Real World Science: Light
INTRODUCTION TO THE AIMS TEACHING MODULE (ATM)
Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
Organization and Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
INTRODUCING REAL WORLD SCIENCE: LIGHT
Themes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
PREPARATION FOR VIEWING
Introduction to the Program
Introduction to Vocabulary .
Discussion Ideas . . . . . . . .
Focus . . . . . . . . . . . . . . .
Jump Right In . . . . . . . . .
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.13
.13
.13
.13
.14
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.15
.18
.19
.20
.21
.22
.23
.24
.25
AFTER VIEWING THE PROGRAM
Suggested Activities . . . . . . .
Vocabulary . . . . . . . . . . . . .
Checking Comprehension . . .
Match-Up . . . . . . . . . . . . . .
True or False . . . . . . . . . . . .
Fill in the Blanks . . . . . . . . . .
Principles of Light . . . . . . . . .
The Electromagnetic Spectrum
Test . . . . . . . . . . . . . . . . . . .
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
SECTION 1
SECTION 2
SECTION 3
SECTION 4
ADDITIONAL AIMS MULTIMEDIA PROGRAMS . . . . . . . . . .27
ANSWER KEYS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28
1
© Copyright 1999 AIMS Multimedia
All Rights Reserved. No part of this work may be reproduced or transmitted without written permission of AIMS
Multimedia with these exceptions: Persons or schools purchasing this AIMS Teaching Module may reproduce
consumable ATM pages, identified in Section 4, for student or classroom use.
AIMS Multimedia is a leading producer and distributor of educational programs serving schools and libraries for
nearly 40 years. AIMS draws upon the most up-to-date knowledge, existing and emerging technologies, and all of
the instructional and pedagogical resources available to develop and distribute educational programs
in film, videocassette, laserdisc, CD-ROM and CD-i formats.
Persons or schools interested in obtaining additional copies of this AIMS Teaching Module, please contact:
AIMS Multimedia
1-800-FOR-AIMS
1-800-367-2467
2
© Copyright 2001 AIMS Multimedia
Congratulations!
You have chosen a learning program
that will actively motivate your students
AND provide you with easily accessible
and easily manageable instructional
guidelines designed to make your
teaching role efficient and rewarding.
The AIMS Teaching Module provides
you with a video program keyed to your
classroom curriculum, instructions and
guidelines for use, plus a comprehensive teaching program containing a
wide range of activities and ideas for
interaction between all content areas.
Our authors, educators, and consultants
have written and reviewed the AIMS
Teaching Modules to align with the
Educate America Act: Goals 2000.
This ATM, with its clear definition of
manageability, both in the classroom
and beyond, allows you to tailor specific activities to meet all of your classroom needs.
3
© Copyright 2001 AIMS Multimedia
RATIONALE
In today’s classrooms, educational pedagogy is often founded on Benjamin S.
Bloom’s “Six Levels of Cognitive
Complexity.” The practical application
of Bloom’s Taxonomy is to evaluate students’ thinking skills on these levels,
from the simple to the complex:
Knowledge (rote memory skills),
Comprehension (the ability to relate or
retell), Application (the ability to apply
knowledge outside its origin), Analysis
(relating and differentiating parts of a
whole), Synthesis (relating parts to a
whole), and Evaluation (making a judgment or formulating an opinion).
The AIMS Teaching Module is designed
to facilitate these intellectual capabilities, AND to integrate classroom experiences and assimilation of learning
with the students’ life experiences, realities, and expectations. AIMS’ learner
verification studies prove that our AIMS
Teaching Modules help students to
absorb, retain, and to demonstrate ability to use new knowledge in their world.
Our educational materials are written
and designed for today’s classroom,
which incorporates a wide range of
intellectual, cultural, physical, and emotional diversities.
4
© Copyright 2001 AIMS Multimedia
ORGANIZATION AND
MANAGEMENT
To facilitate ease in classroom manageability, the AIMS Teaching Module is
organized in four sections. You are
reading Section 1, Introduction to the
Aims Teaching Module (ATM).
SECTION 2,
INTRODUCING THIS ATM
will give you the specific information
you need to integrate the program into
your classroom curriculum.
SECTION 3,
PREPARATION FOR VIEWING
provides suggestions and strategies for
motivation, language preparedness,
readiness, and focus prior to viewing
the program with your students.
SECTION 4,
AFTER VIEWING THE PROGRAM
provides suggestions for additional
activities plus an assortment of consumable assessment and extended activities,
designed to broaden comprehension of
the topic and to make connections to
other curriculum content areas.
5
© Copyright 2001 AIMS Multimedia
FEATURES
INTRODUCING EACH ATM
SECTION 2
Your AIMS Teaching Module is
designed to accompany a video program written and produced by some of
the world’s most credible and creative
writers and producers of educational
programming. To facilitate diversity and
flexibility in your classroom, your AIMS
Teaching Module features these components:
Themes
The Major Theme tells how this AIMS
Teaching Module is keyed into the curriculum. Related Themes offer suggestions for interaction with other
curriculum content areas, enabling
teachers to use the teaching module to
incorporate the topic into a variety of
learning areas.
