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Sample Pages from

Discovering Science through Inquiry: Light and Sound

The following sample pages are included in this download:

• Teacher’s Guide Cover, Table of Contents, Text Set Chart, andLesson 1—All About Waves lesson plan

• Inquiry Handbook Cover and Lesson 1: All about Waves studentactivity sheets

• Inquiry Card for Lesson 1: Radio Waves and Cell Phones

For correlations to Common Core and State Standards, please visit http://www.teachercreatedmaterials.com/correlations.

© Teacher Created Materials #12387—Light and Sound Teacher’s Guide 3

Table of Contents

Introduction and Research

About Inquiry-based Learning . . . . . . . 4Inquiry-based Learning for the

21st Century . . . . . . . . . . . . . . . . . . . 4Qualities of an Inquiry-based

Classroom . . . . . . . . . . . . . . . . . . . . . 5Making the Transition to

Inquiry-based Instruction . . . . . . . . 6Using the 5 Es in a Science

Classroom . . . . . . . . . . . . . . . . . . . . . 7Asking Good Questions . . . . . . . . . . . . 9Teaching Scientific Vocabulary . . . . 10Differentiating Science

Instruction . . . . . . . . . . . . . . . . . . . 11Using Technology in the

Inquiry-based Classroom . . . . . . . 14Assessment . . . . . . . . . . . . . . . . . . . . 15

How to Use This Product . . . . . . . . . . . 18Why Use Discovering Science

through Inquiry? . . . . . . . . . . . . . . 18Teacher’s Guide . . . . . . . . . . . . . . . . . 18Inquiry Handbook . . . . . . . . . . . . . . . 25Inquiry Cards . . . . . . . . . . . . . . . . . . . 26Teacher Resource CD . . . . . . . . . . . . 27Using the Video Clips . . . . . . . . . . . . 27Sample Pacing Plans . . . . . . . . . . . . . 29

Standards Correlation . . . . . . . . . . . . . . 31

Content Overview . . . . . . . . . . . . . . . . . 34

Lessons

Lesson 1: All About Waves . . . . . . . . . . . 35

Lesson 2: Waves and Matter . . . . . . . . . 43

Lesson 3: What Is Light? . . . . . . . . . . . . . 51

Lesson 4: The Color of Light . . . . . . . . . 59

Lesson 5: Light Waves . . . . . . . . . . . . . . . 67

Lesson 6: Reflection . . . . . . . . . . . . . . . . 75

Lesson 7: Refraction . . . . . . . . . . . . . . . . 83

Lesson 8: Absorption of Light . . . . . . . . 91

Lesson 9: Good Vibrations . . . . . . . . . . . 99

Lesson 10: Vibrations Through Mediums . . . . . . . . . . . . . . . . . . . . . . 107

Lesson 11: Sound Waves . . . . . . . . . . . . 115

Lesson 12: The Speed of Sound . . . . . . 123

Lesson 13: Wavelengths of Sound . . . . 131

Lesson 14: Sound Frequency . . . . . . . . 139

Lesson 15: Pitch . . . . . . . . . . . . . . . . . . . 147

Lesson 16: Detecting Sound Waves . . . 155

Culminating Activity: Light-and-Sound Show . . . . . . . . . . . . . 163

Appendices

Appendix A: References Cited . . . . . . . 167

Appendix B: Differentiation Suggestions . . . . . . . . . . . . . . . . . . . . 168

Appendix C: Contents of the Teacher Resource CD . . . . . . . . . . . . 174

Standards Overview

EvaluateIn this section, students examine the Essential Question of the lesson and reflect on their learning. Students also take the All About Waves Assessment.

ElaborateIn this section, students learn that radio waves are not the same as sound waves. They investigate how people use radio waves for cell phones, televisions, radios, and other uses.

ExplainIn this section, students learn about transverse and longitudinal waves and the characteristics of waves: amplitude, frequency, and wavelength.

ExploreIn this section, students build transverse waves with string, each with different wavelengths, frequencies, and amplitudes.

EngageIn this section, students think about how objects are alike. They learn that five seemingly unrelated objects all transmit energy through waves.

