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The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved
instructional plans are available by using the Search Standards feature located on GeorgiaStandards.Org.
Georgia Performance Standards Framework for Science
Unit Organizer: Light and Sound
(Approximate Time: Seven Weeks)
OVERVIEW: This unit will focus on students acquiring a conceptual understanding of the nature of sound and electromagnetic radiation.
Furthermore, the students will apply the Law of Conservation of Energy to explain how energy is transferred as waves propagate. To
accomplish this, the student will complete a series of tasks, like using solar cells to power different devices, positioning mirrors and lenses to
manipulate light and explaining different applications of electromagnetic and sound waves. Through the culminating activity the students will
complete a research project in which they will choose a remote detection device (ex. satellite imaging, GPS, radar, sonar, x-ray machine, etc)
and investigate and explain how light and sound waves are involved in its operation. Furthermore, it is expected that the student will analyze
scientific data by collecting, using, interpreting and comparing experimental results.
STANDARDS ADDRESSED IN THIS UNIT:
Focus Standard:
S8P4. Students will explore the wave nature of sound and electromagnetic radiation.
a. Identify the characteristics of electromagnetic and mechanical waves.
b. Describe how the behavior of light waves is manipulated causing reflection, refraction diffraction, and absorption.
c. Explain how the human eye sees objects and colors in terms of wavelengths.
d. Describe how the behavior of waves is affected by medium (such as air, water, solids).
e. Relate the properties of sound to everyday experiences.
f. Diagram the parts of the wave and explain how the parts are affected by changes in amplitude and pitch.
Supporting Standards:
S8P2. Students will be familiar with the forms and transformations of energy.
a. Explain energy transformation in terms of the Law of Conservation of Energy.
c. Compare and contrast the different forms of energy (heat, light, electricity, mechanical motion, and sound) and their
characteristics.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Physical Science  Light and Sound Unit  Middle School
May 10, 2007  Page 1 of 11
Copyright 2007 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science
SUPPORT STANDARDS ADDRESSED IN THIS UNIT:
Characteristic of Science:
S8CS1. Students will explore the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in
their own efforts to understand how the world works.
a. Understand the importance of—and keep—honest, clear, and accurate records in science.
S8CS2. Students will use standard safety practices for all classroom laboratory and field investigations.
a. Follow correct procedures for use of scientific apparatus.
b. Demonstrate appropriate techniques in all laboratory situations.
c. Follow correct protocol for identifying and reporting safety problems and violations.
S8CS3. Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations.
a. Analyze scientific data by using, interpreting, and comparing numbers in several equivalent forms, such as integers, fractions,
decimals, and percents.
b. Find the mean, median, and mode and use them to analyze a set of scientific data.
c. Apply the metric system to scientific investigations that include metric to metric conversions (i.e., centimeters to meters).
d. Decide what degree of precision is adequate, and round off appropriately.
e. Address the relationship between accuracy and precision.
Use ratios and proportions, including constant rates, in appropriate problems.
S8CS4. Students will use tools and instruments for observing, measuring, and manipulating equipment and materials in scientific
activities utilizing safe laboratory procedures.
a. Use appropriate technology to store and retrieve scientific information in topical, alphabetical, numerical, and keyword files, and
create simple files.
b. Use appropriate tools and units for measuring objects and/or substances.
c. Learn and use standard safety practices when conducting scientific investigations.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Physical Science  Light and Sound Unit  Middle School
May 10, 2007  Page 2 of 11
Copyright 2007 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science
S8CS5. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters.
a. Observe and explain how parts can be related to other parts in a system such as the role of simple machines in complex machines.
b. Understand that different models (such as physical replicas, pictures, and analogies) can be used to represent the same thing.
S8CS6. Students will communicate scientific ideas and activities clearly.
a. Write clear, step-by-step instructions for conducting scientific investigations, operating a piece of equipment, or following a
procedure.
b. Write for scientific purposes incorporating information from a circle, bar, or line graph, data tables, diagrams, and symbols.
c. Organize scientific information in appropriate tables, charts, and graphs, and identify relationships they reveal.
S8CS7. Students will question scientific claims and arguments effectively.
a. Question claims based on vague attributions (such as “Leading doctors say...”) or on statements made by people outside the area
of their particular expertise.
b. Identify the flaws of reasoning in arguments that are based on poorly designed research (e.g., facts intermingled with opinion,
conclusions based on insufficient evidence).
c. Question the value of arguments based on small samples of data, biased samples, or samples for which there was no control.
d. Recognize that there may be more than one way to interpret a given set of findings.