Overview
The Overview provides a synopsis of
content covered in the video program.
Its purpose is to give you a summary of
the subject matter and to enhance your
introductory preparation.
Objectives
The ATM learning objectives provide
guidelines for teachers to assess what
learners can be expected to gain from
each program. After completion of the
AIMS Teaching Module, your students
will be able to demonstrate dynamic
and applied comprehension of the
topic.
6
© Copyright 2001 AIMS Multimedia
PREPARATION FOR VIEWING
Discussion Ideas
SECTION 3
In preparation for viewing the video
program, the AIMS Teaching Module
offers activity and/or discussion
ideas that you may use in any order
or combination.
Introduction To The Program
Introduction to the Program is
designed to enable students to recall
or relate prior knowledge about the
topic and to prepare them for what
they are about to learn.
AFTER VIEWING THE PROGRAM
SECTION 4
Discussion Ideas are designed to help
you assess students’ prior knowledge
about the topic and to give students a
preview of what they will learn.
Active discussion stimulates interest in
a subject and can motivate even the
most reluctant learner. Listening, as
well as speaking, is active participation. Encourage your students to participate at the rate they feel
comfortable. Model sharing personal
experiences when applicable, and
model listening to students’ ideas and
opinions.
After your students have viewed the
program, you may introduce any or
all of these activities to interact with
other curriculum content areas, provide reinforcement, assess comprehension skills, or provide hands-on
and in-depth extended study of the
topic.
Introduction To Vocabulary
Focus
Introduction to Vocabulary is a
review of language used in the program: words, phrases, usage. This
vocabulary introduction is designed to
ensure that all learners, including limited English proficiency learners, will
have full understanding of the language usage in the content of the program.
Help learners set a purpose for
watching the program with Focus,
designed to give students a focal
point for comprehension continuity.
Jump Right In
Jump Right In provides abbreviated
instructions for quick management of
the program.
7
© Copyright 2001 AIMS Multimedia
SUGGESTED
ACTIVITIES
The Suggested Activities offer ideas
for activities you can direct in the
classroom or have your students complete independently, in pairs, or in
small work groups after they have
viewed the program. To accommodate your range of classroom needs,
the activities are organized into skills
categories. Their labels will tell you
how to identify each activity and help
you correlate it into your classroom
curriculum. To help you schedule your
classroom lesson time, the AIMS
hourglass gives you an estimate of the
time each activity should require.
Some of the activities fall into these
categories:
Meeting Individual
Needs
These activities are designed to aid in
classroom continuity. Reluctant learners and learners acquiring English
will benefit from these activities
geared to enhance comprehension of
language in order to fully grasp content meaning.
M A TH
Curriculum
Connections
Critical Thinking
Critical Thinking activities are
designed to stimulate learners’ own
opinions and ideas. These activities
require students to use the thinking
process to discern fact from opinion,
consider their own problems and formulate possible solutions, draw conclusions, discuss cause and effect, or
combine what they already know
with what they have learned to make
inferences.
Cultural Diversity
Each AIMS Teaching Module has an
activity called Cultural Awareness,
Cultural Diversity, or Cultural
Exchange that encourages students to
share their backgrounds, cultures,
heritage, or knowledge of other countries, customs, and language.
Hands On
These are experimental or tactile
activities that relate directly to the
material taught in the program.Your
students will have opportunities to
make discoveries and formulate ideas
on their own, based on what they
learn in this unit.
Writing
Many of the suggested activities are
intended to integrate the content of
the ATM program into other content
areas of the classroom curriculum.
These cross-connections turn the
classroom teaching experience into a
whole learning experience.
Every AIMS Teaching Module will
contain an activity designed for students to use the writing process to
express their ideas about what they
have learned. The writing activity
may also help them to make the connection between what they are learning in this unit and how it applies to
other content areas.
8
© Copyright 2001 AIMS Multimedia
In The Newsroom
Each AIMS Teaching Module contains
a newsroom activity designed to help
students make the relationship
between what they learn in the classroom and how it applies in their
world. The purpose of In The
Newsroom is to actively involve each
class member in a whole learning
experience. Each student will have an
opportunity to perform all of the tasks
involved in production: writing,
researching, producing, directing,
and interviewing as they create their
own classroom news program.
Extended Activities
These activities provide opportunities
for students to work separately or
together to conduct further research,
explore answers to their own questions, or apply what they have
learned to other media or content
areas.
Link to the World
These activities offer ideas for connecting learners’ classroom activities
to their community and the rest of the
world.
