Download 8-6 Waves

Academic Standard 8-6
8-6
Topic: Waves
The student will demonstrate an understanding of the properties and behaviors of
waves. (Physical Science)
Key Concepts
Waves: matter vs. energy, mechanical vs. electromagnetic
Wave properties: frequency, amplitude, wavelength, speed
Wave behaviors: refraction, reflection, transmission, and absorption
Hearing: sound waves, ear structure
Sight: eye structure, light waves emitted or reflected
Color: absorption and reflection of light waves
Electromagnetic spectrum: wave energy, wavelengths, visible light, infrared & ultraviolet radiation
Indicators:
8-6.1 Recall that waves transmit energy but not matter.
Taxonomy level: 1.2-B Remember Conceptual Knowledge
Previous/Future knowledge: Students have been introduced to the concept of energy in 1st grade
related to plants (1-2.1), related to animals in 2nd grade (2-2.1), to light and electricity as forms of
energy in 4th grade (4-5.2); and to forms and transformations of energy in 6th grade (6-5.2). Students
have not been introduced to the concept of energy being transmitted in waves in previous grades.
Students will further develop the quantitative concepts energy transmission in waves in 9th grade
Physical Science (PS-7.3 and PS-7.4).
It is essential for students to know that energy is the ability to cause something to happen or
change and that a wave is a repeating disturbance, vibration, or movement that transfers or moves
energy from place to place. Waves carry energy through empty space or a medium (material
through which waves can travel) without transporting matter.
It is not essential for students to know that quantitative relationship between energy and waves.
Assessment Guidelines:
The objective of this indicator is to recall that energy, not matter, is moved from place to place by
waves; therefore, the primary focus of assessment should be to retrieve from memory information
about waves as vibrations that transfer energy. However, appropriate assessments should also
require students to recall the definition of waves, energy, or medium and that waves transfer energy
not matter.
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Academic Standard 8-6
8-6.2
Topic: Waves
Distinguish between mechanical and electromagnetic waves.
Taxonomy level: 4.1-B Apply Conceptual Knowledge
Previous/Future knowledge: Students have not been introduced to the concept of mechanical and
electromagnetic waves in previous grades. Students will further develop the concepts of different
types of waves in high school Physical Science (PS-7.1-2).
It is essential for students to know the following characteristics of mechanical and
electromagnetic waves:
Mechanical
waves
Mechanical waves are waves that travel through matter. The matter that waves
travel through is called a medium and it can be a solid, liquid or gas, or a
combination of these. The particles of matter vibrate by pushing together and
moving apart, or by moving up and down, as the waves travel through them to
transfer the energy through the medium. Sound waves, for example, are
mechanical waves that require particles to vibrate in order for energy to be
transferred. Sound waves cannot be transferred or transmitted through space.
Water waves and the waves that travel down a rope or spring are also mechanical
waves.
Electromagnetic
waves
Electromagnetic waves are waves that can travel through empty space where
matter is not present. Instead of transferring energy from particle to particle as is
done by mechanical waves, electromagnetic waves transfer energy through
space. Radio waves, microwaves, infrared rays, visible light, ultraviolet rays and
x-rays are all forms of energy that travel in electromagnetic waves.
It is not essential for students to know that electromagnetic waves are caused by vibrating electric
charges, or that they transfer energy between vibrating electric and magnetic fields.
Assessment Guidelines:
The objective of this indicator is to distinguish between electromagnetic and mechanical waves;
therefore, the primary focus of assessment should be to differentiate between electromagnetic and
mechanical waves. However, appropriate assessments should require students to recall definitions
of electromagnetic and mechanical waves; or to classify waves as mechanical or electromagnetic
based on their characteristics.
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Academic Standard 8-6
Topic: Waves
8-6.3. Summarize factors that influence the basic properties of waves (including frequency,
amplitude, wavelength, and speed).
Taxonomy level: 2.4-B Understand Conceptual Knowledge
Previous/Future knowledge: Students have not been introduced the concept of waves in previous
grade levels. Students will further develop the concepts of waves quantitatively in 9th grade
Physical Science (PS-7.4)
It is essential for students to know the basic properties of waves and factors that influence them as
follows:
Wavelength
Wavelength is the distance between one point on a wave and the nearest point just
like it. The wavelength is the measure of the distance between any two successive
identical parts of wave. The greater the energy carried by waves, the smaller the
wavelength.
