ALEX Resources

   View Standards     Standard(s): [SC2015] PS8 (8) 17 :

17 ) Create and manipulate a model of a simple wave to predict and describe the relationships between wave properties (e.g., frequency, amplitude, wavelength) and energy.

a. Analyze and interpret data to illustrate an electromagnetic spectrum.

The digital tool demonstrates the properties of a wave and defines each of the following terms: frequency, amplitude, wavelength, crest, trough, energy, and Hertz. 

Students will sketch an ocean scene on a 4x6 note card that depicts a large wave moving toward a beach. Then, the students will label the parts of the wave and write the definitions to the terms on the back of the note card as they discuss the interactive digital tool.  

This learning activity was created as a result of the Girls Engaged in Math and Science University, GEMS-U Project.

   View Standards     Standard(s): [SC2015] (4) 6 :

6 ) Develop a model of waves to describe patterns in terms of amplitude and wavelength, and including that waves can cause objects to move.

[SC2015] PS8 (8) 17 :

17 ) Create and manipulate a model of a simple wave to predict and describe the relationships between wave properties (e.g., frequency, amplitude, wavelength) and energy.

a. Analyze and interpret data to illustrate an electromagnetic spectrum.

A wave is energy in motion or energy moving from point to point. To describe the traits of a wave, there are a few terms you need to know.

Students will choose a term in the activity to display its description in the diagram.

   View Standards     Standard(s): [SC2015] (4) 6 :

6 ) Develop a model of waves to describe patterns in terms of amplitude and wavelength, and including that waves can cause objects to move.

[SC2015] PS8 (8) 17 :

17 ) Create and manipulate a model of a simple wave to predict and describe the relationships between wave properties (e.g., frequency, amplitude, wavelength) and energy.

a. Analyze and interpret data to illustrate an electromagnetic spectrum.

[SC2015] PS8 (8) 18 :

18 ) Use models to demonstrate how light and sound waves differ in how they are absorbed, reflected, and transmitted through different types of media.

Students will play the role of the audio engineer who monitors and adjusts the audio levels for a production. This animated interactive job exploration experience connects schoolwork with real work and familiarizes students with some of the skills involved in audio engineering. They will also understand the parts of waves and that the intensity (loudness or softness) of sound is determined by the amplitude of the sound wave. 

   View Standards     Standard(s): [SC2015] (4) 6 :

6 ) Develop a model of waves to describe patterns in terms of amplitude and wavelength, and including that waves can cause objects to move.

[SC2015] PS8 (8) 17 :

17 ) Create and manipulate a model of a simple wave to predict and describe the relationships between wave properties (e.g., frequency, amplitude, wavelength) and energy.

a. Analyze and interpret data to illustrate an electromagnetic spectrum.

This lesson introduces students to the electromagnetic spectrum (focusing on visible light) and the wave nature of light. Students will be introduced to the idea that all light travels as waves and that wavelength defines the various regions of the electromagnetic spectrum. There are three Science NetLinks lessons in this series on light.

   View Standards     Standard(s): [SC2015] (4) 2 :

2 ) Plan and carry out investigations that explain transference of energy from place to place by sound, light, heat, and electric currents.

a. Provide evidence that heat can be produced in many ways (e.g., rubbing hands together, burning leaves) and can move from one object to another by conduction.

b. Demonstrate that different objects can absorb, reflect, and/or conduct energy.

c. Demonstrate that electric circuits require a complete loop through which an electric current can pass.

[SC2015] (4) 6 :

6 ) Develop a model of waves to describe patterns in terms of amplitude and wavelength, and including that waves can cause objects to move.

[SC2015] (4) 8 :

8 ) Construct a model to explain that an object can be seen when light reflected from its surface enters the eyes.

[SC2015] PS8 (8) 17 :

17 ) Create and manipulate a model of a simple wave to predict and describe the relationships between wave properties (e.g., frequency, amplitude, wavelength) and energy.

a. Analyze and interpret data to illustrate an electromagnetic spectrum.

This lesson focuses on the idea that we can see objects because they either emit or reflect light. This lesson will lead to a  discussion about the way light is reflected, absorbed, and scattered to allow certain wavelengths to reach the eye, leading to a perception of different colors. There are three Science NetLinks lessons in this series on light.