"SURFING AIR WAVES" OR THE ELECTROMAGNETIC
SPECTRUM (EMS)
MASTER TEACHER Pamela R. Parks
GRADES 5 - 8
OVERVIEW
This lesson provides students with an understanding of
the electromagnet spectrum and its impact on their daily lives. As they
distinguish between matter and energy, the students will visualize the
movement of any kind of wave and then relate it to the electromagnetic
spectrum. Through interactive video and hands-on activities the students
will group and calculate wave lengths. In order to apply the scientific
information to daily life, the students will complete a visual illustrating
some of the everyday utilization of these different kinds of energy waves .
ITV Series
Starfinder: Ancient Astronomers (HST Data Stream)
LEARNING OBJECTIVES
The students will be able to:
*compare and distinguish matter and energy
*order and illustrate the electromagnetic
spectrum
*classify the electromagnetic waves
*measure and assess the wave lengths of the
EMS
MATERIALS
(per class)
Transparency: Diagram of Waves
Transparency: Electromagnetic Spectrum
Transparency: Formulas of Wave Measurement
(per group)
pencil
paper
metric ruler
scissors
glue stick
EMS bag - contains pictures of appliances that use
electromagnetic energy ( Ex. radio for radio waves, microwave oven for
microwaves, and etc.)
Team Answer Sheet
Activity Sheet #1
Activity Sheet #2
VOCABULARY
electromagnetic
matter
spectrum
energy
wave
prism
PREVIEWING ACTIVITIES
Ask the students to form teams of four.
Designate the number of each team member (#1, #2, #3, and #4). Also,
designate the A's and the B's of each team. (#1 is an A, #2 is an B, #3 is an
B, and #4 is an A) Hand out a "Team Sheet" for each team. Have the
class demonstrate a wave like the wave fans perform at an athletic event. Use
the Round Robin cooperative structure (A writes one and team helps if needed,
passes answer sheet to B. B writes one, team helps if needed, and passes
the answer sheet to C, etc.) to list as many kinds of waves that you can.
(sound, radio, light, microwaves, water, ultraviolet, infrared, television,
radar, gamma rays, x-ray, cosmic, earthquake, P- waves, S- waves, seismic,
tidal, tsunamis, air waves )Feedback: All stand and randomly choose team
members to identify a kind of wave. (This ensures a high percentage of active
participation.) A team sits when all waves on their team sheet have been
identified. Continue to identify waves until all are seated.
Hand out activity sheet #1: MEASURING WAVE
LENGTHS for each team member. From an overhead transparency identify
the parts of a wave. Present the overhead transparency of the EMS
(electromagnetic spectrum). Say, "The energy in the electromagnetic
spectrum radiates throughout the universe in waves. These waves are
distinguished in one way by the energy they contain."
FOCUS FOR VIEWING
Say, "You are going to see a video that demonstrates
light bending as it passes through a prism." To give students a
specific responsibility while viewing say, "Watch the video segment to
find out which light wave is the longest."
VIEWING ACTIVITIES
Begin tape . Audio is, " But first,
here is Eric Chaisson with the latest from the HST Data Stream".
Visual is the commentator, Maggie Litton. Pause tape.
Visual is the light waves bending through a prism. Audio is "...you
can distinguished in fact those different colors coming through such a prism
on the basis of their wave length." Ask a student to come to
the monitor to identify and point to the longest light wave and then the
shortest light wave bent by the prism. (Longest: red;
Shortest: violet/purple) Ask the question, "What
is the example of nature bending into a beautiful color spectrum.( A
rainbow)."
Rewind the tape to video of Eric Chaisson
holding the prism up in his hand. Audio is, "...experiments which
you have done in your classroom whereby you pass ordinary white light through
a prism much like this." Say, " As you watch the video this
time, locate and identify the shortest light waves in a rainbow."
Resume the tape.
Pause the tape. Video is the rainbow in the
sky. Audio is, "...raindrops that produces in the sky a beautiful
rainbow." Say, " A's turn to your partners and identify the shortest
light waves you are able to see and justify your answer." (Green
light waves are the shortest. They are located on the inside of the arc.)
B's check the explanation with the team member across from you. If there
is disagreement, check the identification and explanation with the other pair.
Come to an agreement on the correct answer. When you agree on the
identifications and explanations, give a team handshake.
For feedback ask the #4's to stand and randomly choose a #4
to relate the answer to the whole group. ( A number spinner can be
used to make these number selections.) Complete the measuring wave lengths or
calculation of wave lengths activity sheet here.Use the overhead transparency:
Diagram of Waves. Ask each team to label the diagrams of waves on
Activity Sheet #1, using the Round Robin cooperative structure again..