Frequency
Frequency is the number of full wavelengths that pass a point each second. The
frequency of a wave also measures how rapidly vibrations occur in the medium, at
the source of the wave, or both. The greater the energy carried by waves, the
greater the frequency.
Amplitude
Amplitude is the greatest distance that vibrations in a wave move from their normal
position when a wave passes by. The greater the wave’s amplitude, the more energy
the wave carries.
Speed
Speed is the distance per time that a given wave travels. A particular type of wave
has a wave speed that is constant in a specific medium or in space. As a wave enters
a different medium, the wave’s speed changes. Waves travel at different speeds in
different mediums. All electromagnetic waves travel at the same speed in empty
space—300 million m/sec.
It is not essential for students to know the quantitative relationships among these wave properties
or the factors that influence them.
Assessment Guidelines:
The objective of this indicator is to summarize the factors that influence the basic properties of
waves; therefore, the primary focus of assessment should be generalize major points about how
properties of waves are influenced by various factors. However, appropriate assessments should
also require students to recognize the basic properties of waves and how they are related to the
factors that affect them; or interpret or illustrate diagrams of waves by identifying specific
characteristics state previously.
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Academic Standard 8-6
Topic: Waves
8-6.4 Summarize the behaviors of waves (including refraction, reflection, transmission, and
absorption).
Taxonomy level: 2.4-B Understand Conceptual Knowledge
Previous/Future knowledge: Students have been introduced to the concepts of refraction,
reflection, and absorption in 4th grade (4-5.3) Students have not been introduced to the concept
transmission in previous grade levels. Students will further develop the concept of the behavior of
waves in 9th grade Physical Science (PS-7.6).
It is essential for students to know that waves have the following behaviors:
Refraction
Refraction is the bending of waves caused by a change in their speed as they pass
from one medium to another. As waves pass at an angle from one medium to
another, they may speed up or slow down. The greater the change in speed, the more
the waves bend. Refraction of light going from air through a convex lens, for
example, can make images appear larger as the light waves bend. Prisms separate
white light into its different components or colors by bending the light at different
angles depending on the wavelength of the light passing through the prism. Different
wavelengths of light travel at different speeds in a given medium.
Reflection
Reflection is the bouncing back of a wave when it meets a surface or boundary that
does not absorb the entire wave’s energy. All types of waves can be reflected.
Reflections of sound waves, for example, are called echoes and help bats and
dolphins learn about their environments. Mirrors and other smooth surfaces reflect
light to form clear images.
Transmission Transmission of waves occurs when they pass through a given point or medium.
Light waves are transmitted by transparent materials that allow most of the light that
strikes them to pass through them. Only a small amount of light is reflected or
absorbed.
Absorption
Absorption of waves occurs when the energy is not transferred through the given
medium or space. Absorption of waves causes the following behaviors depending on
what type of wave is absorbed:
 Color
The color of the object depends on the light wavelengths that
are absorbed and reflected. Substances that absorb certain
wavelengths of light reflect other wavelengths and have
specific colors that are characteristics of that substance.
Color filters allow only certain colors of light to pass/transmit
through them; they absorb, or reflect, all other colors.

Temperature
change
Objects or substances that absorb infrared radiation become
warmer as the infrared radiation is transformed to thermal
(heat) energy by causing particles in the substance to move at
a faster rate.
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Academic Standard 8-6
Topic: Waves
It is not essential for students to know the quantitative relationships in refraction, reflection,
absorption, or transmission of waves.
Assessment Guidelines:
The objective of this indicator is to summarize the behaviors of waves; therefore, the primary focus
of assessment should be to generalize major points about the interactions of waves based on the
characteristics of waves. However, appropriate assessments should also require students to
recognize the behaviors of waves and to exemplify the behaviors of waves based on descriptions of
these behaviors; to interpret or illustrate diagrams of waves by recognizing behaviors that are
illustrated; or to explain the major effects of wave behavior.
