Key Concepts

  • Transfer of energy by light and sound waves
  • Detecting energy transfer and the power of waves
  • Energy transfer by light for space exploration

Teacher resources & Lesson Ideas

To support your astronomy curriculum check out the following Websites for science project ideas, lesson plans, and more. Note, while Spaced Out: A Cosmic Scene provides links to these web-based resources that we feel are appropriate, we cannot guarantee that all the content presented in these web resources is scientifically accurate. As an educator it is your responsibility to verify the accuracy of all resources used with your students.

Ask an Astrophysicist
http://imagine.gsfc.nasa.gov/docs/ask_astro/ask_an_astronomer.html

Background information for Teachers on light and sound waves:

Wave Content Outlined – Great Teacher Resources
http://www.acoustics.salford.ac.uk/feschools/waves/waves.htm

Wave Propagation – great animation and slow motion video

  1. breaking of a light bulb
  2. inverse square law
  3. ripple by a milk drop
  4. shock wave

http://www.acoustics.salford.ac.uk/feschools/waves/propagation.htm

Waves on A String – Great Animation and Slow Motion Video
http://www.acoustics.salford.ac.uk/feschools/waves/string.htm#elastic1

The following is a list of intervention strategies and resources that will facilitate student understanding of light and sound waves.
http://www.rpdp.net/sciencetips_v2/P12C1.htm#intervention

Lessons on Waves: Light and Sound

Newton’s Law Challenge consists of three simple laboratory experiments, one for each law, which allows the students to obtain and comprehend a better understanding of the three laws of motion.

Earthquakes – Things to Learn about – Exhibit Map (Simulations)

This site provides students with activities, background information, and simulations regarding mechanical waves and earthquakes.

A Drop of Water
http://www.thetech.org/exhibits_events/online/quakes/waves/

The Slinky and The Rope
http://www.thetech.org/exhibits_events/online/quakes/waves/p&s_waves.html

A Shaking Record
http://www.thetech.org/exhibits_events/online/quakes/grams/

Electromagnetic Waves – Applets On Electromagnetic Waves
http://www.amanogawa.com/waves.html

Waves and the Transfer of Energy Resource Found at the Ohio Resource Center - This resource is aligned to the grades 6-8 Physical Science benchmarks and provides a mini-collection on waves and the transfer of energy. Energy takes many forms, some forms represent kinetic energy and some forms represent potential energy; and during energy transformations the total amount of energy remains constant. Several of these resources are also aligned to the scientific process standards; in addition, the resources provide multiple opportunities to incorporate writing into science instruction.
http://www.ohiorc.org/bookmark/view_a_folder.aspx?folderID=7479

How can wave behavior help us find planets around distant stars?
http://trs-new.jpl.nasa.gov/dspace/bitstream/2014/16872/1/99-0281.pdf

Bringing in the Mathematics of Waves

PBS has a series of mathematics activities relating to inverse law function. The third activity (page 17 of PDF document) deals with Light Intensity. This lesson has been identified as a best practice by the Ohio Resource Center (www.ohiorc.org) ORC# 116.
http://www.pbs.org/teachers/mathline/lessonplans/pdf/hsmp/penniespressure.pdf

Resource for explaining light and sound waves has an applet that shows how waves move up and down and not laterally. Good use for mathematics graphic interpretation.
http://home.cord.edu/faculty/manning/physics215/studentpages/angieevanson.html

On-line Physics Tutorial – look to chapters 8, 9, and 10 for waves, sound and light.
http://library.thinkquest.org/10796/index.html

Overview of waves, types of waves and measuring waves with a self-quiz at the end.
http://library.thinkquest.org/10796/ch8/ch8.htm

Overview of sound waves: measuring and Doppler effect (introduces some math) with a self-quiz at the end.
http://library.thinkquest.org/10796/ch9/ch9.htm#Doppler

Overview of light waves and description of dispersion in all directions and use of the inverse square rule, with a self-quiz at the end.
http://library.thinkquest.org/10796/ch10/ch10.htm

