle. Make sure it is pulled tight

again. Does the telephone work well? Explain. __________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

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Name _____________________________________ Date_____________________________

Stereo Hanger

1. Loop the strings that are attached to the hanger around your index fingers.

Place your index fingers in your ears. Try looping more or less of the string around your

fingers to see if the sound changes.

2. Swing the hanger so it taps against the side the wooden bookcase. What do you

hear? Does the pitch sound high or low against wood? Did the sound change when

you looped more or less of the string around your fingers?

3. Now swing the hanger so it taps a metal chair leg or have a partner gently strike the

hanger with a metal utensil. Does this sound similar to the wooden bookcase? If not,

how does metal sound different? Did the sound change when you looped more or less

of the string around the fingers?

4. Continue tapping the hanger against the items at or near your station (sweatshirt,

pencils, plastic part of chair, carpet squares, etc.). List items you tried and the sounds you

heard.

5. Summarize Ideas. How does each material affect the sound of the hanger? Are some louder

or quieter than others? Can you group the materials by how they affect the sound of the

hanger?

18

Name _____________________________________ Date_____________________________

Tuning Fork Fantasy REMEMBER to only strike the tuning fork against rubber. Do not strike another student or a

hard object.

To view the effects of sound vibrations:

1. Strike a tuning fork against rubber and place it over the pan of water. DO NOT allow the

fork to touch the water. Record the changes you observe to the water in the pan.

______________________________________________________________________________________

______________________________________________________________________________________

2. Strike a tuning fork against rubber and place it over the pan of sand. DO NOT allow the

fork to touch the sand. Record the changes you observe to the sand in the pan.

______________________________________________________________________________________

______________________________________________________________________________________

3. Now take a smaller tuning fork, strike it against rubber and without touching the side of

the unlined cup, place it inside. Record what you hear.

______________________________________________________________________________________

______________________________________________________________________________________

Watch the fork. Does it show any motion or vibration?

______________________________________________________________________________________

Using the same tuning fork, strike it against rubber and place it inside a cup lined with felt

material, but do not touch the sides of the cup. Record what you hear.

______________________________________________________________________________________

______________________________________________________________________________________

QUESTIONS TO THINK ABOUT.

What else could you fill the pan with to see vibrations? _________________________________

______________________________________________________________________________________

What differences do you notice with the size of the tuning forks?________________________

______________________________________________________________________________________

Is the sound related to the size of the fork? Are the wave's sizes the same? ______________

______________________________________________________________________________________

19

PITCH PROJECT RUBRIC Group Project ________________________

Student(s)________________________________________________________________________________

4 3 2 1 Created a product Created a product Created a product Product is

Product

Explanation

Presentation

that demonstrates more than 4 different pitches. Students arranged the items from highest to lowest pitch and created a

tune to show how to use the different

pitches. Writing is original and explains how pitch works using straws/glasses/rubber bands. Students extended their

knowledge by explaining how pitch works with another project Each group member presented a part of the project. Each student could answer clarifying

questions about pitch.

that demonstrates at least 4 different pitches. Arranged the items arranged from highest to

lowest pitch.

Writing is original (not

copied) and explains

how pitch works. Students should be able to demonstrate how to create a pitch using a straw/glass/rubber

band. All members spoke during the presentation, but a

few members took

the lead. All but one group member could answer clarifying

questions about

p i t ch.

that demonstrates at least 4 different pitches, but does not have them in order from highest to

lowest pitch. OR

Created only 3 different pitches, but does have them in order from highest to

lowest pitch. Parts of the writing

are not original. Students can order pitches, but they do

not understand why

one is high and one is

low. All members did not speak during the

presentation. Few group members could answer questions relating to

p i t ch.

incomplete; missing pitches and does not have the pitches in order from highest to

lowest.

Writing is copied or incomplete. Students do not understand why different size straws, thicknesses of

rubber bands or the

amount of water in glasses creates different pitches. One or two group members presented

the project. Students could not explain

how pitch worked with the product

they produced.

Notes:

20

Name ___________________________________ Date__________________________

Circle One:

Group 1-Straws Group 2-Water Glasses Group 3- Rubber Bands

Group Members:

_________________________________________________________________________________________

_________________________________________________________________________________________

CHECKLIST and DIRECTIONS for the group project circled above. GROUP 1- STRAWS

Create at least 4 different

pitches using straws and

scissors. Cut the straws to discover

different pitches. Lightly blow air over the straws

to hear the pitch. Then order the straws from

highest to lowest pitch. Tape the straws together so

you can hold the product.

Write 2 paragraphs to explain

how pitch works using straws. Be sure to explain how and if the length of the straw

changes the pitch. Each group member must add to the writing piece. (Or

each member can write their own paragraphs.)

Present the product to the class.

Each person must explain a part

of the pitch product. How does pitch work with straws? Make sure you can explain how another student would create this project at

home.

GROUP 2- WATER GLASSES Create at least 4 different pitches using different amounts of

water in glasses. Pour different amounts of

water into the glasses. Gently strike the glass with a pencil/chopstick/metal

utensil. Order the glasses from highest

to lowest pitch. (Explore what would happen if

you didn't use glass. What if you used plastic or paper?)

Write 2 paragraphs to explain how pitch works using water

glasses. Be sure to explain how and if the amount of water changes

the pitch. Explain what would happen if you used plastic or paper

cups. Each group member must add to the writing piece. (Or



Each person must explain a part

of the pitch product. How does pitch work with water glasses? Make sure you can

explain how another student would create this project at

home.

GROUP 3- RUBBER BANDS Create a rubber band guitar

using different thicknesses of rubber bands or by stretching the rubber bands differently

across an empty container. Gently strum the rubber bands to hear the different

pitches. Order the rubber bands from

highest to lowest pitch.

Write 2 paragraphs to explain

how pitch works using rubber

bands. Be sure to explain how and if the thickness of the rubber band or if the tightness of the rubber band changes the

pitch. Each group member must add to the writing piece. (Or



Each person must explain a part of

the pitch product. How does pitch work with rubber bands? Make sure you can explain how another

student would create this

project at home.

21

Sound Intervention Experiments Activities adapted from http://homepage.eircom.net/~kogrange/sound_experiments2.html.

HANG IN THERE!

Experiment: To investigate whether

sound travels better through a solid or a gas.

Materials:

You will need- Two 30 cm pieces of thread.

One metal clothes hanger.

A piece of paper and a pen to record

your results.

Method:

What you have to do-

1) Tie one piece of thread to each end of

the hanger.

2) Hold the hanger upside down by

the ends of the pieces of string.

3) Bang the hanger against a table.