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Academic Standard 8-6
Topic: Waves
8-6.5 Explain hearing in terms of the relationship between sound waves and the ear.
Taxonomy level: 2.7-B Understand Conceptual Knowledge
Previous/Future knowledge: Students have been introduced to the concept of sound as vibrations
in 3rd grade (3-5.5). Students have not been introduced to the concepts of sound waves or their
interactions with the ear in previous grades. Students will further develop the concepts of sound
waves in 9th grade Physical Science (PS-7.7).
It is essential for students to know the relationship between the three main parts of the ear and
sound waves to explain hearing as follows:
Outer ear
Sound waves are gathered by the outer ear made up of the ear, the ear canal, and the
eardrum. The outer ear is shaped to help capture the sound waves (energy
transferred in particles of air) and send them to the ear canal, which transfers them to
the eardrum. The vibrations of air particles cause the eardrum to vibrate.
Middle ear
The middle ear amplifies sound waves.
Inner ear
The inner ear transmits vibrations from the bones of the middle ear to the liquid in
the inner ear. The tiny hairs in the inner ear vibrate as the liquid vibrates. The
vibrating tiny hairs transmit the energy to nerves attached to the hairs. The nerve
impulses are transmitted to the brain for connections in the brain for understanding
of the sound as “hearing.”
It is not essential for students to know how each specific part of the three main parts of the ear
transfer sound waves for hearing to occur.
Assessment Guidelines
The objective of this indicator is to explain hearing in terms of the relationship between sound
waves and the ear; therefore, the primary focus of assessment should be to develop cause and effect
models that show the functions of the three main parts of the ear and how they transmit and transfer
sound waves for hearing to occur in the brain. However, appropriate assessments should also
require students to recognize the three major parts of the ear; to summarize how the major parts of
the ear transfer sound waves to the brain for interpretation; or to interpret a diagram of the three
major parts of the ear that depicts how sound is transferred and transmitted at each part.
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Academic Standard 8-6
Topic: Waves
8-6.6 Explain sight in terms of the relationship between the eye and the light waves emitted
or reflected by an object.
Taxonomy level: 2.7-B Understand Conceptual Knowledge
Previous/Future knowledge: Students have not been introduced to the concept of the relationship
between the eye and light waves in previous grades. They will further develop the concept of light
in 9th grade Physical Science (PS-7.6).
It is essential for students to know that the interaction between the major parts of the eye and light
emitted or reflected by an object to allow sight to occur as follows:
Cornea
The cornea is a transparent tissue that transmits and refracts light to the pupil, the
opening in the iris of the eye in front of the lens.
Lens
The lens refracts the light further and focuses the light waves on the retina.
Retina
The retina is located on the back of the inside of the eye and is composed of tiny
nerves that transfer the energy of the light waves to nerve impulses transmitted to the
brain for interpretation as sight.
It is not essential for students to know how each of the parts of the main parts of the eye function
to interact with light emitted or reflected by an object.
Assessment Guidelines:
The objective of this indicator is to explain how the major parts of the eye interact with light waves
to allow sight to occur; therefore, the primary focus of assessment should be to construct cause and
effect models of the various parts of the eye indicating how they interact with light waves to allow
sight to occur. However, appropriate assessments should also require students to recognize the
functions of the major parts of the eye in interacting with light to allow sight to occur; to interpret a
diagram of the major parts eye and their functions in transmitting and transferring light to nerve
impulses in the brain for sight; or to summarize the transfer of light through the major parts of the
eye.
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Academic Standard 8-6
Topic: Waves
8-6.7 Explain how the absorption and reflection of light waves by various materials result in
the human perception of color.
Taxonomy level: 2.7-B Understand Conceptual Understanding
Previous/Future knowledge: Students have been introduced to the concept of color (4-5.2) and
absorption and reflection of light (4-5.3) in 4th grade. Students have not been introduced to concept
of the human perception of color in previous grades. Students will further develop the concepts of
reflection and interference of light waves in 9th grade Physical Science (PS-7.6).
