2006 AIMS Education Foundation

Transcription

1 TM Developed and Published by AIMS Education Foundation This book contains materials developed by the AIMS Education Foundation. AIMS (Activities Integrating Mathematics and Science) began in 1981 with a grant from the National Science Foundation. The non-profit AIMS Education Foundation publishes hands-on instructional materials that build conceptual understanding. The foundation also sponsors a national program of professional development through which educators may gain expertise in teaching math and science. Copyright 2006 by the AIMS Education Foundation All rights reserved. No part of this book or associated digital media may be reproduced or transmitted in any form or by any means except as noted below. A person purchasing this AIMS publication is hereby granted permission to make unlimited copies of any portion of it (or the files on the accompanying disc), provided these copies will be used only in his or her own classroom. Sharing the materials or making copies for additional classrooms or schools or for other individuals is a violation of AIMS copyright. For a workshop or conference session, presenters may make one copy of any portion of a purchased activity for each participant, with a limit of five activities or up to one-third of a book, whichever is less. All copies must bear the AIMS Education Foundation copyright information. Modifications to AIMS pages (e.g., separating page elements for use on an interactive white board) are permitted only for use within the classroom for which the pages were purchased, or by presenters at conferences or workshops. Interactive white board files may not be uploaded to any third-party website or otherwise distributed. AIMS artwork and content may not be used on non-aims materials. Digital distribution rights may be purchased for users who wish to place AIMS materials on secure servers for school- or district-wide use. Contact us or visit the AIMS website for complete details. ISBN AIMS Education Foundation 1595 S. Chestnut Ave., Fresno, CA aimsedu.org Printed in the United States of America Core Curriculum/South Carolina 2006 AIMS Education Foundation

2 Standards Alignment... 1 Safe Science... 3 Scientific Inquiry... 4 Assembling Rubber Band Books... 8 Science Journal... 9 Processes of Inquiry Definitions of Inquiry Rainbow Rounds Around the Bend Prism Play The Lowdown on Light Rainbow Disc Colortime Theater Light Energy What s Blocking the Light? Foiled by Oil Light Reflections The Pharaoh s Chamber Light Rays Slow Down Prism Paths Prism Periscope Static Sensations Static Electricity Static Strokes St. Elmo s Fire Electrical Energy Sparky s Light Kit The Inside Story on Circuits Pathfinders Make a Switch Parallel Circuits Series Circuits Electric Circuits In the Scheme of Things Put Your Name in Lights Conductor or Insulator? Conductors or Insulators? (RBB) Circuit Quiz Boards Properties of Magnets Floating Magnets Magnetic Tug of War Magnetic Games Magnetic Shuffleboard Magnets and Metal Paper Clip Hangers Albert Einstein and Magnet Play Magnetic Field Detectors The Electromagnetic Connection Electromagnetic Explorations Electromagnets Meter Tape Parent Letter Materials List Assessment Assessment Key The AIMS Program Model of Learning Chinese Proverb Core Curriculum/South Carolina 2006 AIMS Education Foundation

3 South Carolina Science Content Standards Physical Science Fourth Grade Properties of Light and Electricity Standard 4-5 The student will demonstrate an understanding of the properties of light and electricity. (Physical Science) Indicators Summarize the basic properties of light (including brightness and colors). Rainbow Rounds Around the Bend Prism Play The Lowdown on Light Rainbow Disc What s Blocking the Light? Light Reflections Light Rays Slow Down Electric Circuits In the Scheme of Things Illustrate the fact that light, as a form of energy, is made up of many different colors. Rainbow Rounds Around the Bend Prism Play The Lowdown on Light Rainbow Disc Summarize how light travels and explain what happens when it strikes an object (including refl ection, refraction, and absorption). Light Reflections The Pharaoh s Chamber Light Rays Slow Down Prism Paths Prism Periscope Light Energy Compare how light behaves when it strikes transparent, translucent, and opaque materials. What s Blocking the Light? Foiled by Oil Light Energy Explain how electricity, as a form of energy, can be transformed into other forms of energy (including light, heat, and sound). Electrical Energy Sparky s Light Kit Put Your Name in Lights Summarize the functions of the components of complete circuits (including wire, switch, battery, and light bulb). Sparky s Light Kit The Inside Story on Circuits Pathfinders Electric Circuits Make a Switch In the Scheme of Things Illustrate the path of electric current in series and parallel circuits. Parallel Circuits Series Circuits Electric Circuits Classify materials as either conductors or insulators of electricity. Conductor or Insulator? Summarize the properties of magnets and electromagnets (including polarity, attraction/repulsion, and strength). Properties of Magnets Floating Magnets Magnetic Tug of War Magnetic Games Magnetic Shuffleboard Magnets and Metal Paper Clip Hangers Magnetic Field Detectors Electromagnetic Explorations Electromagnets Summarize the factors that affect the strength of an electromagnet. Electromagnets Core Curriculum/South Carolina AIMS Education Foundation