4) Listen to how loud the sound is!

5) Now repeat steps one and two but

this time put your fingers in your ears

while holding the strings.

6) Bang the hanger against a table.

7) Listen to how loud the sound is!

Results:

Did you discover what we did?

http://homepage.eircom.net/~kogrange/sound_experiments2.html

When your fingers are in your ears the sound is much louder.

Conclusions:

Sound travels better through a solid (string), than through a gas (air).

22


TICK-TOCK

Experiment: To investigate through which solid, sound travels best.

Materials:

You will need- One friend.

A watch - not digital!

Different types of solids about the same thickness e.g. wood, glass, concrete, plastic, paper.

A piece of paper and a pen to record your results.

Method:


1) Partner 1 and 2 should stand on either side of the solid e.g. a glass window. 2)

Partner 1 should hold the ticking watch against the solid.

3) Partner 2 should then press their ear against the solid on the other side and listen to

the intensity of the sound of the 'tick tock' from the clock.

4)Repeat these steps using different solids and then record through which solid the 'tick

tock' sound was loudest. In other words which solid let the 'tick tock' sound travel

through best.

Bright ideas!

Make up a scale (1-4) of sound intensities, to help you record your results! 1.

Very soft. 2. Soft.

3. Loud.

4. Very Loud.

Then record your results on a table like this one!

Wood Glass Plastic Paper Book

Very Soft

Soft

Loud

Very Loud

23

MAKE YOUR VOICE LOUDER!!

Experiment: To create a megaphone and discover how we can make our voices louder and

how we can hear more.

Materials:

You will need- Sticky tape.

Scissors.

A large sheet of paper.

Method:


1) Roll the paper into a cone.

2) Stick tape along the edge of the rolled paper to secure it. 3) Put

the cone over your mouth and talk into it. 4) Put the cone to your

ear.

Results:

What happens when you put the cone to your ear?

What happens when you put the cone to your mouth and speak?


24

ECHOING SOUND!

Experiment: To bounce sound!

Materials You will need-

Two pieces of tracing paper.

One plate

Cork

Several books

A ticking watch

Two cardboard tubes

A friend

Method:


1) Build two piles of books, they must be the same height. 2)

Carefully lay the tubes on the books. 3) Hold the watch to your

ear.

4) Listen carefully to make sure you can hear it ticking. 5) Put

the watch just inside the end of one tube.

6) Listen at the end of the other tube. Can you hear the watch?

Ask a friend to hold the plate near the far ends of the tubes. Can you hear the

watch?

Now ask your friend to replace the plate with the cork. Can you hear the watch?

Results:

What happens?

Conclusions:

Why do you think this is happening?

What happens when you place cotton wool into the tubes? Why?

More things to try: wood, cotton, wool

25

A SOUND DETECTOR!

Experiment: To examine how the ear detects the arrival of sound.

Materials: You will need-

A rubber band.

Uncooked rice. A plastic

bowl. Scissors.

A saucepan.

A large spoon.

A piece of plastic.

Sticky tape

Method:


1) Cut the piece of plastic so that it is bigger than the top of the bowl.

2) Stretch the plastic tightly over the bowl and secure it with a rubber band. 3) Tape

the plastic down to keep it stretched. This is your drum. 4) Sprinkle a few grains of

rice on top of the drum.

5) Hold the saucepan near the drum and hit it sharply with the spoon.

Results:

The grains of rice jump up and down!

Conclusions:


26

A SOUND MACHINE

Experiment: To examine sound waves as they travel through the air.


A strip of thin plastic.

A piece of stiff card. A

cardboard tube.

A strip of paper. A pencil.

Scissors.

A rubber band. Sticky

tape.

Method:


1) Use the tube to draw a circle on the piece of paper. 2) Cut

out the circle.

3) Make a hole in the center of the circle with the pencil. 4) Tape

the circle firmly to one end of the tube.

5) Fold the plastic over the other end of the tube, and secure it with the rubber band. 6) Fold

the paper strip and tape one end to a flat surface so that the other end sticks up.

7) Hold the tube so that the hole points at the top of the paper strip. 8)

Sharply tap the other end of the tube.

Results: What Happens?

Conclusions: Why do you think this is happening?

27

Sound Extension Experiments Activities adapted from http://homepage.eircom.net/~kogrange/sound_experiments2.html.

TABLE THUNDER!!!

Experiment: Another experiment to investigate whether sound travels better through a solid or

a gas.


One friend.

One table.

A piece of paper and a pen to record your results.

Method:


1) Sit opposite your friend. 2)

Knock on the table.

3)Listen to how loud the sound is.

4) Ask your friend to place their ear against the surface of the table.

5)Knock on the table again.

6) Ask your friend to describe how loud the sound is through the table.

Results:


When you listen to the knocking sound through the table, it is much louder.

Conclusions:

Sound travels better through a solid (table), than through a gas (air).

LARYNX LAUGHS!

Experiment: To examine how the larynx or voice box vibrates as we speak.


Yourself.

Your hand.

Method:


1)Place your hand firmly mid-way on your throat. 2) Say

'aghhhh!' for as long as you can.

Results:


You can feel your throat vibrating!

28


GOOD VIBRATIONS

Experiment: To examine (hear and feel) sound vibrations!

Materials:

You will need- A Partner.

A balloon.

Method:

What you have to do- 1) Blow

up the balloon.

2) Hold it against your ear.

3) Ask your partner to press their lips

against the balloon and speak.

4) Repeat steps 3 and 4 but this time you

should speak and your friend should listen.

http://homepage.eircom.net/~kogrange/sound_experiments2.html Results: Did you discover what we did?

You can hear the vibrations through the balloon and you can feel them.

You can feel your own voice through your lips as the balloon's skin vibrates against them.

Conclusions:

Sound is created when an object moves and the air around it vibrates creating sound waves.

29

Squawkers and Screechers!

Experiment: To create some strange sounds with everyday materials.

Materials:

You will need- A drinking straw.

A strip of plastic. Scissors.

A balloon.

Method:


With the plastic:

1)Hold the strip of plastic tightly between your thumbs

and the heels of your hands.

2) Blow hard across the strip.

With the straw:

1) Press one end of the straw flat. 2) Cut

the sides to form a point.

3) Put the pointed end of the straw in your mouth and

blow hard.

With the balloon:

1) Pump up the balloon.

2) Hold the neck to stop the air escaping. http://homepage.eircom.net/~kogrange/sound_experimen ts2.html

3) Grip the neck of the balloon and stretch it. 4) What happens as the air escapes?

Results: You can make some very weird sounds.

30

TALKING STRING!