It is essential for students to know that the absorption and reflection of light waves by various
materials results in human perception of color as follows:
Reflection
Reflection of certain wavelengths of light by various materials causes those materials
to appear as a certain color to humans. The color of materials depends on the
wavelengths of light that are reflected by various materials and received by the eye.
Certain nerves in the eye are sensitive to certain wavelengths of light these nerves
transmit signals to the brain, where it is interpreted as color.
Absorption
Absorption of certain light waves by various materials causes those materials to not
transfer those wavelengths of light to the human eye. Wavelengths of light that are
absorbed by materials will not cause those colors to be perceived by humans.
It is not essential for students to know the specific nerves in the human eye that are sensitive to
certain wavelengths of light that result in human perception of color. Students also do not have to
know which wavelengths of light are perceived as which colors.
Assessment Guidelines:
The objective of this indicator is to explain how the absorption and reflection of light waves by
various materials result in the human perception of color; therefore, the primary focus of assessment
should be to develop cause and effect models that develop the concept of absorption and reflection
of light resulting in the human perception of color. However, appropriate assessment should also
require students to recall that light is made up of various wavelengths that relate to the color
perceived by humans; to interpret a diagram of how colored materials reflect or absorb light; to
infer what is being reflected and what is being absorbed by a colored material; to summarize the
process by which light is absorbed or reflected by various materials; or to exemplify of light being
absorbed or reflected by various materials.
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Academic Standard 8-6
Topic: Waves
8-6.8 Compare the wavelength and energy of waves in various parts of the electromagnetic
spectrum (visible light, infrared, and ultraviolet radiation).
Taxonomy level: 2.6-B Understand Conceptual Knowledge
Previous/Future knowledge: Students have not been introduced to the concept of the
electromagnetic spectrum in previous grades. Students are introduced to the concept of
electromagnetic waves in this unit in 8th grade (8-6.2). Students will further develop the concept
of quantitative relationships in properties of waves in 9th grade Physical Science (PS-7.5).
It is essential for students to know that electromagnetic waves have a wide range of wavelengths.
The entire range of wavelengths is called the electromagnetic spectrum.
Students should know the relationship between the wavelength and energy of waves in various parts
of the electromagnetic spectrum as follows:
(imagine.gsfc.nasa.gov/docs/ science/know_l1/emspectrum.html)
Infrared radiation
Infrared radiation has longer wavelengths than red wavelengths of visible
light. Infrared radiation is lower in energy than visible light. All objects emit
infrared radiation, and hotter objects emit more infrared radiation than cooler
objects. Thermal energy is transmitted by infrared radiation. When objects
absorb infrared radiation, they become warmer.
Visible light
Visible light is the range of electromagnetic waves that can be detected by the
human eye. The wavelengths are in the middle range of wavelengths of
electromagnetic waves. Visible light is also in the middle of the energy range
of electromagnetic waves. The longer the wavelength, the lower the energy
of the wave. The eye reacts to different energies and wavelengths of light so
that different colors are seen. Shorter wavelengths are perceived as violet
colors and longer wavelengths are perceived as red colors. Shorter violet
wavelengths are higher energy levels than longer red wavelengths of visible
light.
Ultraviolet radiation Ultraviolet radiation has smaller wavelengths than violet wavelengths of
visible light. Ultraviolet radiation is higher in energy than visible light. Too
much exposure to the ultraviolet radiation from the Sun is damaging, but
some exposure is healthy.
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Academic Standard 8-6
Topic: Waves
It is not essential for students to know the specific wavelengths of the various types of
electromagnetic radiation, nor do students have to know the relative wavelengths and energies of
other forms of radiation than visible light, infrared, and ultraviolet radiation.
Assessment Guidelines:
The objective of this indicator is to compare the wavelength and energy of waves in specific parts
of the electromagnetic spectrum; therefore, the primary focus of assessment should be to detect
similarities and differences in the relationship between wavelengths and the energy of infrared,
visible, light and ultraviolet waves. However, appropriate assessments should also require students
to recognize specific parts of the electromagnetic spectrum that are higher or lower in energy and
shorter or longer in wavelengths; to interpret a diagram of the electromagnetic spectrum; to infer
which specific parts are higher or lower in wavelength and energy; or to classify waves by specific
characteristics.
