•
Activities, Parodies, Games, Jokes, Review Sheets,
“3-D Templates”, Cold Reading Passages,
and much more!
Homecourt
Publishers
Light
Properties of
& Sound
Hearing
• Sight &
behaviors)
Waves (types &
ectrum
• Color Sp
•
Greenville, SC
Copyright
2010 by Homecourt Publishers
Can I really make copies of these pages to use as handouts?
Yes. That’s why we made them. Please feel free to make copies of the handouts
so that your students can learn and enjoy the material.
Keep in mind—it is unlawful to use these handouts for sale or profit. Please do not present the
material in these handouts as your own original work, as they are protected by all relevant copyright laws.
Every effort has been made to make these handouts as complete and accurate as possible. However,
there may be mistakes, both typographical and in content. Therefore, this material should be used only as a
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responsibility to any person or entity with respect to any loss or damage caused by the information contained in
these handouts.
Okay, now that you’ve got all of the disclaimers out of the way—go have fun!!!
For information or comments, contact:
Homecourt Publishers
2435 East North St., #245
Greenville, SC 29615-1442
[email protected]
www.homecourtpublishers.com
(864) 877-5123
Managing Editor - Ben Bache
[email protected]
Lead Editor – Alissa Torzewski
Thank you to Joann Wood for contributing ideas, inspiration, and original work to this project.
Additional contributions made by Nancy Rechtman and Audrey Cook.
Cover illustration by Zach Franzen.
Copyright
2010 by Homecourt Publishers
Table of Contents
Section 1 — Favorites
5
Basics of Waves (Original Poem)
Properties of Light (Classroom Game)
Making a Musical Instrument (Hands-On Activity)
6
8
10
Section 2 — Information Overload
12
Waves & Wave Types
Properties of Waves
Colors & Electromagnetic Waves
Behavior of Waves
Hearing & Sight
13
14
15
16
17
Section 3 — Pocket Activities
18
Making Waves
A Ray of Light
A Shining Light
Musical Glasses
A Day in the Life of a Sound
A Little Humor (Jokes)
18
19
19
20
20
21
Section 4 — Language Arts Integration
22
Music to My Ears
I Can See Right Through You
“Put a sock in it!” & “Pull out all the stops!”
Famous Firsts
22
23
24
25
Section 5 — Printouts, Puzzles, & Games
26
Properties of Light (Crossword & Fallen Message)
Sound (Cryptoquote & Tiles)
26
28
Section 6 — 3-D Templates
30
Parts & Behaviors of Waves (Hands-on Study Sheet)
31
“A teacher
who is attempting to teach without
inspiring the pupil with a desire to learn is
hammering on cold iron.”
—Horace Mann (1796-1859)
“The Father of American Public Education”
Over the next few pages I will share some
of my personal classroom secrets that are
sure to engage and excite your students!
Here’s how it works:
The right-hand
page includes my
personal
commentary,
including the
reasons I’ve had
success with this
exercise, any key
directions, and
other tid-bits that
might be helpful.
The left-hand
page includes
the song parody,
activity, poem,
game, etc. for
you to share with
your students.
***The exercises on the next few pages are great to use for this topic area, but
you can easily modify them to use for other topics and even subject areas.
The simple format and extra notes that are provided will really help with this!
Page 5
Original Poem
Description:
Poem about the types and properties of waves
Instructions: Use as a review or as a tool for instruction of properties
The World of Waves
Waves are full of energy
They carry no matter at all
They vibrate through the atmosphere
With sizes large or small
Frequency and amplitude
Wavelength matters, too
Wavelength measures crest to crest
The mid-height is amplitude
Refract, reflect, transmission too
What do these three mean?
Refraction bends, reflections bounce,
Transmission goes through things
Our ear shape funnels waves of sounds
Vibrations in the air
From eardrum, mid, and inner ear
Our brains are signaled by hair
Light waves bounce and strike our eyes
Hit cornea then lens
The retina focuses the light
Then speeds it to optic nerve ends
The range of waves is called spectrum
The waves come slow and fast
Our eyes see color travel speeds
But too fast go right past
Waves are full of energy
They carry no matter at all
They vibrate through the atmosphere
With sizes large or small
Page 6
This has been a consistent stumbling block for my students - types and
properties of waves. As with any new and obscure topic, they really struggle.
I came up with this poem because literary aids can often help them “get it.”
You can even break the poem up and use individual stanzas when you teach a
particular lesson (i.e. behaviors of waves; light & the eye; sound & the ear…)
After learning the basics of waves, I introduce this poem during ELA
time as a shared reading. We talk about the vocabulary and the scientific
perspective of the poem, as well as the literary elements.
I have seven students read each stanza aloud and we talk further
about rhyming patterns in poetry and about what makes a stanza complete
and different than a paragraph.
We then look closely at the science standards. I wrap up the lesson
by having students write their own short poem using the material discussed.