4 Scientific Inquiry Standard 4-1 The student will demonstrate an understanding of scientific inquiry, including the processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation. Indicators Classify observations as either quantitative or qualitative. Definitions of Inquiry Prism Play Use appropriate instruments and tools (including a compass, an anemometer, mirrors, and a prism) safely and accurately when conducting simple investigations. Prism Play Prism Paths Prism Periscope The Pharaoh s Chamber Magnetic Field Detectors Electromagnetic Explorations Summarize the characteristics of a simple scientific investigation that represent a fair test (including a question that identifies the problem, a prediction that indicates a possible outcome, a process that tests one manipulated variable at a time, and results that are communicated and explained). Paper Clip Hangers Electromagnets Construct and interpret diagrams, tables, and graphs made from recorded measurements and observations. Colortime Theater Pathfinders Electric Circuits In the Scheme of Things Magnetic Tug of War Paper Clip Hangers Use appropriate safety procedures when conducting investigations. Rainbow Discs Colortime Theater Sparky s Light Kit Core Curriculum/South Carolina AIMS Education Foundation

5 Equipment Balance Metric masses Ring magnets Cow magnets Directional compass Liter box Prisms Rulers Flashlights Small bulbs Color cells Small mirrors, 4 cm x 4 cm Insulated copper wire Wire stripper Non-consumables and Consumables Crayons Colored pencils Markers Pencils Scissors Glue Glue stick Transparent tape Masking tape Chart paper Permanent markers Paper clips, regular and jumbo Paper fasteners String White copy paper Rubber bands, #19 Medium binder clips Index cards, 3 x 5 inch Index cards, 4 x 6 inch File folders Hole punches Transparency film wax paper Construction paper, many colors Brown paper towels Cooking oil Rubber balloons Fluorescent bulb, small Plastic wrap Paper towels Salt Aluminum foil Styrofoam pieces Thread D-cell batteries Discarded compact discs (CDs) Plastic cup, 9 oz Brass house keys Spoons Aluminum cans Steel safety pins Copper Nickels Quarters Tin can Aluminum nails Brass screws Iron nails Core Curriculum/South Carolina AIMS Education Foundation

6 Topic Color spectrum Key Question What can we observe when we look at light that has passed through a prism? Learning Goal Students will observe the lights in their classroom and sunlight as they pass through a prism. Guiding Document NRC Standards Light interacts with matter by transmission (including refraction), absorption, or scattering (including reflection). To see an object, light from that object emitted by or scattered from it must enter the eye. Employ simple equipment and tools to gather data and extend the senses. Science Physical science light energy visible spectrum Integrated Processes Observing Collecting and recording data Drawing conclusions Materials Prisms White paper Colored pencils Background Information Prisms are manufactured in a wide variety of shapes. The prisms used in schools are most often triangular-shaped pieces of clear glass or plastic. One of the most common shapes is the equilateral triangle. This prism is called a dispersion prism because it is used to disperse light into its rainbow of colors. Isaac Newton was the first to use a glass dispersion prism to spread a beam of sunlight (called white light) into its broad spectrum of colors. The mnemonic ROY G BIV stands for Red, Orange, Yellow, Green, Blue, Indigo, and Violet. A beam of light that strikes any face of a prism at an angle other than 90 is bent (refracted) as it enters and leaves the prism. All the colors in white light travel at the same speed, but they have different amounts of energy. When a light beam strikes different media, it suddenly changes directions. This is called refraction. Each color has a different wavelength and is bent differently, causing the colors to separate. Red light has the longest wavelength and violet light the shortest wavelength. Red light has the lowest frequency (least energy) and violet light has the highest frequency (greatest energy) for visible light. visible light R O Y G B I V increasing frequency decreasing wavelength Management 1. Caution students to never look directly at the sun. 2. Students can work in groups of three or four although each student should be given the opportunity to manipulate the prism. Procedure 1. Ask the Key Question and state the Learning Goal. 2. Invite the students to use the prism as an eyepiece and look at the classroom lights. Encourage them to rotate the prism in all ways while viewing the lights. 3. Discuss their observations. 4. Inform the students that they will be going outside to observe what happens when sunlight passes through the prism. Tell them they will try to focus the spectrum on a sheet of white paper (or on a concrete slab if available). Warn them to not look directly at the sun! Core Curriculum/South Carolina AIMS Education Foundation

7 5. Go outside and let students manipulate the prisms until they see a spectrum. Have them note the order of the colors. 6. Go back inside the classroom. Distribute the student page and have students write the order of the colors and then use their colored pencils to finish the page. white light triangular prism red orange yellow green blue indigo violet Connecting Learning 1. Describe what you observed when you looked through the prism at the lights in the classroom. Is this a quantitative or qualitative observation? 2. What did you observe when you looked at the spectrum from the sunlight? 3. Was there a difference between what you saw when you looked at the sunlight and the electric lights? Explain. 4. What conclusion can you draw about what makes up sunlight? 5. What are you wondering now? Core Curriculum/South Carolina AIMS Education Foundation

8 Key Question What can we observe when we look at light that has passed through a prism? Learning Goal observe the lights in their classroom and sunlight as they pass through a prism. Core Curriculum/South Carolina AIMS Education Foundation

9 Prism Play Prism Play 19 White light is made of colors mixed together. A prism shows us the colors in light. Color to match what you observe. Core Curriculum/South Carolina AIMS Education Foundation

10 Connecting Learning 1. Describe what you observed when you looked through the prism at the lights in the classroom. Is this a quantitative or qualitative observation? 2. What did you observe when you looked at the spectrum from the sunlight? 3. Was there a difference between what you saw when you looked at the sunlight and the electric lights? Explain. 4. What conclusion can you draw about what makes up sunlight? 5. What are you wondering now? Core Curriculum/South Carolina AIMS Education Foundation