Culminating Activity
To wrap up the unit, AIMS Teaching
Modules offer suggestions for ways to
reinforce what students have learned
and how they can use their new
knowledge to enhance their world
view.
VOCABULARY
Every ATM contains an activity that
reinforces the meaning and usage of
the vocabulary words introduced in
the program content. Students will
either read or find the definition of
each vocabulary word, then use the
word in a written sentence.
CHECKING
COMPREHENSION
Checking Comprehension is designed
to help you evaluate how well your
students understand, retain, and
recall the information presented in the
AIMS Teaching Module. Depending
on your students’ needs, you may
direct this activity to the whole group
yourself, or you may want to have
students work on the activity page
independently, in pairs, or in small
groups. Students can verify their written answers through discussion or by
viewing the video a second time. If
you choose, you can reproduce the
answers from your Answer Key or
write the answer choices in a Word
Bank for students to use. Students can
use this completed activity as a study
guide to prepare for the test.
CONSUMABLE
ACTIVITIES
The AIMS Teaching Module provides
a selection of consumable activities,
designed to specifically reinforce the
content of this learning unit.
Whenever applicable, they are
arranged in order from low to high
difficulty level, to allow a seamless
facilitation of the learning process.
You may choose to have students take
these activities home or to work on
them in the classroom independently,
in pairs or in small groups.
TEST
The AIMS Teaching Module Test permits you to assess students’ understanding of what they have learned.
The test is formatted in one of several
standard test formats to give your
students a range of experiences in
test-taking techniques. Be sure to
read, or remind students to read, the
directions carefully and to read each
answer choice before making a
selection. Use the Answer Key to
check their answers.
CHECKING
VOCABULARY
The Checking Vocabulary activity
provides the opportunity for students
to assess their knowledge of new
vocabulary with this word game or
puzzle. The format of this vocabulary
activity allows students to use the
related words and phrases in a different context.
9
© Copyright 2001 AIMS Multimedia
ADDITIONAL
AIMS MULTIMEDIA
PROGRAMS
After you have completed this AIMS
Teaching Module you may be interested
in more of the programs that AIMS
offers. This list includes several related
AIMS programs.
ADDITIONAL READING
SUGGESTIONS
AIMS offers a carefully researched list of
other resources that you and your students may find rewarding.
ANSWER KEY
Reproduces tests and work pages with
answers marked.
10
© Copyright 2001 AIMS Multimedia
Real World Science: Light
THEMES
Real World Science: Light helps students understand the various principles of light as it travels from an
energy source to a destination. The
program explains the various properties of light, as well as the different
ways that light waves can be
changed, resulting in refraction,
reflection and absorption. In addition, the program explores the electromagnetic spectrum and the colors
of visible light.
OVERVIEW
Light is energy that we can see. It
travels in the form of electromagnetic
waves, or waves that transfer electric
and magnetic energy. Frequency is a
property of light that measures the
number of light waves passing a certain point during a given period of
time. This property determines where
a light wave appears on the electromagnetic spectrum. Near the middle
of this spectrum is visible light, which
can be broken into seven different
colors. When these colors are mixed
together, they produce white light.
OBJECTIVES
A To learn about the various properties of light, including wavelength, frequency and amplitude.
A To discuss how light travels and
how it is affected by different
mediums.
A To examine the principles of
refraction, reflection and absorption.
A To explore the electromagnetic
spectrum and color.
11
© Copyright 2001 AIMS Multimedia Real World Science: Light
Use this page for your individual notes about planning and/or effective ways to manage this
AIMS Teaching Module in your classroom.
Our AIMS Multimedia Educational Department welcomes your observations and comments.
Please feel free to address your correspondence to:
AIMS Multimedia
Editorial Department
9710 DeSoto Avenue
Chatsworth, California 91311-4409
12
© Copyright 2001 AIMS Multimedia Real World Science: Light
INTRODUCTION TO
THE PROGRAM
INTRODUCTION TO
VOCABULARY
Light allows us to see the world
around us. It gives us visual clues
about our environment. It lets us enjoy
paintings, movies and other forms of
art. Artificial light helps us read at
night. Sunlight even keeps us warm
and gives us food to eat. Light is
important in many different ways.
Before starting the program, write the
following words on the board. Ask
the class to discuss the meaning of
each word, and review the terms that
are unfamiliar to students.
FOCUS
Tell students to think about how life
might be different without light. How
would the absence of light affect our
sight, our food supply, and the temperature of the Earth? Ask the class to
keep these questions in mind as they
being the program.
energy - any force which causes
something to act in a new way
perception - a view of something
based on visual clues
spectrum - a range of objects or components arranged in order
DISCUSSION IDEAS
What is light? How is it produced?
How do we see it? How does light
travel from a distant source, such as
the sun, to our eyes? Ask students to
share their ideas about these questions. Accept all responses without
judgement.