We read the Waves poem several more times either during science or ELA to
allow the concept to settle into their brains.
Repetition! Repetition! Repetition! Revisit this poem often because it is
tough content to master. You might want to hang it up as an anchor chart for
part of the year and make sure to use it again for end-of-year review.
Page 7
Classroom Game
Description:
A version of Connect 4! to review the properties of light
Instructions: Students fill out a 16-space board (at random) with terms you give them. You call
out clues and they mark the appropriate term until they mark four spaces in a row
or column. It is best described as “Connect 4! meets “Bingo”.
Students draw 16 boxes on their paper, and then
write these terms randomly into the boxes.
Transparent
Opaque
Translucent
Brightness
Visible
Spectrum
Reflects
Refracts
Absorbed
Prism
Dim
Straight Line
White Light
Bent
All the Colors
Energy
Mirror
ANSWER KEY (Call these out in random order):
1) When you can see clearly through something it is __________.
(transparent)
2) When you cannot see through an object it is __________. (opaque)
3) When you look through an object and it is fuzzy it is __________. (translucent)
4) One property of light is its __________, which changes when you are close or far away. (brightness)
5) All colors within white light are called __________. (visible spectrum)
6) When light hits a surface and bounces back it __________. (reflects)
7) When light looks bent after traveling through a surface it is because it __________ . (refracts)
8) When light is “sucked up” by a color or a surface it is __________. (absorbed)
9) You can use a __________ to break up the spectrum of colors in white light. (prism)
10) A light starts to appear __________ the further you move away from its source. (dim)
11) Light travels in a __________. (straight line)
12) What we see originally coming from all of our electric light sources is __________. (white light)
13) When light “refracts,” it appears __________. (bent)
14) The color black is made up of __________. (all the colors)
15) Light is a form of __________.
(energy)
16) A common surface known for reflecting light is a __________. (mirror)
Page 8
Students love to play games—it’s as simple as that. It’s always great
when you can find a game that ties in with the standards! This particular
game is modeled after “Connect 4” and my students enjoyed playing it. It
also allows you to cover a lot of ground in a short time.
As you list specific terms, students randomly fill in their blocks on
their game boards. When you call out the questions (also in random order),
the students mark the correct place on their board. The object of the
game is to connect four spaces in a row or column (you can choose whether
or not to include diagonals). Make sure you check the board of the student
who raises his or her hand!
You can also write all of the questions on strips of paper and put
them into a hat. Have students take turns drawing and reading a question
(like drawing a number in “Bingo”).
This game can be played first in class and then students can bring
home their game boards (with answers written in) to use as a study guide.
It may seem like a small thing, but have plastic bags on hand for game
pieces! I have tried using envelopes to save some money – but they just
don't work as well.
Page 9
Hands-On Activity
Description:
Students build their own musical instrument (a “Shoebox Guitar”) and use it to
study vibrations and sound
Instructions: Follow the directions to build the instrument, and then discuss the basic
fundamentals of sound.
Making a Shoebox Guitar
•
Have students bring in a shoebox. They can decorate
with the design they want to appear on their guitar.
•
Cut a hole in the center of the box where the “guitar
strings” (i.e. the rubber bands) are going to be plucked.
•
The students wrap rubber bands around the shoe boxes
the long way. Be sure there is space between the rubber
bands.
•
Attach a ruler or a paper towel tube to the end of the box.
This allows the students to hold the instrument like it is
a guitar.
•
Pluck the rubber bands and listen to the sounds. Discuss how the
different sounds are made? (answer: the strings are vibrating)
•
Place a pencil across the top of the box under the rubber bands (see
the drawing). How does this change the sound of the guitar, and
why? (answer: the position of the pencil changes how the rubber bands
vibrate, thus changing the sound).
•
Discuss how to change the pitch of the guitar. (answer: change the
rate of vibration by stretching the rubber bands, using different sized
rubber bands, etc.)
•
Discuss how to change the volume of the guitar. (answer: pluck the
strings harder or softer.)
Page 10
This is a rare opportunity where a fun, hands-on activity can be tied
so directly into the standards. In fact, it is very difficult to understand
how vibrations form sound unless you see it for yourself!
Ask your students to bring their own shoe boxes, but I’ve learned to
bring plenty of extra boxes (and plenty of extra rubber bands) to make sure
everything goes smoothly.
Allow your students to be creative and have fun while building their
instruments, but also leave plenty of time for discussion at the end. It is
this discussion that will help your students understand vibrations and sound,
and encourage them to pluck their own “guitars” to demonstrate the different
concepts as you talk about them.
You always run into tricky territory with activities like these. You
want to students to play their “guitars” to learn about sound, but you don’t
want a rock band in the classroom! Make sure you set ground rules and
make them understand the true meaning of this activity (i.e. to learn about
sound, NOT to become rubber band musicians).
