I See the Light Waves
Pre-Visit Activities
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Howard B. Owens Science Center
I See the Light Waves
Pre-Visit
The Pre-visit activities are linked to the pre-requisite skills and
knowledge that each student arriving for this particular program,
should have experienced at their home school.
An Introduction to your program:
I See the Light Waves is an enrichment program for 6th graders. Its goal is to enlarge
upon the experiences and knowledge students have already gained in their classroom
study of waves. Outcomes include the development of an understanding of the
spectrum and how it is used to study the universe, especially the sun and stars. Classes
will view the waves in a ripple tank, and study the relationship among wavelength,
frequency and speed. Students will use hand-held diffraction gratings to observe the
spectra of various light sources, including ordinary lamps and energized gases. The
program concludes with a tour of the night sky, emphasizing the colors of stars and their
spectral types, and how such observations reveal the temperatures of stars.
Teachers,
Please complete at least one of the enclosed activities before visiting the Owens
Science Center. We believe it will enhance your students’ experience.
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Waves
Howard B. Owens Science Center
Program Title: I See the Light Waves
Science Discipline: Physics/Astronomy
Grade Level: 6
Date: 2nd Quarter
1.
Program Lesson Planner
Time
Statement of Objective: What should students know and do as a result of the lesson?
Objective: “Today we will study how light waves can provide information about the Sun and stars.” Students
will be able to view the stars at night and note their colors (in cases where the star is bright enough to display
color). Students will then be able to make scientifically accurate statements about the temperatures of the
observed stars, e.g. red stars have relatively low temperatures while blue stars have high temperatures.
Engagement
Students will also learn that waves carry energy.
Warm-Up: How will you engage students in learning? How will you connect the lesson to their prior
knowledge?
I will ask students if they can tell me the surface temperature of the Sun. I will accept all answers. The correct
answer will be discovered in the course of the lesson.
Alternate: I will ask how the Sun’s energy gets from the Sun to the Earth.
Time
Teacher Monitored Activities: What will students do together to use new concepts or skills? How will you
assist them in this process?
Using a rope to model waves, students will attempt to measure the wavelength of a transverse wave. Students
will use the rope model to demonstrate waves of differing frequency.
Exploration
Students will do “the wave” (such as fans do at a ballpark) to model how waves carry energy from one place to
another.
Students will observe a visible light spectrum, created in various ways. I will use a prism to project a spectrum
from an overhead projector. Students will observe spectra using small prisms and a light source. I will project a
spectrum from the overhead projector using a diffraction grating. Students will observe a diffraction spectrum
using DVD discs and a light source. Students will draw and make notes in their on-site booklet to record what
they see in a visible spectrum.
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Waves
Howard B. Owens Science Center
Program Title: I See the Light Waves
Science Discipline: Physics/Astronomy
Grade Level: 6
Date: 2nd Quarter
2.
Program Lesson Planner
Time
Teacher Directed Activities: How will you aid students in constructing the meaning of new concepts? How
will you introduce/model new skills or procedures?
Students will observe a demonstration of a ripple tank on the overhead projector. This will show the basic
characteristics of waves: wavelength, frequency, and speed.
Explanation
Additionally, the ripple tank will demonstrate refraction of waves, diffraction patterns, and interference of
waves.
Elaboration
Time
Extension, Refinement, and Practice Activities: What opportunities will students have to use the new skills
and concepts in a meaningful way? How will students expand and solidify their understanding of the
concept and apply it to a real-world situation? How will students demonstrate their mastery of the essential
learning outcomes?
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Howard B. Owens Science Center
Students will observe the spectra of several different light sources using small diffraction gratings. They will
compare a continuous spectral source (incandescent light bulb) to a line source (fluorescent light bulb). They
will then observe the emission spectra of at least two different gases (hydrogen and neon) and record their most
prominent spectral lines in their on-site booklets.