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Academic Standard 8-6
Topic: Waves
Supporting Content Web Sites
University of Illinois: Weather World 2010 Project
http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/opt/home.rxml
Light and Optics section. Photographs and graphics are used to explain meteorological optical
phenomena caused by the reflection, scattering, refraction, and diffraction of the suns rays through
water droplets, particulates, and ice crystals.
8-6.3, 8-6.4, 8-6.8
Oregon Museum of Science and Technology: Dangerous Decibels
http://www.dangerousdecibels.org/virtualexhibit.cfm#
A virtual tour that includes interactive models of the propagation of a sound wave, the movement of
a sound wave through the human ear, variations in sound frequency, and the measurement of the
intensity of everyday sounds.
8-6.3, 8-6.5
Nova Online: Voyage to the Mystery Moon
http://www.pbs.org/wgbh/nova/titan/sounds.html
Cassini-Huygens researcher Bruce Betts explains how sounds were used to collect data about Titan.
The interactive site begins with an explanation of how sound is transmitted on Earth and how
humans perceive sound, then provides a sample of two sounds that were recorded by the Huygens
probe with an accompanying explanation of what those sounds revealed about Titan.
8-6.1, 8-6.2, 8-6.5
Nova Online: Wave That Shook the World Anatomy of a Tsunami
http://www.pbs.org/wgbh/nova/tsunami/anatomy.html
Interactive overview of the 2004 Indian Ocean tsunami that includes an animation and explanation
of the propagation of the seismic wave including the effect of the ocean’s depth at various locations
on the wavelength, amplitude, and speed of the wave.
8-6.1, 8-6.2, 8-6.3
Nova Online: Death Star A Self-Guided Tour of the Electromagnetic Spectrum
http://www.pbs.org/wgbh/nova/gamma/spectrum.html
Moving the cursor across the electromagnetic spectrum reveals the characteristics of each range and
the technological applications of each. The interactive site also relates the connection of each
section of the electromagnetic spectrum to the exploration of space.
8-6.1, 8-6.2, 8-6.8
Amazing Space Catch the Waves and Making Waves
http://amazing-space.stsci.edu/resources/explorations/light/CatchWaves_activation-frames.html
Site includes an interactive prism, generation of a water wave, comparison of ranges of the
electromagnetic spectrum to similar sized objects, comparison of views of the Sun as seen through
different wavelengths of light, and a summary of concepts that have been explained. Making
Waves allows students to manipulate the wavelength and frequency of a “rope” wave.
8-6.3, 8-6.8
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Academic Standard 8-6
Topic: Waves
An Interactive Diagram of the Human Eye
http://www.nei.nih.gov/health/eyediagram/index.asp
Slide the hand lens across the diagram to magnify each of the major parts of the eye. Click on the
target symbols to read a description of the function of each part.
8-6.6
Fear of Physics: What is Sound?
http://www.fearofphysics.com/Sound/dist.html
Animation and explanation of the movement of air molecules during the propagation of a sound
wave. The final frame shows how the air molecules interact with a human ear, and then provides a
link to sounds of various frequencies and an explanation of the universal frequencies used on touch
tone phones.
Comparison of Wavelength and Frequency
http://www.acoustics.salford.ac.uk/schools/lesson1/flash/wavelength.swf
A series of four interactive slides that illustrate the generation of waves of different wavelength. A
comparison is then made between the wavelengths of the waves and their frequencies.
8-6.3
Colors of Light
http://www.mic-d.com/java/additiveprimaries/index.html
Tutorial allows students to manipulate disks of “light” in primary colors to illustrate the relationship
between colors, white light, and the mixing of wavelengths of light to produce other colors. Also
provides accompanying text that explains the relationship between light and the perception of color.
8-6.7
Suggested Literature
Isaacs, A. (2005). Characteristics and behaviors of waves: understanding sound and electromagnetic
waves. New York: Rosen Publishing Group.
ISBN: 1404203311
Lexile: not available
Describes the parts, behavior, and properties of waves and gives definitions of terms related to
waves. Also includes descriptions of the occurrence of waves in real world situations.