13
© Copyright 2001 AIMS Multimedia Real World Science: Light
JUMP RIGHT IN
HOW TO USE THE
REAL WORLD SCIENCE: LIGHT AIMS TEACHING MODULE
Preparation
A Read Mixtures: Together but
Separate Themes, Overview,
and Objectives to become familiar with program content and
expectations.
A Use Preparation for Viewing
suggestions to introduce the topic
to students.
Viewing REAL WORLD SCIENCE:
After Viewing REAL WORLD
LIGHT
SCIENCE: LIGHT
A Set up viewing monitor so that all
students have a clear view.
A Depending on your classroom
size and learning range, you may
choose to have students view
Mixtures: Together but Separate
together or in small groups.
Some students may benefit from
A viewing the video more than one
time.
A Select Suggested Activities that
integrate into your classroom curriculum. If applicable, gather
materials or resources.
A Choose the best way for students
to work on each activity. Some
activities work best for the whole
group. Other activities are
designed for students to work
independently, in pairs, or in
small groups. Whenever possible,
encourage students to share their
work with the rest of the group.
A Duplicate the appropriate number
of
Vocabulary,
Checking
Comprehension, and consumable
activity pages for your students.
A You may choose to have students
take consumable activities home,
or complete them in the classroom, independently, or in
groups.
A Administer the Test to assess students’ comprehension of what
they have learned, and to provide
them with practice in test-taking
procedures.
A Use the Culminating Activity
as a forum for students to display,
summarize, extend, or share
what they have learned with each
other, the rest of the school, or a
local community organization.
14
© Copyright 2001 AIMS Multimedia Real World Science: Light
SUGGESTED ACTIVITIES
Writing
Each type of light wave found in the electromagnetic spectrum has its own properties and uses.
Have each student choose one of the wave types below, learning as much as possible about
the it from library books and other sources. How is the wave type used? What are its sources?
When was it discovered and by whom? Students should summarize their findings in one-page
reports.
60 Minutes
Cosmic Rays
Gamma Rays
X-Rays
Ultraviolet Rays
Visible Light
Infrared Rays
Radio Waves
Meeting Individual Needs
Encourage students to write a definition for each term below, using their own words. Next to
each definition, have them write an example. Suggestions are provided.
• refraction - the bending of light rays as they enter a new medium; example: sunlight
bending as it hits water, changing the appearance of a shell in the water
• reflection - light bouncing off an object; example: light bouncing off a person’s face and
reflecting off a mirror to produce an image
20 Minutes
• absorption - light energy changing into heat; sunlight is absorbed by the surface of a
black car, heating the surface up
Connection to History
In ancient times, humans were both fascinated and confused by light. Myths explaining the
behavior of the sun and stars were present in every culture. Various colors of light were given
symbolic meanings. Other than the sun, fire was the main light source. Most cultures considered fire to be extremely valuable and powerful.
Divide students into cooperative groups. Ask each group to create a myth explaining the
behavior of light, color and fire. Encourage them to think about the principles of light discussed
in the video, including refraction, reflection and absorption.
H IS TO RY
30 Minutes
Ask a volunteer from each group to share the group’s myth with the class.
15
© Copyright 2001 AIMS Multimedia Real World Science: Light
Connection to Science
There are two basic types of light sources—natural and artificial. Ask students if they can
explain the difference between the two. Can they guess some examples of each type?
SC IE N CE
Examples of natural light sources include:
• the sun and other stars
• fire
• the aurora borealis, or northern lights—colorful lights that are produced when
electrons from the sun excite atoms in the earth’s upper atmosphere
• bioluminescence—light produced through chemical reactions in plants and
animals, such as algae and fireflies
15 Minutes
Hands On
Provide the class with tempera paints in the three primary pigment colors: blue, red and yellow. In addition, provide flashlights and cellophane gels in the the primary light colors: blue,
red and green. These gels can be found at photography and craft shops.
As individuals or in groups, allow the class to experiment with the materials to find out what
happens when they mix various colors of pigment and light. Encourage them to discover the
color combinations shown below.
Secondary Pigment Colors
Red + Blue = Purple
Yellow + Blue = Green
Red + Yellow = Orange
25 Minutes
Complementary Light Colors
Red + Blue = Magenta
Blue + Green = Blue-Green
Green + Red = Yellow
Critical Thinking
Ask each student to bring an object from nature to class. Good examples include leaves, grass,
small stones, branches and flowers.
Have students look closely at their objects. Explain that most things in nature are a combination of many colors. Based on what they see, which colors on the object are being absorbed
by light and which are being reflected? Which color or colors are reflected the most?
Encourage them to record their findings on paper.
If time allows, have students exchange objects with each other and repeat the exercise.
16
© Copyright 2001 AIMS Multimedia Real World Science: Light
30 Minutes
Extended Activity
Color can play tricks on our eyes. When we look at one color, our eyes use a special color
receptor to see it. After awhile, the receptors become tired. When our eyes try to adapt, the
effect produces what is known as an afterimage. To see how this works, ask students to perform the following experiment.