Experiment: To prove/examine how sound can travel through objects.

Materials:

You will need- Two pieces of tracing paper.

One pencil. Sticky

tape. String.

Two rubber bands. Two

paper clips.

Two cardboard tubes.

Method:


1) Fold a piece of tracing paper over one end of each tube. 2) Hold

it in place with a rubber band.

3) Pull the paper tight and tape it to the tubes. 4)

Thread the string through both holes.

5) Tie a paperclip to each end to stop the string slipping back through. 6) Use

the tubes as a simple telephone.

7)Hold one tube to your ear and listen while your friend speaks softly into the other tube.

Results:

What happens?

Conclusions:


What happens when you place cotton wool into the tubes?

Why?

31

FINDING THE BEAT!!!!!

Experiment: To make soft sounds loud.


Plastic Tubing,

Scissors

Sticky Tape

A funnel

Method:


1) Put the funnel into the plastic tube and secure it with tape.

2) Put the funnel against a friend's chest and hold the end of the tube to your ear.

Results: What happens?

Conclusions: Why do you think this is happening?

MAKE A HYDROPHONE

Experiment: To make a hydrophone and to examine whether or not sound waves can travel

under water.


A plastic 2 liter bottle.

A basin. Water.

Two rocks. Scissors.

A Friend.

Method:


1) Cut off the base of the plastic bottle.

2) Fill the basin with water, but not to the top.

3) Place the plastic bottle into the water. http://homepage.eircom.net/~kogrange/sound_experiments2.html 4)

Put your ear to the top of the bottle.

5) Ask your friend to bang two stones together under the water, near the bottle. 6)

Repeat the experiment above the water.

Results:


Can sound waves travel through water?

Through which does sound travel better, air or water?

Conclusions: What did you discover?

32

COMB & PLASTIC STRIP CONCERT

Experiment: Students learn that the rate of vibration varies with the speed at which sound

is created. This relative difference is known as pitch.


any number of sizes of combs with tines of equal distance a strong note or index card or cardstock (credit/debit card work well)

talking strip plastic

cup

tape

Method:

1. Choose a slow steady speed to scrape the comb across the tines.

2. Speed up the process and continue to stroke the card against the tines faster.

3. Record what you hear. Describe the relationship between the speed and the sound.

Questions:

What does the first slower speed sound like?

What happens to the sound as you increase the speed of the card?

4. Pick up the plastic stip. Rub your fingers along the strip to feel the bumps. 5.

Tape one end of the strip to the base of the plastic cup. 6. Rub your hand along

the strip again and listen carefully. 7. Vary the speed of your fingers rubbing the

strip.

Questions:

Do you hear a difference in the sound when you change the speed at which you

rub your fingers against the strip?

What does it sound like when you rub it slowly?

What does it sound like when you rub it quickly? Can

you hear a message after you rub the strip?

Above Activities adapted from http://homepage.eircom.net/~kogrange/sound_experiments2.html.

33


5th

Grade Science Unit:

And Then There Was Light Unit Snapshot

Topic: Light, Sound, and Motion

Grade Level: 5

Summary:

Duration:

11 - 30 minute classes

The students will have multiple opportunities to explore through inquiry,

demonstration and literature to explain how light travels from through

different mediums. Also, students will experiment with temperature changes

caused by light striking different surfaces.

Clear Learning Targets "I can"statements

____ understand that light travels in a straight line until in interacts with an object or

moves from one substance to another

____ experiment to determine the difference between light that is absorbed,

reflected and refracted.

____ experiment with temperature changes caused by light striking different surfaces

____ explain that light is faster than sound

Activity Highlights and Suggested Timeframe Day 1

Days 2-3

Days 4-6

Days 7-9

Day 10

and ongoing

Day 11

Engagement: Students experiment to explore transparent, translucent, opaque . In addition, prior knowledge of light is formatively assessed.

Exploration: Complete 3 experiments to explain how light reacts when reflected, refracted and how light appears through lenses Explanation: From 5th grade text, read Chapter 8, pages 281-289. Read the Light resource page included in the curriculum guide. Watch 1 of the 2 www.unitedstreaming.com videos and complete a formative assessment: The Magic School Bus Gets a Bright Idea (24:02 minutes) or Basics of Physics: Exploring Light and Color (30:21 minutes) Elaboration: Students will conduct an experiment to see which color absorbs more

light. They will learn that light is not heat. Evaluation: A teacher-created short cycle assessment will be administered at the end of the

unit to assess all clear learning targets.

Extension/Intervention: Based on the results of the short-cycle assessment,

facilitate extension and/or intervention activities.

1

LESSON PLANS

NEW LEARNING STANDARDS: 5.PS.2 Light and sound are forms of energy that behave in predictable ways. Light travels and maintains its direction until it interacts with an object or moves from one medium to another and then it can be reflected, refracted or absorbed. Sound is produced by vibrating objects and requires a medium through which to travel. The rate of vibration is related to

the pitch of the sound. Note: At this grade level, the discussion of light and sound should be based on observable behavior. Waves are

introduced at the middle school level.

CONTENT ELABORATION (as stated in Ohio's New Learning Standards) Light can travel through some materials, such as glass or water. Light also can travel through empty space, like from the sun to Earth. When light travels from one location to another, it goes in a straight line until it interacts with another object or material. When light strikes objects through which it cannot pass, shadows are formed. As light reaches a new material, it can be absorbed, refracted, reflected or can continue to travel through

the new material; one of these interactions may occur or many may occur simultaneously, depending on the material. Light can be absorbed by objects, causing them to warm. How much an object's temperature increases depends on the

material of the object, the intensity of and the angle at which the light striking its surface, how long the light shines on

the object and how much light is absorbed. Investigating and experimenting with temperature changes caused by light striking different surfaces can be virtual or in a lab setting. When light passes from one material to another, it is often refracted at the boundary between the two materials and travels in a new direction through the new material (medium). For example, a magnifying lens bends light

and focuses it toward a single point. A prism bends white light and separates the different colors of light. Experiment with

prisms and magnifying lenses to observe the refraction of light. Visible light may be emitted from an object (like the sun) or reflected by an object (like a mirror or the moon). The reflected colors are the only colors visible when looking at an object. For example, a red apple looks red

because the red light that hits the apple is reflected while the other colors are absorbed.

SCIENTIFIC INQUIRY and APPLICATION PRACTICES: During the years of grades K-12, all students must use the following scientific inquiry and application practices with appropriate laboratory safety techniques to construct their knowledge and understanding in all science content areas:

Identify questions that can be answered through scientific investigations Design and conduct a scientific investigation Use appropriate mathematics, tools and techniques to gather data and information Analyze and interpret data Develop descriptions, models, explanations and predictions Think critically and logically to connect evidence and explanations Recognize and analyze alternative explanations and predictions

Communicate scientific procedures and explanations.