Geometry and Algebraic Formula For Spherical Point Wave Source - Teachers can adapt the mathematics to meet student skills.
http://ccrma.stanford.edu/~jos/pasp/Spherical_Waves_Point_Source.html

Explanation and Diagram For Inverse Square Law of Acoustics
http://www.acousticalsurfaces.com/acoustic_IOI/101_5.htm

Inverse Square Law Calculator and Explanation For Light
http://www.intl-lighttech.com/library/calculators/inverse_calc

Inverse Square Law Calculator and Explanation For Sound (added dimension of sound measured in decibels).
http://www.sengpielaudio.com/calculator-squarelaw.htm

Understanding Science - How Science Really Works

This web resource is excellent for bringing into focus Ohio’s science standards History and Nature of Science, Science as Inquiry, and Science and Technology. This website provides exemplary lessons by grade bands, research findings on how students learn science and suggestions for adapting lessons to meet student needs.
http://undsci.berkeley.edu/

Astronomy Resources

GLOBE at Night – http://www.globe.gov/GaN/
Find easy-to-follow instructions for participating in this project at this site, where students can also record their observations of the night sky. Prior to the star-hunting event, students can log on to learn about Orion's role in Greek mythology, star magnitude, and other topics.

International Year of Astronomy 2009 – http://www.globe.gov/GaN/
A list of global projects designed to promote awareness of astronomy and dark skies. Some activities are too advanced for elementary school students.

The GLOBE Program – http://www.globe.gov/r
Abundant resources for integrating related lessons about such topics as atmosphere and climate, clouds, and hydrology.

400 Years of the Telescope – http://www.400years.org/
Information about a new documentary that follows astronomical discoveries starting from Galileo's first peek through the telescope. The site offers a viewing schedule and "Profiles in Astronomy" that may serve as excellent bases for history lessons.

Hands-On Optics – http://www.hands-on-optics.org/home/
Six modules for teaching about optics. Lessons range from studies of lasers to magnification and communicating with light.

The International Dark-Sky Association – http://www.darksky.org/mc/page.do
Viewing the night sky and the importance of darkness for biological growth -lessons on the solar system and the effects of light pollution on wildlife, as well as science, writing, and art projects for students ages 7-12. Site even offers suggestions for a ‘Star Party’ with your students http://www.darksky.org/mc/page.do?sitePageId=56428&orgId=idsa

National Optical Astronomy Observatory – http://www.noao.edu/ with a link to educational applications http://www.noao.edu/education/
NOAO is engaged in programs to develop the next generation of telescopes, instruments, and software tools necessary to enable exploration and investigation through the observable Universe, from planets orbiting other stars to the most distant galaxies in the Universe.

Sun As a Star: Science Learning Activities for Afterschool - The Sun As a Star activities teach concepts related to the sun with opportunities for the students to investigate each idea. Most of the nine sequential activities can be completed in about one hour. Here you can download a 37-page teacher resource guide, which suggests 9 activities you can do with your students, many of these activities support information presented in Spaced Out: A Cosmic Scene episodes. http://www.nasa.gov/pdf/145908main_Sun.As.A.Star.Guide.pdf

  • Activities 2, 3, 7, 8 can be used with Spaced Out episodes 6 and 8
  • Activity 4 can be used with Spaced Out episode 1 and 2
  • Activities 5 and 6 can be used with Spaced Out episode 4

Student Misconceptions

Common Misconceptions In Astronomy - table provides common misconceptions and explains the correct reasoning. Scroll down through table to find misconceptions of distances in the universe to star spectrum. Table produced by Cengage Learning to supplement textbook on astronomy.
http://www.brookscole.com/astronomy_d/templates/student_resources/053439549X_pasachoff/miscon/miscon.html

Ohio Resource Center has identified misconceptions which may relate to content taught in earlier grades. ORC recommend resources to help correct student misconceptions. These resources and lesson ideas should be incorporated into instruction in a way that is developmentally appropriate and that corrects misconceptions as a part of standards-based instruction.
http://www.ohiorc.org/pm/science/SciCDMisconceptions.aspx?cid=10

