Sample Pages from Discovering Science through Inquiry ...

Sample Pages from Discovering Science through Inquiry:

Light and Sound

The following sample pages are included in this download: ? Teacher's Guide Cover, Table of Contents, Text Set Chart, and Lesson 1--All About Waves lesson plan ? Inquiry Handbook Cover and Lesson 1: All about Waves student activity sheets ? Inquiry Card for Lesson 1: Radio Waves and Cell Phones

For correlations to Common Core and State Standards, please visit .

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Table of Contents

Introduction and Research

About Inquiry-based Learning . . . . . . . . 4 Inquiry-based Learning for the 21st Century . . . . . . . . . . . . . . . . . . . 4 Qualities of an Inquiry-based Classroom . . . . . . . . . . . . . . . . . . . . . 5 Making the Transition to Inquiry-based Instruction . . . . . . . . 6 Using the 5 Es in a Science Classroom . . . . . . . . . . . . . . . . . . . . . 7 Asking Good Questions . . . . . . . . . . . . 9 Teaching Scientific Vocabulary . . . . . 10 Differentiating Science Instruction . . . . . . . . . . . . . . . . . . . . 11 Using Technology in the Inquiry-based Classroom . . . . . . . . 14 Assessment . . . . . . . . . . . . . . . . . . . . . 15

How to Use This Product . . . . . . . . . . . . 18 Why Use Discovering Science through Inquiry? . . . . . . . . . . . . . . . 18 Teacher's Guide . . . . . . . . . . . . . . . . . 18 Inquiry Handbook . . . . . . . . . . . . . . . 25 Inquiry Cards . . . . . . . . . . . . . . . . . . . 26 Teacher Resource CD . . . . . . . . . . . . . 27 Using the Video Clips . . . . . . . . . . . . . 27 Sample Pacing Plans . . . . . . . . . . . . . 29

Standards Correlation . . . . . . . . . . . . . . 31

Content Overview . . . . . . . . . . . . . . . . . . 34

Lessons Lesson 1: All About Waves . . . . . . . . . . . 35 Lesson 2: Waves and Matter . . . . . . . . . . 43 Lesson 3: What Is Light? . . . . . . . . . . . . . 51 Lesson 4: The Color of Light . . . . . . . . . . 59 Lesson 5: Light Waves . . . . . . . . . . . . . . . 67 Lesson 6: Reflection . . . . . . . . . . . . . . . . . 75 Lesson 7: Refraction . . . . . . . . . . . . . . . . . 83 Lesson 8: Absorption of Light . . . . . . . . . 91 Lesson 9: Good Vibrations . . . . . . . . . . . 99 Lesson 10: Vibrations Through Mediums . . . . . . . . . . . . . . . . . . . . . . . 107 Lesson 11: Sound Waves . . . . . . . . . . . . 115 Lesson 12: The Speed of Sound . . . . . . 123 Lesson 13: Wavelengths of Sound . . . . 131 Lesson 14: Sound Frequency . . . . . . . . 139 Lesson 15: Pitch . . . . . . . . . . . . . . . . . . . 147 Lesson 16: Detecting Sound Waves . . . 155

Culminating Activity: Light-and-Sound Show . . . . . . . . . . . . . . 163

Appendices Appendix A: References Cited . . . . . . . 167 Appendix B: Differentiation Suggestions . . . . . . . . . . . . . . . . . . . . . 168 Appendix C: Contents of the Teacher Resource CD . . . . . . . . . . . . 174

? Teacher Created Materials

#12387--Light and Sound Teacher's Guide

3

Standards

Content Standard

Students know that waves have energy.

Process Standard

Students know that models are often used to think about things that cannot be observed or investigated directly.

Vocabulary

amplitude: the distance from a wave's resting position to its crest, or from a wave's resting position to its trough

frequency: the number of wavelengths that pass a certain point in a unit of time

transverse wave: a wave that moves back and forth perpendicular to the direction in which the wave travels

wavelength: the measure of the distance from a point on one wave to the same point on the next wave

?Essential Question What are transverse waves?

Lesson 1

All About Waves

Overview

Engage

In this section, students think about how objects are alike. They learn that five seemingly unrelated objects all transmit energy through waves.

Explore

In this section, students build transverse waves with string, each with different wavelengths, frequencies, and amplitudes.

Explain

In this section, students learn about transverse and longitudinal waves and the characteristics of waves: amplitude, frequency, and wavelength.

Elaborate

In this section, students learn that radio waves are not the same as sound waves. They investigate how people use radio waves for cell phones, televisions, radios, and other uses.

Evaluate

In this section, students examine the Essential Question of the lesson and reflect on their learning. Students also take the All About Waves Assessment.

? Teacher Created Materials

#12387--Light and Sound Teacher's Guide

35

Lesson 1

All About Waves

Background Information for the Teacher

Energy waves are a significant part of the world around us. Waves allow us to see, hear, and enjoy many technological luxuries. While this may seem complex, a wave is simply a disturbance that transfers energy from one place to another.

There are two types of energy waves, mechanical waves and electromagnetic waves. All mechanical waves require a medium to travel through. This matter can be in any state, whether it be solid, liquid, or gas. Electromagnetic waves do not require a medium to travel through, although they may travel through a medium as well. These waves can propagate through space or through a vacuum.

Waves may be present in either of two forms: transverse waves or longitudinal (compression) waves. Transverse waves transfer energy perpendicular to the direction in which they travel. These waves are what most people understand to be waves. In the image below, a child is moving a hose up and down, creating a wave with the water stream. The energy of the wave comes from the up and down motion of the child's hand. The wave in turn is moving in the opposite direction or perpendicular to the up and down motion.

Longitudinal waves move energy parallel to the direction in which they travel. The best way to picture this type of wave in action is with a spring toy. In the image below, the energy from the wave is moving from left to right, likewise, the wave (seen in the compression and rarefaction) is moving parallel to this motion.

compression

compression

rarefaction

rarefaction

direction of wave and energy

All waves have amplitude, wavelength, and frequency. These characteristics are easier to see (and learn) through transverse waves. Amplitude is the height of the wave from its resting point. Amplitude is measured either from the resting point to the top of the wave, called the crest, or from the resting point to the bottom of the wave, called the trough. The greater a wave's amplitude, the more energy it carries. All waves also have wavelength. This is the measure of a wave from one point to the same point along the wave, such as crest to crest or trough to trough. The number of wavelengths that pass a certain point within one second is the wave's frequency. Frequency is measured in hertz (Hz). This wave completes three full wavelengths in one second.

1 second

energy of wave

crest

amplitude crest

wavelength

energy of wave

trough direction of wave

36

#12387--Light and Sound Teacher's Guide

amplitude

trough

amplitude

direction of wave Frequency = 3 wavelengths per second = 3 Hz

? Teacher Created Materials

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