COMMON CORE STATE STANDARDS for LITERACY in SCIENCE: See Reading Standards for Grade 5. *For more information: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf

2

http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf

STUDENT KNOWLEDGE: Prior Concepts Related to Light and Sound PreK-2: Sound is related to vibrations (PS). The moon, sun and stars are visible at different times. The sun is the principal

source of energy. Sunlight affects the warming and cooling of air, water and land (ESS). Grades 3-4: Objects with energy can cause motion or create change. Energy can transfer between objects and locations.

Light energy from the sun can cause plants to grow (LS). Future Application of Concepts Grades 6-8: The atomic nature of matter is introduced and energy is classified as kinetic and potential. Waves are introduced. Energy transfer and transformation, and conservation of energy are explored further. High School: The wave nature of light and sound is expanded upon including mathematical analysis of wavelength,

frequency and speed, and the Doppler effect.

MATERIALS: Engage

Per group: 3 plastic cups (1 transparent, 1 opaque, 1

translucent)

1 flashlight

Worksheet

Explore o Reflection Station

Mirrors Flashlights Aluminum Foil Lab

Worksheet o Refraction Station

Plastic Cups Metal Washers Water Transparent Glasses Pencils

Straws Lab Worksheet

o Lenses Station Test Tubes Water Plastic Wrap

Eyedroppers Concave Lenses Convex Lenses Prisms Lab Worksheet

o Prism Station Prisms White Construction Paper

Explain 5th grade Science textbook, Light resource

page, computer for video,

VOCABULARY: Primary Absorbed Emitted Light travels Reflected

Refracted Secondary Angle of light Concave Convex Heat Magnifying lens Prism Shadow

3

Elaborate

Heat source 2 thermometers Black item and a white item (painted metal cans works well) Wat ch Lab Manual Protractor (optional) Something to create a slant (dry erase board, book) When students design and conduct their own experiment you will need to gather the supplies they

request.

SAFETY

ADVANCED

PREPARATION

Be safe when shining flashlights or bouncing light. Do not shine light into anyone's eyes. Use all science equipment and materials appropriately according to teacher

directions.

Teacher needs to gather materials for all the experiments. Check flashlights to make sure they are working. Preview the videos and choose which videos will be best for your class.

Objective: Students will have the opportunity to explore transparent, translucent

and opaque cups through a hands-on experiment.


Experiment: Have 3 types of plastic cups; one clear (transparent), one see through cup

(translucent) and one non- see through cup (opaque), flashlight and worksheet. On the worksheet students will explore with the cups and flashlight then determine which vocabulary word matches which

What are the students doing? (Day 1) 1. Students conduct experiment and

fill in worksheet. Students should be

discussing how much light is passing through each cup and using the glossary in the textbook to learn the definitions of transparent,

translucent and opaque.

ENGAGE (Day 1)

(What will draw students into the learning? How will you

determine what your students already know about the

topic? What can be done at this point to identify and

address misconceptions? Where can connections are

made to the real world?)

cup. Teachers can divide the student into groups of 2's, 3's or table groups depending on how many flashlights are available. This can also be done as a teacher demonstration depending on the class. Demonstration: Discuss with students that light travels faster

than sound. Give the examples of lightning and thunder and fireworks. Demonstrate this by

standing across the room from the

students and turning on the lights at the same time you make a sound. (Blow a whistle/clap your

hands/yell). Discuss with students why they saw the light before they heard the

noise.

2. Students will make observations and

participate in discussions

4

Objective: Students will explore light through collaborative learning while completing experiments. Students will be able to explain to peers how light is produced.

What is the teacher doing? (Days 2 & 3)

Teacher should gather materials for the 4 experiment

stations. Teachers will rotate around each station to make sure

What are the students doing? (Days 2 & 3) 1. Students will rotate through the 4

stations exploring light as it relates to

lenses, reflection and rotation. 2. Students will complete lab

worksheets to explain their

EXPLORE (2 Days)

(How will the concept be developed? How is this

relevant to students' lives?

What can be done at this point to identify and address

misconceptions?)

students are reading, following the lab worksheets

and being safe. Reflection station needs mirrors,

flashlights,aluminum foil and lab

worksheet. Refraction station needs plastic cups, metal washers, water, transparent glasses, pencils, straws and lab

worksheet. Convex and Concave Lens station needs test tubes, water, plastic wrap, eye

droppers, concave lenses, convex lenses, prisms and lab worksheet. Prism station needs prisms, white construction paper

understanding of light at each station.

Objective: Students will read about light and ask questions to clarify the materials. Then watch a video and complete formative assessment.

EXPLAIN (3 days)

(What products could the students develop and share?

How will students share what they have learned? What

can be done at this point to identify and address

misconceptions?)

What is the teacher doing? (Day 4 & 5)

From the 5th grade text,

(Do not focus on waves or electromagnetic spectrum.)

. Read the Light resource page included in the curriculum guide.

(Day 6) 2 video choices from www.discoveryeducation.com

-Watch the video The Magic School Bus Gets a Bright Idea, 24:02 minutes or Basics of Physics: Exploring Light and Color, 30:21 minutes (teacher can skip The Human Eye, The Electromagnetic Spectrum,

Primary Colors of Light, Laser Light)

What are the students doing? (Day 4 & 5) 1. Students will complete the Reading. The worksheets can be used as

homework or during class time. 2. Read the Light resource page

included in the curriculum guide. (Day 6)

3. If the students watched the Magic School Bus Gets a Bright Idea, they need to write what they learned about reflection and refraction and explain the

examples from the video. If students watched Basics of Physics they need to complete the quiz included in the curriculum

guide.

5

Objective: Through experimentation students will explain how the color and angle at which light hits an object affects the heat of the object.

ELABORATE (3 days)

(How will the new knowledge be reinforced, transferred to

new and unique situations, or integrated with related

concepts?)


You will need to find a heat

source for this activity.

You can use a 150 watt light bulb, a clamp heat light or the sun (depending on the time of year.) Then gather black and white objects to show how light can be

absorbed, causing them to warm.

(Day 8 & 9) After the students have completed the experiment they are to design their own experiment on the lab worksheet.

Students could work in pairs to try a

student's experiment or take a class vote to decide which student's experiment to try as a

whole class. The students may bring in the

materials from home or the teacher may need to gather the

supplies for the experiment.