Students will then observe a PowerPoint presentation depicting the history of the discovery of spectral lines in
stars. The presentation will include an exercise in which students attempt to identify the chemical elements
present in stars by their spectral lines. The relationship between stellar spectra and colors and stellar
temperatures will be discussed.
Students will observe stars in the planetarium night sky and seek stars with noticeable colors. Using their new
knowledge, they will attempt to distinguish between relatively low-temperature stars (red) and high temperature
stars (blue).
With a PowerPoint Presentation, students will see how the Doppler effect has been used to infer the existence
of planets revolving around stars other than the sun.
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Waves
Howard B. Owens Science Center
Program Title: I See the Light Waves
Science Discipline: Physics/Astronomy
Grade Level: 6
Date: 2nd Quarter
3.
Program Lesson Planner
Time
Ongoing Assessment: How will you monitor student progress throughout the lesson?
Informal evaluation will take place during the lesson by monitoring student questions and answers.
Formal evaluation will be conducted in the classroom by the visiting teacher using the instrument provided in
the post visit materials.
Evaluation
Culminating Assessment: How will you ensure that all students have mastered the identified learning
indicators? How will you assess their learning?
The culminating activity will be a re-assessment of the questions “What is the surface temperature of the Sun,
and how does the Sun’s energy reach Earth?”
Time
Closure
Closure Activities: Through this teacher-guided activity, how will you assist students in reflecting upon what
they learned today and preparing for tomorrow’s lesson? What homework will be assigned to help students
practice, prepare, or elaborate on a concept or skill taught?
Students will be encouraged to go outside at night and observe the stars personally, looking for the
characteristics (color) observed during the lesson.
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Waves
Howard B. Owens Science Center
Pre-Visit Activity 1 - Ripples in a Pie Plate
Suggested Length of the activity: 1 class period
Teacher Materials:



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glass pie plate or baking pan
books (2)
bright light ( a desk lamp)
white paper or poster board
water
Student Materials:
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pencils
data sheet
Procedure:
In this activity students will create and observe ripples of water in a pie plate. They will
attempt to measure the wavelength of their ripples. Multiple stations may be set up for
students to work in small groups. OPTIONAL: The entire apparatus may be mounted on
an overhead projector for the teacher to demonstrate.
1. Lay down a sheet of white paper or poster board (omit this step if using overhead
projector)
2. Set up the pie pan, propping it up with the books (see fig. 1)(Omit this step if
using overhead projector)
3. Fill the pie plate with water to a depth of about 1 cm.
4. Shine the light directly down on top of your set up.
5. Tap a pencil once in the water. (see fig. 2) Observe what happens.
(NOTE TO TEACHER: The action takes place quickly. It will be necessary to
repeat the action numerous times for students to get a good idea of what is
happening.)
6. Students should sketch what they see. They should also write a sentence or two
to describe their observations.
7. Try tapping rapidly. Try tapping in different spots. Try tapping with two pencils.
Do you see any differences?
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Howard B. Owens Science Center
Figure 2 Ripple tank set up
Figure 1 Making ripples in the water
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Howard B. Owens Science Center
Ripples in a Pie Plate - Data Sheet
Name _________________________________________
Draw a picture of the ripples you observed. Be sure to include labels.
Write one or two sentences describing what you observed.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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Waves
Howard B. Owens Science Center
Pre-Visit Activity 2 – Interactive Slinky Waves
Suggested Length of the activity: 1 class period
Teacher Materials:
 computer with internet access
(Better yet, try experimenting with a real Slinky!)
Student Materials:
 computer with internet access (optional)
 pencils
 data sheet
Procedure:
Working in small groups or as a whole class, work with the interactive wave animator
here. This is a virtual slinky which you can shake and use to observe and study simple
waves.
http://www.science-animations.com/support-files/slinkyc.swf
Are the waves in a
Slinky the same, or
different from the waves
you saw in your ripple
tank? In what ways are
they similar or different?
Here is a screen shot of
the Slinky interactive
animation.
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Howard B. Owens Science Center