8-6.2, 8-6.3, 8-6.4, 8-6.8
Parker, S. (2005). Making waves: sound. Portsmouth, NH: Heinemann Library.
ISBN: 1403448140
Lexile: not available
Discusses how sound waves are formed and the properties of sound waves including pitch, volume,
and speed. Also includes information about how humans and other animals perceive sound and
how sound is generated and managed in technological applications.
8-6.3, 8-6.5
12
Academic Standard 8-6
Topic: Waves
Stille, D. (2006). Waves: energy on the move. Mankato, MN: Compass Point Books.
ISBN: 075651259X
Lexile: not available
Colorful diagrams illustrate the structure of water, sound, light, radio, and seismic waves.
8-6.1, 8-6.2, 8-6.5, 8-6.6
Parker, S. (2001). Light and sound. Austin, TX: Raintree Steck-Vaughn.
ISBN: 0739810111
Lexile: not available
Extensive use of figures, charts, diagrams, and photographs to describe the nature of light and
sound. Includes a discussion of color and brightness, ears and hearing, and sound and light
phenomena such as echoes, sonar, lasers, and holograms.
8-6.2, 8-6.5, 8-6.6, 8-6.7
Ball, J. (Ed.). (2003). Sound. New York: G. Stevens for the Discovery Channel.
ISBN: 0836833635
Lexile: not available
Information and activities related to the principles of sound, animal and human hearing, sound
applications in medicine and noise pollution.
8-6.5
Burnie, D. (2000). Light. NewYork: Dorling Kindersley.
ISBN: 0789467097
Lexile: 1000
The familiar Eyewitness format includes numerous color photographs with extensive captions to
illustrate the wave properties of light, the phenomenon of color, refraction and reflection, and the
principles of optics.
8-6.4, 8-6.6, 8-6.7, 8-6.8
Silverstein, A. (2001). Hearing. Breckingridge, CO: Twenty-First Century Books.
ISBN: 0761316663
Lexile: not available
Explains hearing from the mechanics of the sound wave to the perception of sounds in the human
brain. Includes labeled diagrams of the human ear and discusses technology that has been
developed to assist the hearing impaired.
8-6.5
Gardner, R. (2004). Light, sound, and waves science fair projects: using sunglasses, guitars, CDs,
and other stuff. Berkeley Heights, NJ: Enslow Publishers.
ISBN: 0766021262
Lexile: not available
This is not your ordinary science fair fare. The novelty of the materials used will provide an
engaging experience for students as they investigate the principles of sound, color, vision,
refraction, and reflection.
8-6.4, 8-6.5, 8-6.6, 8-6.7
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Academic Standard 8-6
Topic: Waves
Stille, D. (2006). Manipulating light: reflection, refraction, and absorption. Mankato, MN: Compass
Point Books.
ISBN: 0756512581
Lexile: not available
High interest, lower reading level introduction to reflection, refraction, and absorption that includes
explanations of how mirrors, prisms, and telescopes work.
8-6.4
Skurzynski, G. (2005). Waves: the electromagnetic universe. Washington, DC: National
Geographic.
ISBN: 0792235207
Lexile: not available
Color photographs and easily understood diagrams provide information about the ranges of
wavelengths in the electromagnetic spectrum and the modern technologies that are derived from
them.
8-6.7, 8-6.8
Suggested Streamline Video Resources
Breaking the Silence: An Introduction to Sound
Segment 3: Energy and Sound: Loudness and Frequency (3:33)
Segment 4: What is Pitch? (2:05)
ETV Streamline SC
Relates the energy of a sound wave to the amplitude of the wave, and then shows how this is
different from the frequency of the wave. The segment presents demonstrations that students can
easily reproduce to illustrate the concepts.
8-6.3, 8-6.5
Breaking the Silence: An Introduction to Sound
Segment 8: Energy and Sound: How Do Sound Vibrations Reach Our Ears
ETV Streamline SC
This segment includes an animation of the vibration of molecules in air producing a compression
wave, as well as an animation of the wave interacting with a human ear.