Southern Nevada Regional Development Center website offers overview of benchmarks on energy transfer and a link to student misconceptions of benchmarks.
http://www.rpdp.net/sciencetips_v2/P12C1.htm
http://www.rpdp.net/sciencetips_v2/P12C1.htm#misconcept

Energy Is A Thing – common misconception of children. Scroll down the list of misconceptions until you come to Energy.
http://www.eskimo.com/~billb/miscon/opphys.html

List of Common Misconceptions Concerning Energy -
http://www.huntel.net/rsweetland/science/misconceptions/energy.html

Student Prior Knowledge

Assessment Strategies

Here are a number of strategies and activities you might use to help uncover student misconceptions, the level of student learning and areas in which students might need further instruction.

The use of graphic organizers can be used as pre-assessment activities (or formative assessments, if we use the results to help us plan!), as embedded assessment strategies and even as final assessment assignments. The most common graphic organizers are the KWL charts and Venn diagrams. The freeology website (http://freeology.com/) has a large variety of graphic organizers that are downloadable. This site also provides a very brief explanation of how to use each graphic organizer.

Video Post-Viewing Assessment:

The "Give One; Get One" (http://freeology.com/graphicorgs/page6.php) summary strategy is a useful tool to identify what the students have retained from the information in the video. Provide the students with a grid of twelve squares. In any three squares, the students record three different facts or ideas that they remember from the video. The students then begin to ask their classmates to fill in the other squares with information from the video that has not yet been recorded on the grid. Each classmate can fill in only one square on an individual's grid, but students can add information to as many different grids as they want. The grid can now be used in a variety of ways, such as notes for the students as they write a summary of the information addressed in the video.

Pre-Assessment:

Waves and Vibration: sound pre-test ideas
https://www.msu.edu/~sampeerk/Me/Portfolio%20docs/waves/pre_test_interviews.htm

After the first viewing of Episode 2

Video Talking Points:

Show Episode 2 again, this time stopping the video at some of the Talking Points mentioned in the teacher video. Engage and challenge the students to explain what was just said. Ask them if they can provide any proof to validate the statements.

Brainstorming:

Engage students in an open discussion on their experiences with the transfer of energy by light and sound waves. For example, you could ask questions like -

  • Can light harm you? If so, How? Why?
  • Can sound harm you? If so, how? Why?
  • Can you feel light? Can you see light? If there is no light, what can you see?
  • Can you feel sound? Can you hear sound?

All About Waves Power Point Presentation - http://www.teamvideo.net/notes/waves2.pdf
This site could be used as a self-paced review for students. The web link is in the form of a Powerpoint presentation. Suggest teachers review resources to determine its appropriateness for class.

Embedded Assessment

Using a Frayer Model graphic organizer works well after students have viewed episodes 1 and 2. The Frayer Model has the student define the concept, write some important characteristics, give examples, and give non-examples. A Frayer Model blank template can be found at http://toolsfordifferentiation.pbworks.com/Frayer-Model. A Frayer Model challenges the student to think beyond a simple definition; the student needs to work with the topic at a much deeper level. In episodes 1 and 2 a good topic to use would be "waves."

During every lesson and activity you do with the students ask them to explain what they are doing and what they are learning about light and sound waves. Ask them to relate this knowledge to things they have experienced.

Throughout this unit of study student/teacher interaction is encouraged at every stage. Thus, teachers will know when and to what degree students grasp the concept. After the hands-on activities, students should be provided with some articles which speak to propagation of light and sound waves. Through group reports or demonstrations, students can explain how astronomers are able to determine distances in the world around us.

Doing a web-quest unit with your students could serve both as a form of embedded assessment or a final project. Self-paced directed web-quest lesson on Waves: Light and Sound. Internet treasure hunt. Students maintain note books and look for answers to questions. Might need to adapt to level of students’ ability.
http://www.schenectady.k12.ny.us/users/title3/Future%20Grant%20Projects/Projects/waves/Final%20Project/light%20and%20sound.htm

Post- assessment:

The student might be asked to design an experiment that would confirm that energy is being transferred under a given situation. But measuring the energy being transferred is difficult to do. (It’s really hard to get absolute energy measurements for most waves.)