25 Minuters
Have each student use markers to make an American flag. Instead of using the correct colors,
ask them to make the flag with black stars on a square yellow background, and green and
black stripes. When they are done, have them stare at the flag for 30 seconds. After 30 seconds, they should look at a white sheet of paper. What happens? What could be the reason?
What can they deduce about the colors in an afterimage as compared to the original image?
(Students should see an American flag with the correct colors. The eyes adapt to color fatigue
by producing the opposite, or complementary, color. Therefore, yellow becomes red, black
becomes white, and green becomes red.)
Culminating Activity
Throughout history, colors have been given special meanings. Some of those meanings are
summarized in the chart below. Ask students to pretend that they have discovered and founded
a new country. Using the chart for inspiration, have them create a flag to symbolize the things
that their country will be built upon.
Provide each student with markers and paper, and allow them to use their imaginations freely.
They might want to study the flags of other nations to learn more about the symbols and images
used to represent other countries.
Color
White
Red
Blue
Green
Gold
Purple
Black
Orange
60 Minutes
Symbolism
light and purity
bravery and courage
truth, goodness and sincerity
nature, life, youth and hope
loyalty and honor
royalty and wealth
past suffering
strength and will power
When the flags are completed, ask students to share them with the class. Encourage them to
explain their choices in color and image. How does this exercise prove that color can produce
emotions or thoughts?
17
© Copyright 2001 AIMS Multimedia Real World Science: Light
Name
VOCABULARY
The following terms are from Real World Science: Light. Fill in the number of each term next to its
closest definition.
1.
2.
3.
4.
5.
light
amplitude
frequency
electromagnetic
photon
6. opaque
7. transparent
8. translucent
9. refraction
10. colors
___
tiny particle of moving light energy
___
the number of light waves that pass a certain point during a given period of time
___
describes an object that transmits light, or allows light to pass through it
___
describes an object that lets some light waves pass through, but blocks others
___
the bending of light rays as they enter a new medium
___
the height of a wave measured by the distance between the center of the wave and the crest
or trough
___
different frequencies of visible light; there are seven in the spectrum
___
energy that we can see and sometimes feel as heat
___
describes an object that reflects or absorbs all the light that strikes it
___
type of wave that transfers electric energy and magnetic energy
18
© Copyright 2001 AIMS Multimedia Real World Science: Light
Name
CHECKING COMPREHENSION
Read the following sentences and circle the letter of the word that best fills each blank.
Light is energy that we can ___1___ . It travels in the form of ___2___ waves, or waves that transfer electric and magnetic energy. Light waves require no ___3___ in order to travel, which is why
light can travel in outer space. ___4___ is a property of light that measures the number of light
waves passing a certain point during a given period of time. This property determines where a light
wave appears on the electromagnetic ___5___ . Near the middle of this spectrum is ___6___ light,
which can be broken into ___7___ different colors. When these colors are mixed together, they produce ___8___ light. ___9___ is the bending of light waves as they enter a new medium, such as
water. ___10___ occurs when light bounces off a medium, such as a mirror.
1. A. see in the form of colors
B. feel as heat
C. create with electricity
D. all of the above
6. A. ultraviolet
B. infrared
C. visible
D. X-ray
2. A. longitudinal
B. atomic
C. electromagnetic
D. hydrochemical
7. A. seven
B. three
C. twelve
D. sixteen
3. A. energy
B. photons
C. medium
D. source
8. A. black
B. white
C. ultraviolet
D. red
4. A. frequency
B. wavelength
C. amplitude
D. magnitude
9. A. refraction
B. reflection
C. transmission
D. absorption
5. A. wave
B. spectrum
C. ray
D. wheel
10. A. transference
B. reflection
C. separation
D. polarity
19
© Copyright 2001 AIMS Multimedia Real World Science: Light
Name
MATCH-UP
Match each term on the left to the best example on the right.
1. Absorption
A scarf that filters some light, but not all
2. Reflection
Light rays hit a camera lens and bend
3. Transparent Material
Sunlight falls on black pavement, making it hot
4. Translucent Material
A gas, such as oxygen
5. Opaque Material
Light falls on a mirror and bounces off
6. Refraction
Ultraviolet light
7. Medium
A piece of clear glass
8. Electromagnetic Wave Type
A piece of brown construction paper
20
© Copyright 2001 AIMS Multimedia Real World Science: Light
Name
TRUE OR FALSE
Place a T next to statements that are true and an F next to statements that are false.
1. ___ Light waves are actually disturbances created by the transfer of energy.
2. ___ Light cannot travel in outer space because there is no medium.
3. ___ The high point of a wave is known as the trough.
4. ___ Frequency determines where a light wave appears on the electromagnetic spectrum.