Page 11
The next few pages feature detailed review sheets for your students to study key topics. Messy Mel will serve as the narrator
and walk students through a wide variety of terms and concepts (with his special brand of humor).
Feel free to make copies of these “Information Overload” sheets to distribute to your students.
Ok, here’s the deal. My
name is Mel, but my close friends
call me “Messy Mel.” I think it’s
their way of showing respect.
I’m a construction worker by day
and a scientist by night (well, an
“honorary” scientist, anyway).
I know that science is full of
fancy terms, concepts, and
theories. And that’s just the
basics.
Well, I’m about as basic as
you can get. Let me break
down some of that scientific
jargon in way that’s easy to
understand and remember.
Like I said, I’m no rocket
scientist (for what it’s worth, my
dear Mother used to tell me I
had rocks in my head), but I
might be just what you need!
Page 12
WAVES & WAVE TYPES
What did I hear you say? You want to know more
about waves? Well, I’m glad you asked. Okay
class, pay attention:
•
•
•
•
waves are created when a force causes a vibration.
a vibration is a repeated back-&-forth motion.
All waves transmit energy
only certain waves (electromagnetic) can transmit
energy through empty space, but ALL waves can
transmit energy through a medium
• a medium can be any solid, liquid, or gas
• when waves travel through a medium, the solid
particles are not carried (only energy)
There are two kinds of waves, mechanical
waves and electromagnetic waves.
I know, I know… I’m a great teacher. And, lucky
for you, I’m just getting started.
Mechanical Waves can only transmit energy
through a medium (i.e. any solid, liquid, or gas).
See how the wave travels through my whip?
That means it’s a mechanical wave (since the
whip is a medium). Examples of mechanical
waves are water waves, seismic waves (like in
an earthquake), and sound waves.
Electromagnetic Waves can travel through
matter (just like mechanical waves), but can
also travel through empty space. The
electromagnetic spectrum includes all radio
and light waves (they are sorted by
wavelength).
Longitudinal Wave compression
Rarefaction
(where the slinky
relaxes)
Waves can also be classified by how they move. The waves above have a crest and
trough and are moving at a right angle to the medium. These are transverse waves.
Some waves move parallel to the medium, causing it to compress and relax as the
wave goes through. These are called longitudinal waves (or compressional waves).
Take a look at my slinky for a top-notch demonstration.
Page 13
(where the slinky
comes together)
PROPERTIES OF WAVES
With just a flick of the wrist, I can create waves of
different amplitudes and wavelengths. I can
increase the frequency and speed, or reduce the
distance between the crest and trough.
Pretty impressive, isn’t it? Now let’s take a second to
review what in the world I’m talking about.
Frequency
• How many waves pass a point in a certain amount of time
• The higher the frequency, the closer the waves are together,
and the more amount of energy that is being transferred
Amplitude
• The distance between the middle of the wave and the crest or trough
• The greater the force, then the greater the amplitude, and the greater
the energy carried by the wave
• Sounds with greater amplitude are louder
• Light with a greater amplitude
is brighter.
e
litud
Amp
t
Cres
gh
Trou
th
eleng
W av
Wavelength
• The distance from the crest of one wave to the crest of the
next wave (or, in the above case, trough to trough.)
• A higher frequency will cause a shorter wavelength (and will
also carry greater energy)
Speed
• The distance a wave travels in a certain amount of time
• The speed of the wave is determined by the type of
wave, and the medium that it is traveling through
• All frequencies of electromagnetic waves travel at the
same speeds through empty space
Now you know about the basic structures of waves. But don’t worry… We still have to go over the
behavior of waves, and how they influence what we hear and see. So there’s still plenty of fun to be had!
Page 14
COLORS & ELECTROMAGNETIC WAVES
I wish that this page wasn’t black and white, because you cannot see all of
the colors on my shirt. I think I am wearing the entire color spectrum.
Let me explain what’s going on here. Every material absorbs certain
frequencies of light, and reflects other frequencies. Those that are
reflected determine what color an object appears to be. My shirt is
reflecting and absorbing light frequencies like you can’t imagine!
My shirt has every color
on the spectrum…
and then some.
The frequency
of light
reflected by an
object
determines its co
lor.
If ALL colors of
light are reflect
ed,
an object appear
s
white.
If ALL colors of
light are absorb
ed
an object appear
s
black.
Visible Light
A few waves on
the
electromagnetic
spectrum:
ve s
All Light Wa
can’
(even ones we
t see)
All light waves and radio waves fall within
the electromagnetic spectrum. Most of
these waves we can’t see.
Visible light falls right in the middle, and is only a small
portion of the spectrum. Light waves that have frequencies
too low for us to see are called infrared light. If the
frequencies are too high, they are ultraviolet light (both of
these can be harmful if we are exposed for too long).