Ask the students to develop at least three examples of ‘energy transfer’ and explain why they believe each of their examples is a demonstration of the science concept.

Teachers can display ‘conceptual cartoons’ relevant to the concept of energy transfer. This strategy uses a comical illustration of energy transfer in a real world situation. Students are asked to discuss the ‘science’ behind the cartoon, presenting their ideas and evidence for their conclusions. The scene with ‘Ociffer chasing and catching a Wave’ in Energy in Waves: a Transfer Story is a good video presentation of the conceptual cartoon concept. Students should be able to identify and explain the science concepts underlying the ‘cartoon’.

Ohio Achievement Test Grade 8 Science: Half-Length Practice Test (ORC#: 9164)
This professional resource is a half-length practice test for the Ohio Achievement Test, 8th Grade Science. Item number 8 on page 5 specifically deals with waves and the transfer of energy. To see the alignment of this benchmark, see page 9 in the 8th Grade OAT Half-length Sample Administration Manual.

Standards

Benchmarks and Grade Level Indicators Addressed In Episode and Related Activities:

SCIENCE CONTENT STANDARDS

Waves in the Standards:

Grade 8:

  1. Demonstrate waves transfer energy
  2. Demonstrate that vibrations in materials may produce waves that spread away from the source in all directions. (e.g. earthquake waves and sounds waves)

Grade 9:

  1. Demonstrate that electromagnetic radiation is a form of energy. Recognize that light acts as a wave. Show that visible light is a part of the electromagnetic spectrum (e.g., radio waves, microwaves, infrared, visible light, ultraviolet, X-rays, and gamma rays)
  2. Show how the properties of a wave depend on the properties of the medium through which it travels. Recognize that electromagnetic waves can be propagated without a medium. (This seems to be the first real talk of ‘properties’ and inference of wavelength, speed of propagation. In 5th grade there is some talk of frequency in terms of vibrations and pitches.)
  3. Describe how waves can superimpose on one another when propagated in the same medium. Analyze conditions in which waves can bend around cornets, reflect off surfaces, are absorbed by materials they enter, and change direction and speed when entering a different material.

MATHEMATICS CONTENT STANDARDS

Number, Number Sense and Operations 8-10

Data Analysis and Probability 8-10

E. Evaluate the validity of claims and predictions that are based on data by examining the appropriateness of the data collection and analysis.

F. Construct convincing arguments based on analysis of data and interpretation of data.

Grade level indicators – grade 8

9. Construct convincing arguments based on analysis of data and interpretation of graphs.

Science and Mathematics Standards Addressed through Suggested Teacher Interaction with Students:

Science and Technology

Students should recognize that science and technology are interconnected and that using technology involves assessment of the benefits, risks, and costs. Students should build scientific and technological knowledge, as well as the skill required to design and construct devices. In addition, they should develop the processes to solve problems and to understand that problems may be solved in several ways.

Scientific Inquiry

Students develop scientific habits of mind as they use the processes of scientific inquiry to ask valid questions, and to gather and analyze information. They understand how to develop hypotheses and make predictions. They are able to reflect on scientific practices as they develop plans of action to create and evaluate a variety of conclusions. Students are also able to demonstrate the ability to communicate their findings to others.

Scientific Ways of Knowing

Students realize that the current body of scientific knowledge must be based on evidence, be predictive, logical, subject to modification, and limited to the natural world. This includes demonstrating an understanding that scientific knowledge grows and advances as new evidence, is discovered to support or modify existing theories, as well as to encourage the development of new theories. Students are able to reflect on ethical scientific practices and demonstrate an understanding of how the current body of scientific knowledge reflects the historical and cultural contributions of women and men who provide us with a more reliable and comprehensive understanding of the natural world.

Back to Video