3:29
8-6.5
Science Investigations Physical Science: Investigating Sound and Light
All About Telescopes
ETV Streamline SC
Begins with a brief history of the development of the microscope then quickly moves to a
comparison of refracting and reflecting telescopes. The last part of the segment describes the
Hubble Telescope and how its images are transmitted to Earth.
9:20
8-4.10, 8-6.4
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Academic Standard 8-6
Topic: Waves
Science Investigations Physical Science: Investigating Sound and Light
Echolocation and Dolphins
ETV Streamline SC
Describes how dolphins use echolocation to navigate and find food in dark water. Includes an
animation that shows how the sound wave is generated as a vibration by the dolphin and how that
wave is reflected off of a distant object.
3:38
8-6.1, 8-6.4
Exploring Light and Color
Segment 3: Light and Color (6:39)
Segment 5: Mirrors and Lenses (3:14)
ETV Streamline SC
Segment begins with an animation of refraction by a prism to produce a visible spectrum and shows
the relationship of visible light to the electromagnetic spectrum, while focusing on the ultraviolet
and infrared segments found in sunlight. It continues with an explanation of absorption and
reflection of light, our perception of color, primary colors of light, and the potential confusion with
primary colors in pigments.
8-6.3, 8-6.4, 8-6.6, 8-6.7, 8-6.8
Exploring Light and Color
Segment 2: Light and the Sense of Sight
ETV Streamline SC
Provides a summary of the major structural components of the human eye (pupil, iris, cornea, lens,
retina, optic nerve) and the interaction of each part with a reflected light wave. Also provides
information about vision in other animals as compared to that of humans.
4:54
8-6.6
Inquiring Minds: From Sky to Sea
Segment 1: Blue Sky
ETV Streamline SC
Uses the concepts of absorption, reflection, refraction, and emission to explain why the sky is blue,
sunsets are red, space is black, and why water is clear in a small container, but blue in a large body
like the ocean. Provides several animations of the refraction of the wavelengths of visible light by
air and water molecules.
5:05
8-6.3, 8-6.4, 8-6.7, 8-6.8
Physical Science: Light
Segment 3: Magic of Sight: How Our Eyes Work
ETV Streamline SC
Excellent diagrams of the parts of the eye and how they function.
2:24
8-6.6
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Academic Standard 8-6
Topic: Waves
Physical Science: Light
Segment 4: The Electromagnetic Spectrum
ETV Streamline SC
A survey of the segments of the electromagnetic spectrum through an exploration of the universe.
The discussion of each range of the spectrum is accompanied by visual images of the universe from
telescopes and space probes that gather the wavelengths of light in that range.
3:02
8-6.8, 8-4.10
Career Connections
Acoustical architect
Acoustical architects develop building designs that most efficiently distribute desirable sounds
(music, conversation, oral communication) while reducing undesirable sounds (background noise,
mechanical noise). This specialized architect would be involved in the design of music halls,
theaters, museums, recording studios, and TV/movie sets and would require a deep understanding
of transmission, absorption, and reflection of waves.
Acoustical engineer
Acoustical engineers are specialized mechanical engineers who have an equally strong background
in electrical engineering. They develop transducers (devices that convert sound energy into another
type of energy or vice versa) and sound measuring instruments such as those used in seismic
surveying, sound recording, and medical diagnostics.
Audiologist
An audiologist is a licensed medical care provider that examines and provides intervention services
for persons with speech and hearing disorders to help them improve their ability to communicate.
They require a thorough understanding of the mechanics of sound waves and the structure and
function of the human ear.
Sonographer
Sonographers (ultrasonographers) are medical technicians who specialize in the use of high
frequency sound waves to produce dynamic visual images of organs, tissues, or blood flow inside
the body. They select equipment settings, use a transducer to collect the image, look for visual cues
of an unhealthy image, take measurements, calculate values and analyze results to relay to a
physician.
Optometrist
Optometrists examine eyes to diagnose vision problems and diseases, test patients’ visual acuity,
depth perception, color perception, ability to focus and coordinate the eyes, and prescribe
eyeglasses and contact lenses to correct vision problems. An optometrist would require knowledge
of the refraction of light through lenses, color perception, and the structure of the human eye.
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