Microwaves
(great for cook
ing)
X-Rays
edical field)
(used in the m
Page 15
Radio Waves
(used to transm
it
sound)
BEHAVIOR OF WAVES
I wish there was a surface that could magically transform
light waves. That way, when I look at the surface, I would
see a trim and fit version of Messy Mel. That’s the way
I’m sure I would look if I ate fewer cheeseburgers.
As it turns out, there is no magical surface that can do
that. Instead, waves behave in one of the following ways
when they strike different surfaces.
Reflection
the “bouncing back” of a wave when it
meets a surface. All types of waves can be
reflected (like when sound waves echo)
Reflection
Reflection
(like when I look into a mirror)
When striking a surface,
waves can:
Be Reflected
Refraction
The bending of waves caused by a
change in their speed as they pass
from one medium to another (prisms
refract white light into colored light)
Refraction
(like when I look into water)
Refraction
Be Refracted
Transmission
Transmission
When waves pass through a material. Transparent
materials let all waves through; translucent materials
only let some; opaque materials let no waves through.
(like when I look through a window)
Transmission
Be Transmitted
Absorption
Absorption
When no waves are allowed through.
Surfaces become hotter as they
absorb the energy.
(like when I look at a wall)
Be Absorbed
Page 16
Absorption
HEARING AND SIGHT
I have great hearing. Whenever I walk by a group of people, I can hear them whispering about
me. I can’t always make out what they’re saying, but I’m sure it’s very nice. In any case, let’s
take a look at what is going on when you hear sounds.
1. Sounds are actually simple
Outer Ear
Inner Ear
Middle Ear
vibrations that travel through
the air.
2. The sound waves are
captured by the outer ear
and sent through the ear canal
to the eardrum.
3. The eardrum sends vibrations
The
to the middle ear, and then
Human
they reach the inner ear.
Ear
4. Vibrations in the inner ear cause tiny hairs to
r
vibrate. There are nerves at the ends of
w one anothe
ions that follo
at
br
Vi
w
:
lo
a
ow
these hairs which respond to the vibrations of
u kn
a sound with
***Just so yo
be heard as
ll
wi
h.
y)
tc
nc
pi
ue
eq
the hairs.
ve a high
slowly (low fr
rations will ha
frequency vib
5. In the final step, the nerve impulses are sent to
pitch. High
e the
des will forc
large amplitu
th
wi
s
the brain where they are interpreted as hearing.
ving a
ve
ha
wa
ard as
Also, sound
and will be he
rate harder,
a.
eardrum to vib
And vice vers
loud volume.
As you can imagine, everyday when I walk down the street I am always surrounded by people
taking pictures of me. I guess that’s what happens when you’re a star like me. You get used to
the pestering paparazzi.
Retina
Lens
a
Corne
Iris
Pupil
Anyway, as the cameras were flashing
away one day, it made me think about
how the eye is sort of like a camera.
It takes a bunch of light waves and
spits out a clear image. Well, actually
there’s a little more to it than that.
Here’s what’s going on:
1. Light waves can be reflected by an object, or they can
be emitted by an object (like when the TV is on)
2. These light waves enter the eye and pass through
the cornea (a transparent layer at the front of the
eye). At this point, the waves are refracted (i.e.
they slow down and are bent).
3. The light waves are then refracted again when
they go through the lens of the eye.
4. The lens is convex (it curves outward) and it focuses the light rays onto
the retina, which is located on the back of the inside of the eye.
5. The retina is made up of a bunch of tiny light-sensitive nerves. The nerve impulses are
transmitted through the optic nerve directly to the brain.
6. The brain interprets the light into sight, so that we can recognize what we are looking at.
Page 17
These are quick activities that can be used for class-openers,
ice-breakers, attention-grabbers, and so on.
We’ve also added a few jokes to have in your pocket when you’re
really trying to keep students from staring out the window!
Activity - Making Waves
Tie a long rope (at least 10' long) to the doorknob. Ask for a volunteer to jerk the other end of the rope
up and down. This should create a wave-like motion.
Ask your students to describe what is happening as the wave runs through the rope (i.e. energy is being
transferred from the hand, through the rope, and to the doorknob).
What kind of wave is it (it is a mechanical wave; electromagnetic waves cannot travel through objects
like a rope)?
Ask the volunteer to try to change the wave in various ways. For example:
•
•
•
increase the amplitude (by moving the rope further up and down)
increase the frequency (by moving the rope at a faster speed)
increase the speed (by making the initial jerk on the rope faster and harder)
It may be difficult because the waves are moving, but see if your students can find ways to measure the
wavelength, frequency, and amplitude of the wave.
Page 18
Activity - "A Ray of Light" (properties of light waves)
Place the following items in the front of the room. Ask your students to describe what is happening to light
waves as they hit each object.