(#1 labels 1., #2 labels 2. etc.) Say, "When you complete the
labeling and all team members agree with the labels, give a team handshake.
You will be allowed 2 minutes to complete the task." Use the
overhead transparency: Formulas of Wave Measurement to explain the next
tasks. Say, " To calculate the wave frequency this formula is used.
(Point to and read the appropriate formula.) To calculate the wave
period this formula is used. (Point to and read the appropriate
formula.) Now using Pairs Check cooperative structure, complete the 6
problems on Activity Sheet #1. A's will calculate problems 1, while B's
watch, coach (if needed), and then praise upon completion. B's will
calculate problems 2, while A's watch, coach (if needed), and then praise upon
completion. Pairs then check with other team pair for success and then the
team celebrates with a team handshake. You will have 6 minutes to
complete the task. Any questions??? Go for it!" Say, "Watch
and listen to the next video segment for an visible analogy of a light wave
and an analogy of the way of a light waves move or travel. (Much like water
waves travel on the surface of the ocean)"
Resume the tape. Pause the tape.
Video is Eric Chaisson. Audio is, " ...can't see those waves, can't
see those waves lengths." Say, "B's now turn to your partners
and identify the visible analogy of a light wave and the analogy of the light
wave size. When your partner has identified the analogies, the team will
come together and through body language only be able to portray the analogies
to the class. Each team will pantomime the analogy for the class to identify.
Say, "In the next video segment you will view a graphic illustration of
the
electromagnetic spectrum. Look for the answer to the following
questions. What electromagnetic waves are the longest? (Radio waves)
What electromagnetic waves are the shortest? (Cosmic waves) Where is
visible light waves located on the electromagnetic spectrum?"
(Approximately in the middle)
Resume the tape. Pause the tape.
Video is the graphic illustration of the electromagnetic spectrum. Audio
is "...x-rays and gamma rays are comparable to atoms and nuclei".
Randomly ask different students to answer each of the focus questions. Say,
" Watch the next segment of video and look for one of the goals
NASA hopes to achieve by the year 2000." (To locate in space
instruments that will be able to capture samples of the entire electromagnetic
spectrum) Resume the tape.
Pause the tape. Video is Eric Chaisson and the
electromagnetic spectrum poster. Audio is "... be able to sample by
the year 2000 virtually this entire electromagnetic spectrum. "Say,
" All #2's stand up, please. Give me a peace sign if you can answer
this question. What is one of the goals NASA hopes to achieve by
the year 2000?" ( To locate in space instruments that will be able
to capture samples of the entire electromagnetic spectrum) Randomly, ask a
standing #2 to answer the question.
POSTVIEWING ACTIVITIES
Now that students have learned about the electromagnetic
spectrum, have them complete Activity Sheet #2: EMS Bag Activity .Use
the Round Robin cooperative structure to compile a visual of the every day
uses of the electromagnetic spectrum waves. Follow the directions on Activity
Sheet #2 and complete the task.
ACTION PLAN
Take a field trip to a beach and measure the wave frequency
and wave periods that day. Have a star gazing night and identify stars and
their color. Take a shopping trip to a Wal-Mart or Target. Find and
price items that use electromagnetic energy.
EXTENSIONS
COMPUTER TECHNOLOGY
http://www.Aimsedu.org/
Visit this AIMS WebSite for latest information concerning AIMS
workshops, math/science hands on activities, and much more.
LANGUAGE ARTS
Write a journal article about the importance of the
electromagnetic spectrum to your
everyday activities.
ART
Create a visual that shows the color and chemical composition
of 10 of the brightest stars in the present night sky.
ANSWER SHEET: KINDS OF WAVES
TEAM: _________________________________
1. ___________________________________
2. ___________________________________
3. ___________________________________
4. ___________________________________
5. ___________________________________
6. ___________________________________
7. ___________________________________
8. ___________________________________
ACTIVITY SHEET #1
WAVE MEASUREMENTS:
All waves have several features in common. They have
amplitude (height), the distance from the trough to the crest; they have
wavelength, the distance from crest to crest; and all waves move (wave
frequency and wave period).
Label the wave parts: crest, trough, wavelength, and
amplitude
1.
3.
2.
4.
Calculate wavelength: (distance from crest to crest or
trough to trough).
1. Calculate the length of the wave, if one
centimenter equals 7 meters.
2. Calculate the length of the wave, if one
centimeter equals 15 meters.
Calculate the wave frequency.
number of waves
F = -----------------------
time in seconds
1. A youth on a float rises and falls 17 times in 30
seconds. What is the frequency of the waves?
2. A toddler watches a toy boat go up and down 45
times in 15 seconds. What is the frequency of the wave observed by the
toddler?
Calculate a wave period.
time in seconds
F = ------------------------------
number of wave crests
