Our Sound and Light unit is so very cool! In our light unit we get to learn
about many interesting and exciting things that we see and hear around us every
day. We will look at how sound and light behaves.
We will start our unit by learning about waves and photons. Then we will
look at sound and how sound is created, travels and how we can manipulate
sound through different mediums.
We will follow with light and what happens when light hits different
types of surfaces and/or objects. From there we will learn about the coolest
structure on our body, the eye. Our eyes do some amazing things. We will learn
how they work, the parts of the eye, and what limitations our eye has. Oh Yeah!
And we will dissect a cow's eye!
about many interesting and exciting things that we see and hear around us every
day. We will look at how sound and light behaves.
We will start our unit by learning about waves and photons. Then we will
look at sound and how sound is created, travels and how we can manipulate
sound through different mediums.
We will follow with light and what happens when light hits different
types of surfaces and/or objects. From there we will learn about the coolest
structure on our body, the eye. Our eyes do some amazing things. We will learn
how they work, the parts of the eye, and what limitations our eye has. Oh Yeah!
And we will dissect a cow's eye!
Wave Properties Computer Lab Activity (These activities must be done before any labs are done)
Activity #1
Click on the website below. Play with the different ways to make waves. Use all the different tools and determine how they affect the wave. (damping, pulse width, amplitude, manual, oscillate, etc. Write a paragraph about the activity.
http://phet.colorado.edu/sims/wave-on-a-string/wave-on-a-string_en.html
Activity #2
Click on the website below. Describe the particle movement for each of the types of waves.
http://www.acoustics.salford.ac.uk/schools/lesson1/flash/slinky.swf
Activity #3
Click on the website below. What types of waves are transverse?
http://www.acoustics.salford.ac.uk/schools/lesson1/flash/trans.swf
Activity #4
Click on the website below. What types of waves are longitudinal?
http://www.acoustics.salford.ac.uk/schools/lesson1/flash/long.swf
Activity #5
Click on the link below. Watch the clip. Write a paragraph about the clip.
http://w3.shorecrest.org/~Lisa_Peck/Physics/syllabus/soundlight/ch25waves/ch25_applets_videos/long_transv.
Click on the website below. Play with the different ways to make waves. Use all the different tools and determine how they affect the wave. (damping, pulse width, amplitude, manual, oscillate, etc. Write a paragraph about the activity.
http://phet.colorado.edu/sims/wave-on-a-string/wave-on-a-string_en.html
Activity #2
Click on the website below. Describe the particle movement for each of the types of waves.
http://www.acoustics.salford.ac.uk/schools/lesson1/flash/slinky.swf
Activity #3
Click on the website below. What types of waves are transverse?
http://www.acoustics.salford.ac.uk/schools/lesson1/flash/trans.swf
Activity #4
Click on the website below. What types of waves are longitudinal?
http://www.acoustics.salford.ac.uk/schools/lesson1/flash/long.swf
Activity #5
Click on the link below. Watch the clip. Write a paragraph about the clip.
http://w3.shorecrest.org/~Lisa_Peck/Physics/syllabus/soundlight/ch25waves/ch25_applets_videos/long_transv.
sound_and_light_goal_1_notes.ppt |
wave_properties_dcn__1.docx |
wave_x-word__1.docx |
wave_worksheet.doc |
wave_formula_worksheet.doc |
pendulum_lab.doc |
Goal 2 - Sound and Loudness
Pre-lab activities
Click on this link. Watch the video and answer the following questions, DCN style.
Questions:
1. What is the specific task for the students?
2. What are three ways you can change the “pitch” of a sting instrument?
3. Why did the wood chips not work for the percussion instrument
1. What is the specific task for the students?
2. What are three ways you can change the “pitch” of a sting instrument?
3. Why did the wood chips not work for the percussion instrument
sound_and_light_goal_2_notes.ppt |
loudness_and_sound_x_word__2.docx |
sound_and_loudness_dcn__2.docx |
Goal 3 - Mediums
sound_and_light_goal_3.ppt |
Goal 4 - The Electromagnetic Spectrum
Activity #1
http://www.ontariosciencecentre.ca/sciencenow/games/ComputerCrayons/
Click on the link above and then answer the following questions DCN style.