•
•
•
•
Several pieces of different colored construction paper (the light waves are absorbed)
A clear glass (the light waves are transmitted through the glass)
A glass filled with water (the light waves are refracted)
A small mirror (the light waves are reflected)
Ask your student to describe the light waves that are reacting with the objects (your students should
know: the waves are electromagnetic waves; also, because the light is being observed by the naked eye, the
waves must fall within the visual range of the electromagnetic spectrum).
Lastly, ask your students to take notice of the different colors of paper. Why does it appear that each paper
is a different color when the light rays are absorbed (answer: the paper is absorbing all light rays except the
rays that match the paper's color; those rays are reflected and interpreted by the human eye).
Activity - "A Shining Light" (light waves)
Ask your students to find surfaces in the classroom that they feel will behave differently when struck by
light. A few surfaces that might be found in a common classroom include:
•
•
•
•
•
•
•
•
•
A book cover
A desk top
A clear window
A colored or shaded window
An empty glass
A glass of cola
A glass of water
A mirror
A shiny piece of metal (like the leg of a metal desk)
As a class, describe each of the objects that you identified as transparent, translucent, or opaque.
Shine a flashlight onto each object and decide how the light reacts. Is it reflected, refracted, or absorbed? In
many cases, it may be a combination.
Also, notice the impact that the light has on the color of the object (brightness, contrast, hue, etc.).
Page 19
Activity - Musical Glasses
Line three glasses of water in a row. The first glass should have just a small amount of water in
the bottom. The second glass should be half way full. The third glass should be filled to the top.
Hit the glasses with a spoon to verify that each produces a different sound when struck. Discuss
why this is the case (i.e. the varying amount of water in the glasses causes the glass to vibrate differently,
thus producing different sound waves).
Have your students hit the glasses to the tune of "Mary Had a Little Lamb." Discuss how the tune
can be played with a different pitch (change the amount of water in the glass) and a different
volume (strike the glass harder or softer).
You can fill more glasses to play other notes. For example, the popular tune "Row, Row, Row
Your Boat" would require six glasses filled at increment levels from empty to full (and a little musical
knowledge).
Activity - A Day in the Life of a Sound
Ask your students to consider everything that is happening when they hear a sound. For
example, if you drop a pencil on the floor, they might hear it as it hits the ground. Have your
students write everything that happens between when the time when the pencil hits the ground
and when they hear it. A few steps that should be included on the list include:
1. The striking of the pencil on the ground creates vibrations, which turn into sound waves
traveling through the air.
2. The sound waves are captured by the outer ear and sent through the ear canal to the eardrum.
3. The eardrum sends vibrations to the middle ear, and then they reach the inner ear.
4. Vibrations in the inner ear cause tiny hairs to vibrate. There are nerves at the ends of these
hairs which respond to the vibrations of the hairs.
5. The nerve impulses are sent to the brain where they are interpreted as hearing. It is the brain
that distinguishes that particular sound as a pencil hitting the floor.
As a class, discuss why a TV dropping on the floor will have a different sound than a pencil (i.e. it
causes different vibrations, which create sound waves of greater amplitudes, which reach the ear and are interpreted differently by
the brain).
Page 20
Light:
Q: Why did the light bulb have so much trouble in school?
A: He wasn’t too bright…
(this should get a chuckle, and it allows you to properly define the term “brightness”)
Fred and Stan were walking along the side of the road. Fred spotted a small
mirror on the sidewalk, so he picked it up to look at it. Now Fred was absent on the
day everyone learned about “reflection” in science class, so when he looked in the
mirror he shouted, “Hey, I know that person!”
Stan grabbed the mirror from Fred and looked at it. Stan was also absent that
day in class, so he replied, “Of course you know that person. It’s me!”
(it’s a surprise, but this joke is actually funny and it’s a good introduction to properties of light)
Sound
Q: What is a guitar string’s favorite Beach Boys song?
A: “Good Vibrations”
(Okay, your students have probably never heard of the song, or of the Beach Boys. Nonetheless, this
joke can help them understand that a guitar string—and anything else—makes sounds by vibrating)
Q: Why was the opera singer asked to go to the baseball game?
A: To throw out the first “pitch”
(it might not get many laughs, but use this one to introduce the concepts of “volume” and “pitch”)
TRUE STORY:
In 1782, the legendary Wolfgang Amadeus Mozart was employed by the Roman
Emperor to compose an operetta. The twenty-six year old composer was already
world famous, and easily up to the task.
When he was finished, Mozart let the Emperor sit in while he rehearsed the
operetta (he called it The Abduction from the Seraglio). When Mozart was through
playing, the Emperor had a confused look on his face. He didn’t think that it
sounded right, and that there were “too many notes”.
To this, Mozart famously replied, “Just as many, Your Majesty, as there should
be.”
(an interesting story, and another interesting topic is how sounds can combine to form music)
Page 21
The next few pages include passages that focus on this
scientific topic, but can also be used for practice with
Reading Comprehension and other Language Arts
skills. Please feel free to make copies.