Nature of Science:
S8CS8. Students will be familiar with the characteristics of scientific knowledge and how it is achieved.
Students will apply the following to scientific concepts:
a. When similar investigations give different results, the scientific challenge is to judge whether the differences are trivial or
significant, which often requires further study. Even with similar results, scientists may wait until an investigation has been
repeated many times before accepting the results as meaningful.
b. When new experimental results are inconsistent with an existing, well-established theory, scientists may pursue further
experimentation to determine whether the results are flawed or the theory requires modification.
c. As prevailing theories are challenged by new information, scientific knowledge may change.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Physical Science  Light and Sound Unit  Middle School
May 10, 2007  Page 3 of 11
Copyright 2007 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science
S8CS9. Students will understand the features of the process of scientific inquiry.
Students will apply the following to inquiry learning practices:
a. Investigations are conducted for different reasons, which include exploring new phenomena, confirming previous results, testing
how well a theory predicts, and comparing different theories. Scientific investigations usually involve collecting evidence,
reasoning, devising hypotheses, and formulating explanations to make sense of collected evidence.
b. Scientific investigations usually involve collecting evidence, reasoning, devising hypotheses, and formulating explanations to
make sense of collected evidence.
c. Scientific experiments investigate the effect of one variable on another. All other variables are kept constant.
d. Scientists often collaborate to design research. To prevent this bias, scientists conduct independent studies of the same questions.
e. Accurate record keeping, data sharing, and replication of results are essential for maintaining an investigator’s credibility with
other scientists and society.
f. Scientists use technology and mathematics to enhance the process of scientific inquiry.
g. The ethics of science require that special care must be taken and used for human subjects and animals in scientific research.
Scientists must adhere to the appropriate rules and guidelines when conducting research.
ENDURING UNDERSTANDINGS:
Students will understand that:
Energy is neither created nor destroyed; it can be transformed from one form to another.
Waves carry energy.
Mechanical waves are created when a source of energy causes a medium to vibrate.
Waves can change direction (refract, diffract, and/or reflect) when they encounter matter.
The energy of the wave changes as it travels from one medium to another.
The wavelength and amplitude determines the characteristics of waves.
The pitch of a sound wave is related to its frequency and its intensity is related to its amplitude.
The characteristics of waves are affected by the type of medium.
The colors observed by the eye are the result of the multiple wavelengths reflected by the object.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Physical Science  Light and Sound Unit  Middle School
May 10, 2007  Page 4 of 11
Copyright 2007 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science
ESSENTIAL QUESTIONS:
Why do you need to put sound proofing in a movie theater?
How can small waves in the middle of the ocean become huge waves as they approach the coast?
How do musical instruments make sounds of different pitch and intensity?
Why do objects partially submerged in water appear broken or bent?
How do we see colors?
How is that we can hear someone talking with using a tin can “phone”?
CONCEPTS:
Energy, wave, mechanical wave, electromagnetic wave, matter, refraction, diffraction, reflection, pitch, frequency, amplitude, medium,
absorption, wavelength, Law of Conservation of Energy
LANGUAGE:
Absorption
Amplitude
Color
Diffraction
Electric energy
Electromagnetic wave
Energy
Frequency
Intensity
Law of Conservation of Energy
Light
Matter
Mechanical energy
Mechanical wave
Medium
Pitch
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Physical Science  Light and Sound Unit  Middle School
May 10, 2007  Page 5 of 11
Copyright 2007 © All Rights Reserved
Reflection
Refraction
Sound
Transformation of Energy
Wave
Wavelength
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science
MISCONCEPTIONS
An object is "seen" because light shines on it. Light is a necessary
condition for seeing an object.
Light is not necessarily conserved. It may disappear or be intensified.
PROPER CONCEPTIONS
Objects can be seen if they are a source of light or if they reflect some
of the light that fall on them.
Light is a form of energy and as such is conserved. Light energy can
be transformed into other forms of energy if it is absorbed by
something. The intensity of light is inversely proportional to the
square of the distance from the source.
The effects of light are instantaneous. Light does not travel with a
Light travels with a speed of approximate 300,000 km/sec (through a
finite speed.
vacuum). This finite speed of the light implies that the information
that it carries is delayed.
Light reflects from a shiny surface in an arbitrary manner.
Light reflected from any surface always follows a simple rule; the
angle with which the ray of light hits the surface is the same with
which the ray of light will be reflected.