5. ___ Visible light waves are on the very of the electromagnetic spectrum.
6. ___ When all colors of visible light are combined, they produce black light.
7. ___ A photon is a tiny particle of light that moves very quickly.
8. ___ A totally opaque material reflects some light waves and lets others pass through.
9. ___ Refraction occurs when light rays bounce off an object.
10. ___ When light hits something white, all of the colors are reflected.
21
© Copyright 2001 AIMS Multimedia Real World Science: Light
Name
FILL IN THE BLANKS
Use the words below to fill each blank with the best answer.
transverse
crest
wavelength
frequency
transmitted
refraction
translucent
prism
primary
photon
.
1. Light waves are arranged on the electromagnetic spectrum in order of
2. A material that allows some light waves to pass through, while others are absorbed, is known
.
as
.
3. The highest point of a light wave is called the
4. A
5.
6. A
7.
is a little moving pack of light energy.
is the distance between two crests or two troughs on a wave.
is a device that separates white light into individual colors.
is a principle used to make camera lenses and magnifying glasses.
8. Pigments are separated into three
colors—red, blue and yellow.
22
© Copyright 2001 AIMS Multimedia Real World Science: Light
PRINCIPLES OF LIGHT
Based on the main principle that is taking place, label each example below as REFRACTION,
REFLECTION, TRANSMISSION or ABSORPTION.
1. Sunlight falls on a black piece of posterboard, causing the posterboard to heat up.
2. Light from a bulb hits the lens of a microscope, making an object underneath appear larger.
3. Sunlight hits a car’s windshield, creating a glare that can be seen from far away.
4. An egg near a light bulb appears totally white.
5. Light from the sun bends as it passes through a pair of reading glasses, making it easier for
the wearer to see distant objects.
6. Light from a flashlight shines completely through the glass lens of the flashlight.
7. A rock sitting in the sun appears to be totally black.
23
© Copyright 2001 AIMS Multimedia Real World Science: Light
Name
THE ELECTROMAGNETIC SPECTRUM
The diagram below illustrates the Electromagnetic Spectrum. The numbers used are in Scientific
Notation, a way of abbreviating large numbers. For instance, 106 meters equals 1,000,000
meters, and 10-5 meters equals 0.00001 meters. Use the diagram to answer the questions below.
Cosmic Rays
Gamma Rays
10-23
10-14
Average wavelength in meters
X-Rays
Ultraviolet Rays
Visible Light
Infrared Rays
Radio Waves
10-11
10-8
10-6
10-5
101
1. This type of electromagnetic wave has a wavelength of 0.00000001 meters. It is used by
crime investigators to detect fingerprints and other hard-to-see evidence. It is also used to
sterilize surgical instruments.
What kind of electromagnetic wave is this?
2. This type of electromagnetic wave has a wavelength of 0.00001 meters. It is given off by hot
objects. The heat it produces is used to dry paint and to bake enamel onto cookware.
What kind of electromagnetic wave is this?
3. This type of electromagnetic wave has a wavelength of 0.00000000000001 meters. It comes
from radioactive materials, such as radium. It is used to treat cancer and other diseases.
What kind of electromagnetic wave is this?
4. This type of electromagnetic wave has a wavelength of 0.00000000001 meters. It is used by
dentists and doctors to view internal disorders. It is also used detect metal objects inside
baggage carried by airline passengers.
What kind of electromagnetic wave is this?
5. This type of electromagnetic wave has a wavelength 10 meters. It is used to transmit radio and
television signals.
What kind of electromagnetic wave is this?
24
© Copyright 2001 AIMS Multimedia Real World Science: Light
Name
TEST
Circle the phrase which best answers each question.
1. A light wave is actually a disturbance created by the transfer of:
•
•
•
•
nuclei.
cells.
prisms.
energy.
2. The highest point of a light wave is known as the:
•
•
•
•
trough.
wavelength.
transverse point.
crest.
3. Light waves are different from all other electromagnetic waves because they are:
•
•
•
•
radioactive.
invisible.
unable to travel without a medium.
visible.
4. The frequency of a light wave determines where it falls on the:
•
•
•
•
electromagnetic spectrum.
photon.
wavelength.
periodic table.
5. When light passes through an object, it is said to be:
•
•
•
•
reflected.
absorbed.
transmitted.
refracted.
25
© Copyright 2001 AIMS Multimedia Real World Science: Light
Name
TEST (CONTINUED)
6. Light can be divided into three primary:
•
•
•
•
wavelengths.
spectrums.
amplitudes.
colors.
7. Light waves particles are called:
•
•
•
•
ions.
photons.
electrons.
protons.
8. The distance between two high points or low points of a wave is known as its:
•
•
•
•
wavelength.
amplitude.
frequency.
magnetism.