Music to My Ears -
a very brief look at the history of music & musical instruments
Man has been making music, in one way or another, for as long as man has been around. Early
humans were making music in two ways—both of which are still used today. The first was with their
voices. They might not have been singing a soothing lullaby, but they could still manage to create some
kind of vocal music. Just like today, early humans undoubtedly sung for a variety of reasons—to celebrate,
to pray to a higher power, to express an emotion, and just to have a little fun.
To increase the joy of music, human beings created musical instruments. The first instruments were
almost certainly in the percussion family. These can be as simple as banging two rocks together or beating
on a hollow log.
Seeing that it’s hard to produce great music with a couple of rocks, people eventually got around to
making more sophisticated instruments. Early harps have been found in Egyptian tombs dating back to
4000 BC. The Egyptians also had primitive flutes and clarinets. By 3000 BC, the Chinese were cutting
different pipes out of Bamboo sticks.
Regardless of where they were located, most early cultures managed to make instruments out of
whatever they could find. Shells, animal horns, and hollowed-out pieces of woods were all used to make
sounds. This made for a fairly diverse selection of instruments. The long horns used by the Egyptians, for
example, didn’t look anything like the bamboo pipes made by the Chinese. It didn’t matter too much—
musical instruments still played a large part in the ceremonial lives of each culture. They were even used as
battle signals and to send messages.
African cultures have traditionally taken this even a step further. Since ancient times, Africans have
used music as a way to interpret everyday life. Special attention has always been paid to the drums. The
beating of the drums was often a tool for communicating information and telling a complete story—similar
to speaking. In fact, this extended view of the purpose and power of music still remains a part of modern
African culture.
An Extra Tid-Bit about Musical Instruments
Musical instruments can be divided into the following categories:
Wind Instruments—generate sound when air is blown through them
Percussion Instruments—generate sound when struck
String Instruments—generate sound when a string is plucked
Electronic Instruments—generate sound by using electronics
Keyboard Instruments—generate sound when keys are pressed—usually a derivation of one of the other categories
Voice—the human voice can also be considered a musical instrument
***With the exception of electronic instruments, each of these instrumental groups has existed since ancient times.
Page 22
I Can See Right Through You
Roentgen takes the world’s first X-Ray photograph
The term “X-Ray” pretty much says it all. Scientist Wilhelm Roentgen knew that he was onto
something when, in 1895, he discovered some strange wavelengths of electromagnetic radiation. Unlike
typical light waves, these didn’t reflect or refract, and they weren’t effected by magnetic fields. Why this
was the case, Roentgen didn’t really know. That’s why he coined them to be “X-Rays,” with the ‘X’
standing for “unknown.” Regardless of what these rays were or where they came from, they were
fascinating, and he wanted to know more.
For the next several weeks after his strange discovery, Wilhelm Roentgen worked in isolation in
his laboratory. He conducted every experiment he could think of on X-Rays and, surprised by the results,
did them over again. During his work, he began to understand the potential of his great find—but he
decided to keep it to himself a while.
Roentgen’s big discovery was that the X-Rays could actually pass right through matter. Like so
many other scientific wonders, we take X-Rays for granted today. For a moment, just try to imagine
Roentgen’s surprise when he realized that he had stumbled upon something with the ability to pass
through solid objects and, to the best of his knowledge, do it no harm.
At this point, late in the year 1895, Roentgen was ready to take his experiments to the next level.
His earlier work had been to simply learn how to create X-Rays, and discover what they could do—now
he could have a little fun. On December 22, 1895, he brought his wife into the laboratory with him. After
what was no doubt a brief explanation of what he had discovered, Roentgen decided to use her to make
history.
Moments later, the scientist took an X-Ray of his wife’s hand. It was the first time in history that
an X-Ray photograph was taken of a human.
Roentgen suddenly had the ability to see a living skeleton. The X-Ray of
his wife’s hand came out perfectly (well, not as perfect as modern X-Rays),
showing the bones of her fingers and her wedding ring. While he had been
working in isolation for several weeks, Roentgen was now ready to reveal his
new discovery with the rest of the world. He sent the photograph to a friend of
his that was a physicist living in Vienna. From there, the news spread quickly.
By New Years Day, just one week after the X-Ray photograph was taken,
a sort of “X-Ray” Craze swept throughout the world. On January 12, 1896,
Henry L. Smith, a professor at Davidson College in North Carolina, took an XRay of a cadaver’s hand with a bullet stuck in it. Of course, the photograph
perfectly revealed the bullet. In the midst of the excitement, three students
snuck into the laboratory that night and took some more X-Rays!
The wonder of X-Rays has never completely subsided, but eventually
they quit causing such a stir. Instead, the technology began to serve an
important purpose. In the medical industry X-Rays can determine if bones are broken, or they can be
used to determine if tumors or other anomalies are in the body.