Light always passes straight through a transparent material without
When light enters a different medium, its velocity changes. The
changing direction.
change in the velocity of light results in the bending of light rays
(known as refraction).
When an object is viewed through a transparent solid or liquid
Objects seen through a transparent solid or liquid are seen at a
material the object is seen exactly where it is located.
different position from where they really are. The speed of the light
changes as it moves from one medium to another and as a result light
rays bend.
When a wave moves through a medium, particles of the medium move Waves carry energy, not matter. In the case of transverse waves the
along with the wave.
particles of the medium oscillate around an equilibrium position in a
direction perpendicular to the direction of propagation of the wave. In
the case of longitudinal waves the particles oscillate around an
equilibrium position in the direction in which the wave is traveling.
A white light source, such as an incandescent or fluorescent bulb,
White light is the result of the superposition of all the different
produces light made up of only one color.
wavelengths of light.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Physical Science  Light and Sound Unit  Middle School
May 10, 2007  Page 6 of 11
Copyright 2007 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science
MISCONCEPTIONS
Sunlight is different from other sources of light because it contains no
color.
A colored light striking an object produces a shadow behind it that is
the same color as the light. For example, when red light strikes an
object, a red shadow is formed.
When a colored light illuminates a colored object, the color of the
light mixes with the color of the object.
You can see and hear a distant event at the same moment.
Hitting an object harder changes its pitch.
In a telephone, actual sounds are carried through the wire.
Sound moves faster in air than in solids (air is "thinner" and forms less
of a barrier).
PROPER CONCEPTIONS
Light produce by the sun is similar to any other type of light. We see
this light “without color” because it is the result of the superposition of
all the different wavelengths of light.
Shadows are the result of an object blocking light that is shining on it.
Therefore, any shadow will be always dark.
The color of an object is the result of the particular wavelength that
the object reflects. When colored light illuminates an object, the color
that we see is the result of the superposition of the different
wavelengths reflected by the object.
Sound and light do not travel with the same speed. Light travels a lot
faster than sound and therefore we see distant events before we hear
the sound that they produce.
Pitch is related to frequency. Hitting an object harder creates greater
amplitude for the sound that it produces and amplitude is related to
intensity. Hence, hitting harder causes louder sounds.
In a telephone, the sound is transformed into electrical impulses that
travel through the wire. On the other end these electrical impulses and
transformed back to sound by the speaker.
Sound moves faster in solids than in gases. Sound waves are
mechanical waves; hence they need a medium to travel. The closer
the particles that form the medium, the faster the sound will propagate.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Physical Science  Light and Sound Unit  Middle School
May 10, 2007  Page 7 of 11
Copyright 2007 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science
EVIDENCE OF LEARNING:
Culminating Activity:
Objective:
The objective of this culminating activity is to connect the physics concepts presented throughout this unit with real life applications. To
accomplish this, the student will complete a research project in which he/she choose a remote detection device (ex. satellite imaging, GPS,
radar, sonar, x-ray machine, etc) and investigate and explain how light and sound waves are involved in its operation. Furthermore, it is also
expected that the student will prepare an oral presentation with visual aids and write a final report of his/her research. Both will emphasize
connections between what he/she did and physical concepts studied.
Teacher note: It is recommended that you limit the number of different detection devices to be studied. In this way you can form groups as
described on the multimedia presentation suggested guidelines.
The Task:
The teacher should provide a schedule for completing the project. Before beginning the project the teacher and the students should develop a
Research Project Rubric (A suggested items to include in the rubric follows).
Multimedia Presentation Guidelines
Divide your classroom in as many groups as detection devices were researched. Divide the duration of your class in as many equal segments as
detection devices were researched and assign a letter to each segment (first segment is A, second segment is B, etc.) Teacher note: during the
group presentations, a student should not hear a presentation about a particular remote detection device twice or a presentation on the same
topic as the student will be presenting. Ask the each group to set up their multimedia presentations around the classroom. Explain to the
students that they should write their question on their notebooks as their will be a question and answer session at the end of all the presentation.
Select one of the presentation topics and ask them to be the presenters for the first segment of time. The remaining students should listen to the
presentation and take notes. After the time is up for the first group, select a second topic and ask the students to repeat the process. At the end
of the second group’s time rotate again and repeat the process for the other topics.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Physical Science  Light and Sound Unit  Middle School
May 10, 2007  Page 8 of 11
Copyright 2007 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science
Content
Research
Distinguish
The student project accurately
describes as much as possible
about what is known about
Electromagnetic Waves. The
student accurately and clearly
explains the properties of
electromagnetic waves as they
compare to mechanical waves.