9. A light wave will travel in a straight line until it:
•
•
•
•
runs out of magnetic energy.
encounters an object.
cools down.
none of the above
10. When an object reflects or absorbs all the light that strikes it, we say that the object is:
•
•
•
•
transparent.
opaque.
translucent.
reflective.
26
© Copyright 2001 AIMS Multimedia Real World Science: Light
ADDITIONAL AIMS MULTIMEDIA PROGRAMS
You and your students might also enjoy these other AIMS Multimedia programs:
#2570 - Real World Science: Electricity
#2571 - Real World Science: Scientific Method
#2572 - Real World Science: Magnetism
#2569 - Real World Science: Matter - Solids, Liquids and Gases
27
© Copyright 2001 AIMS Multimedia Real World Science: Light
ANSWER KEY for page 18
VOCABULARY
The following terms are from Real World Science: Light. Fill in the number of each term next to its
closest definition.
1.
2.
3.
4.
5.
light
amplitude
frequency
electromagnetic
photon
6. opaque
7. transparent
8. translucent
9. refraction
10. colors
5
___
tiny particle of moving light energy
3
___
the number of light waves that pass a certain point during a given period of time
7
___
describes an object that transmits light, or allows light to pass through it
8
___
describes an object that lets some light waves pass through, but blocks others
9
___
the bending of light rays as they enter a new medium
2
___
the height of a wave measured by the distance between the center of the wave and the crest
or trough
10
___
different frequencies of visible light; there are seven in the spectrum
1
___
energy that we can see and sometimes feel as heat
6
___
describes an object that reflects or absorbs all the light that strikes it
4
___
type of wave that transfers electric energy and magnetic energy
28
© Copyright 2001 AIMS Multimedia Real World Science: Light
ANSWER KEY for page 19
CHECKING COMPREHENSION
Read the following sentences and circle the letter of the word that best fills each blank.
Light is energy that we can ___1___ . It travels in the form of ___2___ waves, or waves that transfer electric and magnetic energy. Light waves require no ___3___ in order to travel, which is why
light can travel in outer space. ___4___ is a property of light that measures the number of light
waves passing a certain point during a given period of time. This property determines where a light
wave appears on the electromagnetic ___5___ . Near the middle of this spectrum is ___6___ light,
which can be broken into ___7___ different colors. When these colors are mixed together, they produce ___8___ light. ___9___ is the bending of light waves as they enter a new medium, such as
water. ___10___ occurs when light bounces off a medium, such as a mirror.
1. A. see in the form of colors
B. feel as heat
C. create with electricity
D. all of the above
6. A. ultraviolet
B. infrared
C. visible
D. X-ray
2. A. longitudinal
B. atomic
C. electromagnetic
D. hydrochemical
7. A. seven
B. three
C. twelve
D. sixteen
3. A. energy
B. photons
C. medium
D. source
8. A. black
B. white
C. ultraviolet
D. red
4. A. frequency
B. wavelength
C. amplitude
D. magnitude
9. A. refraction
B. reflection
C. transmission
D. absorption
5. A. wave
B. spectrum
C. ray
D. wheel
10. A. transference
B. reflection
C. separation
D. polarity
29
© Copyright 2001 AIMS Multimedia Real World Science: Light
ANSWER KEY for page 20
MATCH-UP
Match each term on the left to the best example on the right.
1. Absorption
A scarf that filters some light, but not all
2. Reflection
Light rays hit a camera lens and bend
3. Transparent Material
Sunlight falls on black pavement, making it hot
4. Translucent Material
A gas, such as oxygen
5. Opaque Material
Light falls on a mirror and bounces off
6. Refraction
Ultraviolet light
7. Medium
A piece of clear glass
8. Electromagnetic Wave Type
A piece of brown construction paper
30
© Copyright 2001 AIMS Multimedia Real World Science: Light
ANSWER KEY for page 21
TRUE OR FALSE
Place a T next to statements that are true and an F next to statements that are false.
T Light waves are actually disturbances created by the transfer of energy.
1. ___
F Light cannot travel in outer space because there is no medium.
2. ___
F The high point of a wave is known as the trough.
3. ___
T Frequency determines where a light wave appears on the electromagnetic spectrum.
4. ___
F Visible light waves are on the very of the electromagnetic spectrum.
5. ___
F When all colors of visible light are combined, they produce black light.
6. ___
T A photon is a tiny particle of light that moves very quickly.
7. ___
F
8. ___ A totally opaque material reflects some light waves and lets others pass through.
F Refraction occurs when light rays bounce off an object.
9. ___
T When light hits something white, all of the colors are reflected.
10. ___
31
© Copyright 2001 AIMS Multimedia Real World Science: Light
ANSWER KEY for page 22
FILL IN THE BLANKS
Use the words below to fill each blank with the best answer.
transverse
crest
wavelength
frequency
transmitted
refraction
translucent
prism
primary
photon
frequency
1. Light waves are arranged on the electromagnetic spectrum in order of
.