X-Rays also have another unique function. A person being X-Rayed doesn’t feel a thing (just as if
they’re having their picture taken). Because they do such little damage, X-Rays are often taken of priceless
paintings (such as the Mona Lisa) to determine if it they’re authentic. Of course, the radiation involved can
be a little more dangerous to living things.
Page 23
Find out the
scientific origin
of these everyday
sayings...
“Put a sock in it!”
When you tell someone to “put a sock in it,” chances are you don’t really want them to do
anything with a sock. You just want them to be quiet (and that’s saying it nicely). But back in the
late 1800s, when a person wanted to quiet something down, that’s exactly
what they did—put a sock in it. Here’s the story.
In 1877, renowned inventor Thomas Edison recorded the first human
voice when he recited the words to “Mary Had a Little Lamb” into his newly
invented phonograph. This was the culmination of years of experimentation
and competition to create a sound-recording machine.
Edison’s new creation was groundbreaking, and the phonograph
quickly gained popularity throughout the country. Some people were so
blown away by the invention that they were certain it was a hoax.
While Edison was undoubtedly a genius, he did forget one thing on his
phonograph—there was no volume control. When it became too loud, people Thomas Edison and his newly
invented phonograph
would take a sock and stuff it in the horn that played back the sound. It was
simple, but it worked. Unfortunately, placing a sock in someone’s mouth isn’t
always as easy a solution when you want them to quiet down. But, the sentiment is the same, and
it’s from the days of the phonograph when the phrase “put a sock in it” first came into the language.
“Pull out all the stops!”
When your back is against the wall, it sometimes becomes necessary to focus all of your
energy on one goal. That’s when you “pull out all the stops,” and don’t hold anything back. The
phrase is one we’re all familiar with. The term “pull out all the stops” refers to an organ player
who makes music by releasing the “stops” on the instrument’s pipes. This allows air to travel
through the pipe and sound to be released. Pulling out all of the “stops” would create a very
impressive—and very loud—sound.
Today’s usage of the phrase “pull out all the stops” fits the origin—you can’t successfully play
the organ unless you’re ready to give it your complete focus. The complicated instrument consists
of a series of massive pipes and several keyboards that control the air stops. The organ player has
the tricky task of using both his hands and feet, sometimes completely independent of each other.
The organ was invented around the third century BC, and was originally played solely for the
entertainment of the public. It wasn’t until hundreds of years later that it became popular in
churches.
The phrase, “ pull out all the stops,” has grown beyond its musical meaning. Today, it is
simply a reminder to give 100% — whether it be at organ playing or anything else in life!
Page 24
Famous Firsts - a few major milestones in sound communication
When he prepared to test his newly invented telegraph machine on May 24, 1844, Samuel
Morse decided to try something a little more interesting than “Testing 1-2-3”. The chosen words
were from the Bible’s book of Numbers, verse 23:23. The phrase—“What hath God wrought!”
Morse sent this message from the Capitol Building in Washington, D.C. to a man named Alfred Vail,
located in Baltimore. Vail had provided early financial support to aid Morse in the experiments.
Unlikely as it may seem, Samuel Morse was a professor of painting and sculpting at New
York University when became interested in the electric telegraph. Using both technical and financial
assistance from others, he conducted several experiments that led to his patenting the telegraph in
1840. He also developed a code, appropriately referred to as Morse Code, intended to be used with
his new invention.
In 1843, Congress agreed to provide Morse with the money to build an experimental line
between Washington, DC and Baltimore. It was on that line that Morse transmitted the world’s
first telegraph message.
Over thirty years later, in 1876, Alexander Graham Bell had his
chance at a famous first. Just three days earlier, he had received patent
#174,465 from the United States Patent Office—his patent, of course,
was for the telephone.
On March 10th, he and his assistant, Thomas A. Watson, were
about to test a new transmitter when Bell accidentally spilled battery
acid on himself. Located in a different room than Watson, he called
for him by yelling, “Mr. Watson, come here! I want you!”
Thomas Watson heard the cry, but not from down the hall—he heard
it through the transmitter that the two men were preparing to test.
When Watson told Bell what had happened, the battery acid
seemed fairly insignificant. After all, he had just made the world’s
Alexander Graham Bell speaks on his
new invention
first telephone call.
The invention of the telephone had an immediate impact. In
1878, President Rutherford B. Hayes had the relatively new device installed in the White House.
The telephone was already two years old—but, since no other places in Washington had a
telephone, it didn’t seem to be particularly necessary for the White House to have one either.
When the telephone was put in, Alexander Graham Bell himself went thirteen miles away
from the White House to test it. President Hayes made the first phone call, and Bell began talking to
him on the other end of the line. That was when Hayes had his moment to shine and speak the first
words ever by a President of the United States over the phone—his choice: “Please, speak more
slowly.”