What are the students doing? (Day 7) 1. For Activity 1, students will use a

black item, a white item and 2

thermometers. -Examples students may use; paint 1 metal can black and 1 metal can white or use a white t-shirt and black t-shirt, students can try different black and white items to see if the black item still absorbs the most heat. For

2. Activity 2, students will use two of the same colored items, but place one

at an angle. -Use the lab worksheet or science notebook to keep track of the temperature of the items every 10

minutes for 1 hour.

(Day 8 & 9) 3. Students are to design their own

experiment on the lab worksheet. OPTIONAL: The teacher may have the

students conduct their experiment as a

whole class or in partners.

Objective: Students can show their knowledge through formative assessments throughout the lesson and show their cumulative knowledge with summative

assessments.

EVALUATE (on-going)

(What opportunities will

students have to express their thinking? When will students reflect on what they have

learned? How will you

measure learning as it occurs? What evidence of

student learning will you be looking for and/or

collecting?)

Formative How will you measure learning as it occurs? The following activities can be used to assess student knowledge related to light as it progresses throughout the unit: 1. Reading textbook pages 2. The 4 light experiment lab worksheets

3. After video from Explain students will complete a quiz or write facts from the

video. 4. The lab worksheet from Elaborate

experiment, What color holds more heat?

Summative What evidence of learning will demonstrate to you that a student has met the learning objectives? 1. A teacher-created short-cycle assessment can be used to assess all clear learning targets. (Day 10)

6

Extension/

Intervention (One day or

as needed)

EXTENSION 1. Students will create a flip chart using

materials found at home to create an example of transparent, translucent and

opaque. 2. Students can create a solar oven to explain how light is absorbed by objects,

causing them to warm. http://www.hometrainingtools.com/build -a-solar-oven-project/a/1237/ 3. Students can play light tag by using mirrors and flashlights to "tag" each

other. Science and Math 4. Use mirrors, flashlight (or laser pointer) and a protractor. Have students reflect the light at a certain angle using the

protractor and flashlight. 5. Refer to the real world connection page (in curriculum guide) for discussion.

Have students create their own list of real

world connections.

INTERVENTION 1. Use clear, small bottles filled with a variety of liquids to reinforce transparent, translucent and opaque.

Students will sort the bottles into the 3

categories. 2. Intervention activities from text, (reflection), (refraction). 3. Refer to the real world connections

page for discussion.

Students believe that light just is and has no origin. Students believe that the addition of all colors of light yields black. Light is associated only with a source and/or its instantaneous effects. Light is

not considered to exist independently in space. Light is not conceived as moving from one point to another with a finite speed. An object is seen whenever light shines on it, with no recognition that light must move between the object and the observer's eye. A shadow is something that exists on its own or are "dark reflections" of objects. Light from a bulb only extends outward a certain distance and then

COMMON

MISCONCEPTIONS

stops. How far light extends depends on the brightness of the bulb. Light is reflected away from shiny surfaces, but light is not reflected from other

surfaces. Light always passes straight through transparent material (without changing direction.) When an object is viewed through a transparent material, the object is seen

exactly where it is located. Strategies to address misconceptions: Consider having students watch videos that explain how light works and students exploring the concepts through experiments will give them a better understanding of how light is produced. Also consider using additional models and/or

simulations.

7

http://www.hometrainingtools.com/build-a-solar-oven-project/a/1237/

http://www.hometrainingtools.com/build-a-solar-oven-project/a/1237/

Lower-Level: Consider assigning students roles aligned to their strengths so that all students are active participants. Prompt students as they are exploring to redirect their learning. Allow students to partner with a peer for experiments and assign student to

mixed-groups. Higher-Level: Consider assigning extension activities to students. Consider allowing students to create their own investigations surrounding light topics including pursuing

research and presenting to the class or the teacher.

DIFFERENTIATION

ADDITIONAL

RESOURCES

Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be found at ODE.

Websites: http://www.teachingideas.co.uk/science/contents_light.htm http://www.sciencekids.co.nz/light.html http://teachinginroom6.blogspot.com/2012/04/light-refraction-fun- independent.html http://learningideasgradesk-8.blogspot.com/2011/02/transparent- translucent-and-opaque.html http://www.proteacher.com/redirect.php?goto=4941

Discovery Ed: LIGHT from unitedstreaming.com The Magic School Bus Gets a Bright Idea, 24:02 minutes The Whaddaya Know Quiz Show: Light (game) Basics of Physics: Exploring Light and Color, 30:21 minutes (teacher can skip The Human Eye, The Electromagnetic Spectrum, Primary Colors of Light, Laser Light)

Other light videos: Light Absorption and Reflection 5:03 minutes

https://www.youtube.com/watch?v=DThUKDM_Wtk Light and Color Bill Nye 4:48 minutes https://www.youtube.com/watch?v=dH1YH0zEAik

Literature Graham, Amy. Thomas Edison Wizard of Light and Sound. 2008 Rajczak, Kristen. Rainbows. 2013 Kleiner, Mariela. Meet Einstein. 2011 Arlon, Penelope. Light. 2006

Midthun, Josehp. Light. 2012 Bloom, George. The Magic School Bus Makes a Rainbow: a Book About Color. 1997

Teacher Information Page follows unit lesson pages.

8

http://www.teachingideas.co.uk/science/contents_light.htm

http://www.sciencekids.co.nz/light.html

http://teachinginroom6.blogspot.com/2012/04/light-refraction-fun-independent.html

http://teachinginroom6.blogspot.com/2012/04/light-refraction-fun-independent.html

http://learningideasgradesk-8.blogspot.com/2011/02/transparent-translucent-and-opaque.html

http://learningideasgradesk-8.blogspot.com/2011/02/transparent-translucent-and-opaque.html

http://www.proteacher.com/redirect.php?goto=4941

https://www.youtube.com/watch?v=DThUKDM_Wtk

https://www.youtube.com/watch?v=dH1YH0zEAik

Name____________________________________ Date___________________

LIGHT: Now You See It, Now You Don't

Materials: 3 different types of plastic cups,

1 flashlight

Science textbook or student dictionary

Procedure: 1. Examine the 3 different plastic cups. Discuss how much light you can see

through each cup.

2. Shine the flashlight through Cup A and write your observations about the light. 3.

Repeat step 2 for Cup B and Cup C.

4. Use the Science textbook or student dictionary to look up the vocabulary

words: translucent, transparent, opaque.

5. Decide which word describes each cup. Be prepared to explain your answers

to other students.

Observation without Observations with flashlight Which vocabulary word

flashlight Cup A Cup A describes Cup A?

Explain


flashlight Cup B Cup B describes Cup B?