The student clearly explains
how electromagnetic waves are
involved in the operation of the
remote sensing device.
The student analyzes the
information related to
Electromagnetic Waves by
turning it into a detailed project
that will make them think about
electromagnetic waves in new
ways. The student explains
exactly what kind of thinking
they used to complete the
project and what they learned as
a result of doing it.
Multimedia Presentation Rubric
Proficient
Apprentice
The student project accurately The student project presents
describes the important
some important information
information about what is
about what is known about
known about Electromagnetic
Electromagnetic Waves. The
Waves. The student accurately student explains the properties
explains the properties of
of electromagnetic waves but
electromagnetic waves as they makes some errors as they
compare to mechanical waves. compare to mechanical waves.
The student clearly explains
The student provides an
how electromagnetic waves are incomplete explains how
involved in the operation of the electromagnetic waves are
remote sensing device.
involved in the operation of
the remote sensing device.
The student analyzes the
information related to
Electromagnetic Waves by
turning it into a project that
will make them think about
electromagnetic waves. The
student explains what kind of
thinking the project required
them to do and some of what
they learned doing it.
The student analyzes
information related to
Electromagnetic Waves and
turns it into a project.
However, parts of the
description are not clear and
the purpose of the project is
confusing.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Physical Science  Light and Sound Unit  Middle School
May 10, 2007  Page 9 of 11
Copyright 2007 © All Rights Reserved
Novice
The student project presents some
information about what is known
about Electromagnetic Waves but
the information is not clear. The
student explanation of the
properties of electromagnetic
waves as they compare to
mechanical waves is confusing
and has conceptual mistakes. The
student’s explanation of how
electromagnetic waves are
involved in the operation of the
remote sensing device is not
completely correct.
The student tries to analyze the
information on Electromagnetic
Waves but they do not make clear
what the project is. The purpose
of the project is also not clear.
Return to Culminating
Task
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science
Suggested Tasks
Knowledge
Sample Activities
1. Explain energy transformation in terms of the Law of Conservation of
Energy.
2. Describe how the behavior of light waves is manipulated causing
reflection, refraction diffraction, and absorption.
3. Explain energy transformations in terms of the Law of Conservation of
Energy.
4. Diagram the parts of a wave and explain how the parts are affected by
changes in amplitude and pitch.
5. Identify characteristics of electromagnetic and mechanical waves.
6. Relate properties of sound to every day experience
7. Identify characteristics of electromagnetic and mechanical waves.
8. Describe how the behavior of light waves is manipulated causing
reflection, refraction diffraction, and absorption.
Build a solar cell. Explain how a solar powered device works.
Use mirrors to show how light can be concentrated by positioning the
mirrors.
Demonstrate how a variety of household appliances convert energy from
one form to another. (ex. refrigerator, stove, fan, washing machine,
television, hot water heater)
Diagram the parts of a wave and explain how the parts are affected by
changes in amplitude and pitch
Demonstrate the production of electromagnetic and mechanical waves
and explain their differences. (A CD player could be used here as a
device that uses light and sound.)
Explain why you see a baseball hit at Turner field before you hear the
crack of the bat. Diagram this phenomenon.
Research how electromagnetic and mechanical waves are related to the
operation of a cell phone and other electronic communication devices.
Explore the behavior of light waves by manipulating lenses, mirrors,
prisms, filters, and pigments.
UNIT RESOURCES
http://dev.physicslab.org/Document.aspx?doctype=3&filename=PhysicalOptics_InterferenceDiffraction.xml
This site provides background information for teachers on diffraction and interference. The contents of the site are more appropriate for high school
students that for middle school students.
http://dev.physicslab.org/Document.aspx?doctype=3&filename=WavesSound_IntroductionWaves.xml
This site can be used as support for teachers. It offers important information about waves and their connections to real life.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Physical Science  Light and Sound Unit  Middle School
May 10, 2007  Page 10 of 11
Copyright 2007 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science
http://library.thinkquest.org/19537/Physics2.html
Describes sound waves characteristics and the relationship between sound waves and molecular vibration.
http://www.learner.org/teacherslab/science/light/color/index.html
This site provides hands-on activities for teachers and their students who are exploring light and color.
http://www.opticalres.com/kidoptx_f.html
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Physical Science  Light and Sound Unit  Middle School
May 10, 2007  Page 11 of 11
Copyright 2007 © All Rights Reserved