1. The three colored circles represent the 3 primary colors of _________?
2. Name these three colors.
3. Drag the yellow circle so it overlaps the cyan circle. What is the secondary color produced?
4. Drag the yellow circle so it overlaps the magenta circle. What secondary color is produced?
5. Now drag the cyan circle so that it partially overlaps both the yellow and magenta circles. What is the secondary color that is produced when the cyan combines with magenta?
6. What color is produced when all three of these colors are combined?
Activity #2:
http://www.ontariosciencecentre.ca/sciencenow/games/mixingcolours/
Click on the link above and scroll down to the 3 colored circles. Answer the following questions DCN style.
1. These 3 colored circles represent the primary colors of _______.
2. Name these 3 colors.
3. When two of these colors combine in equal amounts they produce ______.
4. What secondary color is produced when we combine
a. red and green?
b. Blue and red?
c. Green and blue?
5. What color is produced when all 3 primary colors are combined in equal amounts?
Activity #3Click on the link below:
http://phet.colorado.edu/en/simulation/beers-law-lab
This will talk about Beer’s Law- The ability of a substance to absorb light. Click on the tab for Beer’s
Law
Fill up the with water and a solution,
Using the gauge write in your notebook the rate of absorption for a just water
glass, Half water and half solution glass, and all solution
Activity # 4
Click on the link below:
http://phet.colorado.edu/en/simulation/color-vision
RGB Tab: Play with all three light
sources Red, Green, and Blue to create multiple types of color.
Record what color you made with
the estimated amounts of each color.
Single Bulb: Play with the color
spectrum to see what color the man will see.
Record
the color of the spectrum is and what the man
sees.
Activity #5:
Click on the link below:
http://www.learner.org/teacherslab/science/light/color/dots/index.html
Read and follow the directions to mix your
colors and try to match the color.
Try to match at least 3 colors.
Record in your notebook, how many colors you matched correctly.
http://www.ontariosciencecentre.ca/sciencenow/games/ComputerCrayons/
Click on the link above and then answer the following questions DCN style.
1. The three colored circles represent the 3 primary colors of _________?
2. Name these three colors.
3. Drag the yellow circle so it overlaps the cyan circle. What is the secondary color produced?
4. Drag the yellow circle so it overlaps the magenta circle. What secondary color is produced?
5. Now drag the cyan circle so that it partially overlaps both the yellow and magenta circles. What is the secondary color that is produced when the cyan combines with magenta?
6. What color is produced when all three of these colors are combined?
Activity #2:
http://www.ontariosciencecentre.ca/sciencenow/games/mixingcolours/
Click on the link above and scroll down to the 3 colored circles. Answer the following questions DCN style.
1. These 3 colored circles represent the primary colors of _______.
2. Name these 3 colors.
3. When two of these colors combine in equal amounts they produce ______.
4. What secondary color is produced when we combine
a. red and green?
b. Blue and red?
c. Green and blue?
5. What color is produced when all 3 primary colors are combined in equal amounts?
Activity #3Click on the link below:
http://phet.colorado.edu/en/simulation/beers-law-lab
This will talk about Beer’s Law- The ability of a substance to absorb light. Click on the tab for Beer’s
Law
Fill up the with water and a solution,
Using the gauge write in your notebook the rate of absorption for a just water
glass, Half water and half solution glass, and all solution
Activity # 4
Click on the link below:
http://phet.colorado.edu/en/simulation/color-vision
RGB Tab: Play with all three light
sources Red, Green, and Blue to create multiple types of color.
Record what color you made with
the estimated amounts of each color.
Single Bulb: Play with the color
spectrum to see what color the man will see.
Record
the color of the spectrum is and what the man
sees.
Activity #5:
Click on the link below:
http://www.learner.org/teacherslab/science/light/color/dots/index.html
Read and follow the directions to mix your
colors and try to match the color.
Try to match at least 3 colors.
Record in your notebook, how many colors you matched correctly.
sound_and_light_goal_5_ppt.pptx |
waves_and_ems_worksheet.docx |
white_light_spectrum.docx |
Goal 5 - Light and Reflection
Goal 6 - Refraction
Goal 7 - The Eye
the_eye_x-word.docx |