Explain


flashlight Cup C Cup C describes Cup C?

Explain

Vocabulary words and definitions:

translucent-

transparent-

opaque-

9

Name_____Answer Key_________________________ Date___________________

LIGHT: Now You See It, Now You Don't http://www.coffeeforless.com/board walk-16oz-polystyrene-mixed-colors- plastic-cups-

840ct.html#.

http://www.staples.com/SOLO- http://www.partyamerica.com/produ Plastic-Cold-Party- ct/clear+plastic+cups+12oz+50ct.do#

Materials: 3 different types of plastic cups Cups/product_SS1005865 1 flashlight

Science textbook or student dictionary

Procedure: 1. Examine the 3 different plastic cups. Discuss how much light you can see

through each cup.

2. Shine the flashlight through Cup A and write your observations about the light. 3.

Repeat step 2 for Cup B and Cup C.

4. Use the Science textbook or student dictionary to look up the vocabulary

words: translucent, transparent, opaque.

5. Decide which word describes each cup. Be prepared to explain your answers

to other students.

Observation without flashlight Observations with flashlight Which vocabulary word

Cup A Cup A describes Cup A? Explain


Cup B Cup B describes Cup B? Explain


Cup C Cup C describes Cup C? Explain

Vocabulary words and definitions:

translucent- allows some light to pass through

transparent- allows all light to pass through

opaque- allows no light to pass through

10

http://www.google.com/imgres?q=plastic+cups&start=207&hl=en&biw=1051&bih=467&tbm=isch&tbnid=0dmrUu4M4Wp07M:&imgrefurl=http://www.4plasticglasses.com/modules/cart/products.php/nav_id/4/page/1/id/25/name/CUPSSolidcoloredplasticcups&docid=ZQw9W9bpWMvXdM&imgurl=https://secure.finishlinestudios.com/v3/clients/cateringsupplies_com/files/cart/products/25/SOLOCUP.bmp&w=262&h=184&ei=_35dUdObG8SGrQGa2oFA&zoom=1&ved=1t:3588,r:9,s:200,i:31&iact=rc&dur=2265&page=15&tbnh=147&tbnw=207&ndsp=15&tx=152.076904296875&ty=73.92308044433594

Name_____________________________

REFLECTION Station Experiments

Objective: Explore reflection through the materials at the

station.

1. Write the definition of reflection.

5.PS.2 Light Experiments

http://www.slrphotographyguide.com/tips/water- reflections.shtml

2. Use the mirror and flashlight to reflect light onto a wall.

Explain and draw how you positioned the mirror and the flashlight in order to reflect the light

where you wanted it to shine.

3. Use the aluminum foil and flashlight

Shine the flashlight on a piece of flat, unwrinkled aluminum foil. Describe how the light

reflects.

Wrinkle up the aluminum foil into a ball. Now shine the flashlight onto the ball of foil.

Describe how the light reflects. Did the reflection change? Explain.

11

Name: TEACHER ANSWER KEY

REFLECTION Station Experiments

Objective: Explore reflection through the materials at the

station.

1. Write the definition to reflection.


Reflection is the bouncing of heat or light off an object.

2. Use the mirror and flashlight to reflect light onto a wall.

Explain and draw how you positioned the mirror and the flashlight in order to reflect the light

where you wanted it to shine.

Students should conclude that the light reflects off the mirror at the same angle at which it

approaches the mirror.

3. Use the aluminum foil and flashlight

Shine the flashlight on a piece of flat, unwrinkled aluminum foil. Describe how the light

reflects.

The light reflects in a predictable manner because it is shiny and flat.

Wrinkle up the aluminum foil into a ball. Now shine the flashlight onto the ball of foil.

Describe how the light reflects. Did the reflection change? Explain.

The light reflects in an unpredictable manner.

12

Name:_____________________________ 5.PS.2 Light Experiments

REFRACTION Station Experiments Objective: Explore refraction through the materials at the station.

1. Write the definition of refraction.

2. Use the cup, metal washer and water

Tape the washer to the bottom the cup. One person backs away from the table until the

rim of the cup hides the whole washer from view. (You should not be able to see the

washer.) The other person should slowly pour water in the cup until the washer becomes

visible again to the person standing. Repeat the experiment for each person in the group. Write

complete sentences to explain how this refraction activity works.

3. Use a transparent glass, water, pencil and straw

Fill the glass hallway full of water and insert a pencil or straw. Observe the pencil or straw

through the glass. Draw how the object appears. Explain how the pencil or straw is

refracted.

13

Name: TEACHER ANSWER KEY

Experiments

REFRACTION Station Experiments Objective: Explore refraction through the materials at the station.

1. Write the definition of refraction.

Refraction is the bending of light as it moves form one material to

another.

2. Use the cup, metal washer and water

5.PS.2 Light

http://physics.tutorvista.com/light/index- of-refraction.html

Tape the washer to the bottom the cup. One person backs away from the table until the

rim of the cup hides the whole washer from view. (You should not be able to see the

washer.) The other person should slowly pour water in the cup until the washer becomes

visible again to the person standing. Repeat the experiment for each person in the group. Write

complete sentences to explain how this refraction activity works.

The light is being refracted or bent as it moves from the air to the

water and then to the solid metal washer. This bending of light allows you to see the washer.

3. Use a transparent glass, water, pencil and straw

Fill the glass hallway full of water and insert a pencil or straw. Observe the pencil or straw

through the glass. Draw how the object appears. Explain how the pencil or straw is

refracted.

A straw appears bent in a cup of water because of refraction.

The waves when hitting the water appear to bend making the straw really look

like it's bending when really it's just the waves hitting the water and appearing to bend.

14

Name_____________________________

LENSES Station Experiments Objective: Explore how light appears through concave and

convex lenses using the materials at the station.

1. Write the definition of concave.

2. Write the definition of convex.

3. Use the test tube full of water and this worksheet


Hold the test tube over the words. Draw how the words appear to your eyes? What type

of lens is the test tube and how do you know?

4. Use the plastic wrap, water and eye dropper

Stretch the plastic wrap on paper and use the eye dropper to place a drop of water on

words. Draw how the words appear to your eyes? What type of lens is the water

representing and how do you know?

5. Use the concave and convex lenses and worksheet

Lay the lenses on the worksheet. Draw a picture to show how each lens works. Write how the

lenses change the writing on the worksheet.

15

Name_____________________________

LENSES Station Experiments Objective: Explore how light appears through concave and

convex lenses using the materials at the station.

1. Write the definition of concave.

A lens that is thicker at the edges than it is at the center.

2. Write the definition of convex.

A lens that is thicker at the center than it is at the edges.