2. A material that allows some light waves to pass through, while others are absorbed, is known
translucent
.
as
3. The highest point of a light wave is called the
4. A
5.
6. A
7.
photon
Wavelength
prism
Refraction
crest
.
is a little moving pack of light energy.
is the distance between two crests or two troughs on a wave.
is a device that separates white light into individual colors.
is a principle used to make camera lenses and magnifying glasses.
8. Pigments are separated into three
primary
colors—red, blue and yellow.
32
© Copyright 2001 AIMS Multimedia Real World Science: Light
ANSWER KEY for page 23
PRINCIPLES OF LIGHT
Based on the main principle that is taking place, label each example below as REFRACTION,
REFLECTION, TRANSMISSION or ABSORPTION.
1. Sunlight falls on a black piece of posterboard, causing the posterboard to heat up.
ABSORPTION
2. Light from a bulb hits the lens of a microscope, making an object underneath appear larger.
REFRACTION
3. Sunlight hits a car’s windshield, creating a glare that can be seen from far away.
REFLECTION
4. An egg near a light bulb appears totally white.
REFLECTION
5. Light from the sun bends as it passes through a pair of reading glasses, making it easier for
the wearer to see distant objects.
REFRACTION
6. Light from a flashlight shines completely through the glass lens of the flashlight.
TRANSMISSION
7. A rock sitting in the sun appears to be totally black.
ABSORPTION
33
© Copyright 2001 AIMS Multimedia Real World Science: Light
ANSWER KEY for page 24
THE ELECTROMAGNETIC SPECTRUM
The diagram below illustrates the Electromagnetic Spectrum. The numbers used are in Scientific
Notation, a way of abbreviating large numbers. For instance, 106 meters equals 1,000,000
meters, and 10-5 meters equals 0.00001 meters. Use the diagram to answer the questions below.
Cosmic Rays
Gamma Rays
10-23
10-14
Average wavelength in meters
X-Rays
Ultraviolet Rays
Visible Light
Infrared Rays
Radio Waves
10-11
10-8
10-6
10-5
101
1. This type of electromagnetic wave has a wavelength of 0.00000001 meters. It is used by
crime investigators to detect fingerprints and other hard-to-see evidence. It is also used to
sterilize surgical instruments.
What kind of electromagnetic wave is this?
ULTRAVIOLET RAY
2. This type of electromagnetic wave has a wavelength of 0.00001 meters. It is given off by hot
objects. The heat it produces is used to dry paint and to bake enamel onto cookware.
What kind of electromagnetic wave is this?
INFRARED RAY
3. This type of electromagnetic wave has a wavelength of 0.00000000000001 meters. It comes
from radioactive materials, such as radium. It is used to treat cancer and other diseases.
What kind of electromagnetic wave is this?
GAMMA RAY
4. This type of electromagnetic wave has a wavelength of 0.00000000001 meters. It is used by
dentists and doctors to view internal disorders. It is also used detect metal objects inside
baggage carried by airline passengers.
What kind of electromagnetic wave is this?
X-RAY
5. This type of electromagnetic wave has a wavelength 10 meters. It is used to transmit radio and
television signals.
What kind of electromagnetic wave is this?
RADIO WAVE
34
© Copyright 2001 AIMS Multimedia Real World Science: Light
ANSWER KEY for page 25
TEST
Circle the phrase which best answers each question.
1. A light wave is actually a disturbance created by the transfer of:
•
•
•
•
nuclei.
cells.
prisms.
energy.
2. The highest point of a light wave is known as the:
•
•
•
•
trough.
wavelength.
transverse point.
crest.
3. Light waves are different from all other electromagnetic waves because they are:
•
•
•
•
radioactive.
invisible.
unable to travel without a medium.
visible.
4. The frequency of a light wave determines where it falls on the:
•
•
•
•
electromagnetic spectrum.
photon.
wavelength.
periodic table.
5. When light passes through an object, it is said to be:
•
•
•
•
reflected.
absorbed.
transmitted.
refracted.
35
© Copyright 2001 AIMS Multimedia Real World Science: Light
ANSWER KEY for page 26
TEST (CONTINUED)
6. Light can be divided into three primary:
•
•
•
•
wavelengths.
spectrums.
amplitudes.
colors.
7. Light waves particles are called:
•
•
•
•
ions.
photons.
electrons.
protons.
8. The distance between two high points or low points of a wave is known as its:
•
•
•
•
wavelength.
amplitude.
frequency.
magnetism.
9. A light wave will travel in a straight line until it:
•
•
•
•
runs out of magnetic energy.
encounters an object.
cools down.
none of the above
10. When an object reflects or absorbs all the light that strikes it, we say that the object is:
•
•
•
•
transparent.
opaque.
translucent.
reflective.
36
© Copyright 2001 AIMS Multimedia Real World Science: Light