Hayes may have intended to say something more eloquent on his first occasion, but that’s
what goes down in the history books. Nonetheless, the telephone call was a success, and it’s a save
guess that Bell honored the President’s request and spoke more slowly.
Page 25
Directions: Complete the crossword puzzle using the clues below.
Across
Down
Able to be seen
A blue object reflects the color _____.
The intensity of light
This object can separate white light into
different colors
10 A color in the spectrum
2
3
5
6
8
1
4
7
9
The colors of the rainbow
Each of these have different amounts of energy
______ Light: All colors of light mixed together
Visible objects either give off or reflect ______.
Light is a form of ______.
Directions: Complete the sentences by inserting the correct letter into an empty box in the column directly above it.
Refraction happens when...
S
I
E
B
C
E
Reflection happens...
Absorption happens when...
R
O
A
S
A
B
C
T
Page 26
E
I
F
I
S
R
N
R
O
y!
Enjo
Feel free to make copies of the puzzles to distribute to your students for review
Properties
of Light
Across
Down
Able to be seen
A blue object reflects the color _____.
The intensity of light
This object can separate white light into
different colors
10 The ‘O’ in ROY G BIV
2
3
5
6
8
1
4
7
9
The colors of the rainbow
Each of these have different amounts of energy
______ Light: All colors of light mixed together
Visible objects either give off or reflect ______.
Light is a form of ______.
Refraction happens when...
A
S T I
I N
WA
A P P E A
B E N T
B R O K E
C
T
R
O
N
K
E R
S
R
Reflection happens...
Absorption happens when...
A
R E D
T A K E
A L L
C
B U
R E F L E C
S H I R T
S
I N
O L O R S
T
T S
R E D
Page 27
WH
L I
B O U
O F F
A
M
E N
G H T
NC E S
O F
I R R O R
Directions: Crack the code to reveal the message! Some letters have been given to you.
Use the chart to keep track of the code. Not all letters of the alphabet will be used.
Here’s something you should know:
Based on the secret message above, would you be able to hear a dog bark on
the Moon? Why or why not?
Directions: Arrange the tiles to form a sentences. The first tiles have been given to you.
A few other things worth knowing about sound:
1.
P I T
2.
V O L
3.
F O R
Page 28
Feel free to make copies of the puzzles to distribute to your students for review.
Here’s something you should know:
9
I B R
S O
17 1
23 14
4 24 20
T I O N S
I D S
B
T
N
I
N O T
12 11
T R
E
I D S
E
5
6
T H R O
N D
P T Y
S P
H
S E S
E
Based on the secret message above, would you be able to hear a dog bark on
the Moon? Why or why not?
No, because there is no air on the Moon and sound cannot move through
empty space.
A few other things worth knowing about sound:
1.
P I T C H
I S
H I G H
O R
L O W
O R
S O F T
2.
V O L U M E
I S
L O U D
3.
F O R C E
C A N
C H A N G E
Page 29
V O L U M E
Why 3-D Templates?
Our 3-D Templates give students a hands-on way to interact with information.
This kinesthetic technique engages the learner while the information is being presented, and also
helps in the processing and cognitive organization of it. To put it another way:
Parts & Behaviors of Waves
This template is a great way to identify key parts of a wave (i.e. wavelength, amplitude, crest,
trough), and to examine how a wave behaves (i.e. reflection, refraction, transmission, and absorption).
This template can be easily adapted to look at other parts, characteristics, and behaviors of waves.
Once completed, the 3-D Template will make a great review sheet!
Step 1: Students cut and fold the template
Step 2: Students unfold the template.
In each tab they either describe a part
of the wave (on the bottom), or explain
its behaviors (on the side).
according to the labels.
Reflection
The wave is “bouncing
off” of the surface
Repeat the
step to
fill out
each panel.
Wave Length
The distance between
two points at the
same cycle of the
wave
Repeat the step to
fill out each panel.
The template is provided on the next page.
Make copies to hand out to your students.
Page 30
?
Fold
?
?
?
Fold
Cut
Cut
Cut
Cut
Cut
Cut
Science
Ecosystems
Ecosystems, Habitats,
& the Environment
Astronomy
Plants
Weather
Animals
Earth’s
Materials
The Human Body
& Heredity
Biological
History
Cells & Living
Things
Landforms &
Oceans
Heat & States
of Matter
Chemistry
Energy &
Electricity
Forces &
Motion
Earth’s Biological
History
Landforms &
Oceans
A New Nation
Forces & Motion
Late 1800s /
Early 1900s
The American
Revolution
1920s & 1930s
A New Nation
Slavery in
America
Cold War Era
Cold War Era
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The World Wars
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& Great Depression
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Westward Expansion
Late 1800s &
Early 1900s
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Expansion
Chemistry & the
Periodic Table
Settlement
Reconstruction Era
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Light & Sound
American
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& Processes
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Era
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Exploration
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Social Studies
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Light &
Sound
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