3. Use the test tube full of water and this worksheet


http://www.myschoolhouse.com/courses/O /1/36.asp

Hold the test tube over the words. Draw how the words appear to your eyes? What type

of lens is the test tube and how do you know?

Drawings will vary but should show that the words appear to be larger. The test tube is a

convex lens because it bends light waves to make them come together. Convex lenses are

used as magnifiers.

4. Use the plastic wrap, water and eye dropper

Stretch the plastic wrap on paper and use the eye dropper to place a drop of water on

words. Draw how the words appear to your eyes? What type of lens is the water

representing and how do you know?

Drawings will vary but should show that the words appear to be smaller. The water is

representing a concave lens. Concave lenses spread light apart and make things appear

smaller.

5. Use the concave and convex lenses and worksheet

Lay the lenses on the worksheet. Draw a picture to show how each lens works. Write how the

lenses change the writing on the worksheet.

Drawings will vary but they should show a convex lens as being thicker at the center than it is

at the edges. Students should also state that convex lens make the writing on the worksheet

look larger. The concave lens should be thicker at the edges than it is at the center. The

concave lens makes the writing on the worksheet look smaller.

16

Name_____________________________

REFRACTION Station Experiments Objective: Explore refraction through the use of prisms.

1. Shine a bright white light directly into a prism. You will need

to rotate the prism slowly, until the angle is right and the light

refracts into a rainbow. Place a white sheet of construction

paper opposite the light to catch the rainbow. Note the order

of the colors as they appear.


http://melibeeglobal.com/2011/05/gi ve-

with-gratitude-senegalese-lessons- for-international-educators/

Draw an illustration of the exploration. Include the flashlight, prism and

rainbow of colors.

2. Now you will recreate Isaac Newton's famous prism experiment. Instead of

projecting the rainbow onto the white construction paper, aim the rainbow so that it

directly hits a second prism. Place the white construction paper behind

the second prism so that light will hit it. You may need to adjust the prisms to line

them up carefully.

Draw an illustration of the exploration. Include the flashlight and what

happens as the light hits both prisms.

17

Name__TEACHER ANSWER KEY____

REFRACTION Station Experiments Objective: Explore refraction through the use of prisms.

2. Shine a bright white light directly into a prism. You will need

to rotate the prism slowly, until the angle is right and the light

refracts into a rainbow. Place a white sheet of construction

paper opposite the light to catch the rainbow. Note the order

of the colors as they appear.


http://melibeeglobal.com/2011/05/gi ve-

with-gratitude-senegalese-lessons- for-international-educators/

Draw an illustration of the exploration. Include the flashlight, prism and

rainbow of colors.

http://www.tutorvista.com/content/science/science-ii/human-eye-colourful-world/question-answers-1.php

2. Now you will recreate Isaac Newton's famous prism experiment. Instead of

projecting the rainbow onto the white construction paper, aim the rainbow so that it

directly hits a second prism. Place the white construction paper behind

the second prism so that light will hit it. You may need to adjust the prisms to line

them up carefully.

Draw an illustration of the exploration. Include the flashlight and what

happens as the light hits both prisms.

http://physics.stackexchange.com/questions/23667/how-does-newtons-2-prism-experiment-help-to-explain-why-light-does-not-get-disp

18

http://www.tutorvista.com/content/science/science-ii/human-eye-colourful-world/question-answers-1.php

http://physics.stackexchange.com/questions/23667/how-does-newtons-2-prism-experiment-help-to-explain-why-light-does-not-get-disp

LIGHT Resource Page Light as Rays

Imagining light as a ray makes it easy to describe reflection, refraction and

scattering.

In reflection, a light ray strikes a smooth surface, such as a mirror, and bounces

off. A reflected ray always comes off the surface of a material at an angle equal to

the angle at which the incoming ray hit the surface.

Of course, we live in an imperfect world and not all surfaces are smooth. When

light strikes a rough surface, incoming light rays reflect at all sorts of angles

because the surface is uneven. This scattering occurs in many of the objects we

encounter every day. The surface of paper is a good example. You can see just

how rough it is if you look at it under a microscope. When light hits paper, the

waves are reflected in all directions. This is what makes paper so incredibly useful

-- you can read the words on a printed page regardless of the angle at which your

eyes view the surface.

http://science.howstuffworks.com/light2.htm

Experiment with materials to see which objects reflect light.

19

Refraction occurs when a ray of light passes from one transparent medium (air,

let's say) to a second transparent medium (water). When this happens, light

changes speed and the light ray bends, either toward or away from what we

call the normal line, an imaginary straight line that runs perpendicular to the

surface of the object. The amount of bending, or angle of refraction, of the light wave

depends on how much the material slows down the light.

Diamonds wouldn't be so glittery if they didn't slow down incoming light much more

than, say, water does. Diamonds have a higher index of refraction than water, which

is to say that those sparkly, costly light traps slow down light to a greater degree.

Lenses, like those in a telescope or in a pair of glasses, take advantage of

refraction. A lens is a piece of glass or other transparent substance with curved

sides for concentrating or dispersing light rays. Lenses serve to refract light at

each boundary. As a ray of light enters the transparent material, see through, it

is refracted. As the same ray exits, it's refracted again. The net effect of the

refraction at these two boundaries is that the light ray has changed directions. We

take advantage of this effect to correct a person's vision or enhance it by making

distant objects appear closer or small objects appear bigger.

http://science.howstuffworks.com/light2.htm

Experiment with materials to see which objects refract light.

20

Name _______________________________ Date_______________________

Quiz from the video BASICS of PHYSICS: EXPLORING LIGHT and COLOR

1. If we shine a green light on this lemon, how will the lemon appear?

2. Why do black objects absorb more heat energy than white or colored objects?

3. Why does light refract or bend when going through glass or water?

4. Describe how concave and convex mirrors are different from one another.

5. Draw arrows on the concave and convex lenses to show how light moves through them.

6. How do we see colors from objects bathed in white light?

21

Name ______Answer Key_____________________ Date_______________________

Quiz from the video BASICS of PHYSICS: EXPLORING LIGHT and COLOR

1. If we shine a green light on this lemon, how will the lemon appear?

The lemon will appear dark because there is no yellow light to be reflected.

2. Why do black objects absorb more heat energy than white or colored objects?

Black colors absorb all the white light while white objects reflect all the colors. The absorbed

colors add heat to the object.

3. Why does light refract or bend when going through glass or water?

Light bends when moving from one medium into another.

4. Describe how concave and convex mirrors are different from one another.

Concave mirrors magnify things while convex mirrors make things appear smaller.

5. Draw arrows on the concave and convex lenses to show how light moves through them.

smaller larger

6. How do we see colors from objects bathed in white light?

We see the colors that are reflected by objects. The other colors are absorbed by the object.

22

Name__________________________________ Date_________________________

Should I wear a black or white shirt in the summer?

Which color absorbs more heat?

http://vector.me/browse/122994/black_t_shi

http://trustedearth.com/organic-

cotton-white-t-shirt/

rt 1. What items are you using ___________________________________________________________ __________________________________________________________________________________

2. Place the thermometers on/inside each item and place them in the sun.

3. Take the temperature of each item every 10 minutes and record for 1 hour.

Time

10 minutes

20 minutes

30 minutes

40 minutes

50 minutes

1 hour (60 minutes)

Temperature of BLACK

Temperature of WHITE

4. Which color absorbed the most heat?

_______________________________________________________

5. What color shirt should you wear on a hot day in the summer and why?

________________________________________________________________________________________

________________________________________________________________________________________

23

Name__________________________________ Date_________________________

How does the angle of an item affect how much heat is absorbed?

http://vector.me/browse/122994/black_t_shirt 1. What items are you using? They should be identical items of a dark color.

__________________________________________________________________________________________

___________________________________________________________________________________

2. Place one of the dark items at an angle. You can place them on a slanted book or piece

of wood.

3. Place the thermometers on/inside each item and place them under a heat source. 4. Take

the temperature of each item every 10 minutes and record for 1 hour.

Time

10 minutes

20 minutes

30 minutes

40 minutes

50 minutes

1 hour (60 minutes)

Temperature of item

that is at an angle

Temperature of item

that is flat

5. Which item absorbed the most heat?

_______________________________________________________ 6.

Should solar panels be built at an angle or flat? Why?

_______________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

***Design another experiment testing for heat absorption***

Be sure to list the materials and procedure to complete your experiment.

24

Real World Applications page to accompany

Reflection Why do ball players smear black under their eyes?

Ball players smear black under their eyes to absorb the light so the light will not reflect from

the lighter color face and into their eyes.

What color clothing would be best to wear on a hot, sunny day to stay cooler? Why?

In the summer, it's best to wear lighter colors to reflect the sun's light. Dark colors absorb

the light and transfer the light into thermal (heat) energy.

What are some examples of ways reflective materials are used to keep people safe?

Some examples of ways reflective materials are used to keep people safe are:

reflective paint on the streets to show the division of lines. Safety patrol belts and bike

reflectors are designed to provide safety. Traffic signs use special reflective paints so they

can be seen easier at night.

The mirrors in cars are typically used to determine what is behind or beside the driver. How

can knowing about angles of reflection be helpful to the driver?

Knowing about the angles of reflection can help a driver predict the exact location of

the objects or cars behind them. It also makes the driver aware that there is

something known as a "the blind spot" which is a location next to a car at a particular angle

that neither the rear view or side mirrors can detect.

Refraction Swimming pools and shallow rivers and streams look shallower than they really are. Why do

you think this is true?

Swimming pools and shallow rivers and streams appear shallower than they

really are because of the way the light from the bottom of the water source is

refracted as it moves from the water into the air.

25

Teacher Information page: This page is included as background information for you.

Information taken from www.roundrockisd.org

There are many sources of light, (lamp, overhead, flashlight) but all of these sources ultimately get their energy from the sun. The sun gives off energy that travels in waves. Some of these waves are known as visible light, which we can see as beams or rays of light. Because light travels in waves, it has certain properties and follows certain patterns. One important property is that a light wave travels in a straight line, unless it comes into contact with

an object that changes its direction. Light rays travel in straight lines until they reflect or bounce off a surface or an object, in much the same way that a thrown rubber ball bounces off a wall. The texture of the surface determines how much light will be reflected or

absorbed. Mirrors have smooth shiny surfaces that absorb very little light, so they reflect light in almost exactly the same pattern as it hits, which allows us to see a complete reflected image of objects. Mirrors can reflect images of objects because light rays bounce off an object, travel in a straight line to a mirror, bounce off the mirror, and then travel to the eye of an observer The law of reflection states that if light hits a reflective surface at a certain angle, (angle of incidence), it will reflect or bounce off at the same angle, (angle of reflection.) Light travels at a speed of 186,282 miles per second through the vacuum of space. At this speed you could go around the

earth seven times in one second! Refraction, or bending of light rays, occurs when light travels from one transparent substance to another. The amount of refraction depends on the angle at which light enters the new substance, and the difference in the densities of the two substances, such as air and glass. Light moves faster through air than it does through water and moves faster through water than it does through glass. To bend, light must strike a surface at an angle. It does not bend if it goes in straight. The light bends or refracts at the boundary between the two materials. The greater the angle, the more the light ray will be bent. This is why lenses with a

great amount of curvature provide more magnification than flatter lenses. When light moves from air into water or a lens, it slows down and changes direction. A Barbie in a glass of water appears to be bent because light rays were bent and slowed down as they went from air to water. Placing a large bottle of water in front of newsprint makes the letters appear wider and larger, because it bends the light inward, making

it appear to the eye that the light rays are coming from much wider print. Lenses also bend light rays. A convex lens has a curved outside edge, so it is thicker in the middle of the lens. Light rays passing through a convex lens meet at one point and then cross, which magnifies objects and turns them upside down. Convex lenses are used in movie and slide projectors, and in eyeglasses for far-sighted people. A concave lens "caves in' in the middle, so it is thin in the middle and thick on the outer edges. Light rays passing through concave lenses spread out, so objects look smaller through concave lenses. Concave lenses are used in cameras and eyeglasses for near-sighted people. The magnifying power of a lens is related to its shape. There are many useful devices that form images by refraction, such as eyeglasses, cameras, binoculars,

microscopes, and telescopes. The passage of light through an object is called transmission. Objects transmit light differently. A material that is transparent

allows nearly all of the light to pass through. A transparent object does not create a shadow. Examples include: plastic wrap, glass, a plastic water bottle, a transparency, etc. A material that allows only some light to pass through is called translucent. The rest of the light is scattered in all directions by particles within the matter or absorbed. Translucent objects cast shadows that are faint. Examples include: wax paper, thin paper,

frosted glass, thin glass, tissue paper, etc. Opaque materials allow no light to pass through. All light is either reflected or absorbed by the material. An opaque object casts a shadow on the side of the object opposite to the

light.

2

Documents

5th Grade - Grading Period 2 Overvie...(Class experiment on day 2. Rotating through 4 experiments on day 3.) Explanation: From 5th grade text, read Chapter 8, pages 271-279 in textbook