Content StandardStudents know that waves have energy.

Process StandardStudents know that models are often used to think about things that cannot be observed or investigated directly.


?

Lesson 1

All About Waves

Vocabularyamplitude: the distance from a wave’s resting

position to its crest, or from a wave’s resting position to its trough

frequency: the number of wavelengths that pass a certain point in a unit of time

transverse wave: a wave that moves back and forth perpendicular to the direction in which the wave travels

wavelength: the measure of the distance from a point on one wave to the same point on the next wave

Essential QuestionWhat are transverse waves?

#12387—Light and Sound Teacher’s Guide © Teacher Created Materials36

Energy waves are a significant part of the world around us. Waves allow us to see, hear, and enjoy many technological luxuries. While this may seem complex, a wave is simply a disturbance that transfers energy from one place to another.

There are two types of energy waves, mechanical waves and electromagnetic waves. All mechanical waves require a medium to travel through. This matter can be in any state, whether it be solid, liquid, or gas. Electromagnetic waves do not require a medium to travel through, although they may travel through a medium as well. These waves can propagate through space or through a vacuum.

Waves may be present in either of two forms: transverse waves or longitudinal (compression) waves. Transverse waves transfer energy perpendicular to the direction in which they travel. These waves are what most people understand to be waves. In the image below, a child is moving a hose up and down, creating a wave with the water stream. The energy of the wave comes from the up and down motion of the child’s hand. The wave in turn is moving in the opposite direction or perpendicular to the up and down motion.

trough

crest

direction of wave

energy of wave

Longitudinal waves move energy parallel to the direction in which they travel. The best way to picture this type of wave in action is with a spring toy. In the image below, the energy from the wave is moving from left to right, likewise, the wave (seen in the compression and rarefaction) is moving parallel to this motion.

rarefactionrarefaction

compression compression

direction of wave and energy

All waves have amplitude, wavelength, and frequency. These characteristics are easier to see (and learn) through transverse waves. Amplitude is the height of the wave from its resting point. Amplitude is measured either from the resting point to the top of the wave, called the crest, or from the resting point to the bottom of the wave, called the trough. The greater a wave’s amplitude, the more energy it carries. All waves also have wavelength. This is the measure of a wave from one point to the same point along the wave, such as crest to crest or trough to trough. The number of wavelengths that pass a certain point within one second is the wave’s frequency. Frequency is measured in hertz (Hz). This wave completes three full wavelengths in one second.

wavelengthcrest

trough

amplitude

amplitude amplitude

1 second

direction of wave

Frequency = 3 wavelengths per second = 3 Hz

ener

gy o

f wav

e

Lesson 1

All About WavesBackground Information for the Teacher

More to KnowAdditional Vocabularycrest: the highest point of a transverse wave

electromagnetic wave: a wave that can travel through empty space or through matter

hertz (Hz): the unit of measure that measures wave frequency

longitudinal wave: a wave whose energy travels parallel to its direction of motion; compression wave

mechanical wave: a wave that travels through a medium

trough: the lowest point of a transverse wave

wave speed: a function of the wavelength multiplied by the frequency of a wave

Comparing WavesType of Waves Mechanical Waves Electromagnetic Waves

Transverse Waves seismic waves (S-waves) visible light microwavesX-rays radio waves

Longitudinal Waves (Compression)

sound waves water wavesseismic waves (P-waves)

Fast Facts about Waves • Wavestransferenergy.• Mechanicalwavesmoveenergythroughmatter.• Electromagneticwavesmoveenergythroughspaceormatter.• Wavescanmoveenergythrougheithertransversewavesorlongitudinal waves. • Thelargertheamplitude,thegreatertheenergyawavetransfers.• Thegreaterthenumberofwavespersecond,thehigherthefrequencyand the shorter the wavelength. • Thefewerthenumberofwavespersecond,thelowerthefrequencyand the greater the wavelength.


Lesson 1

All About Waves

Engage

Lesson 1

All About Waves

Materials • notecards• writingpaper• drawingmaterials

Procedure 1. Place students in groups of five. Give

each student one small note card. Write the names of the following objects on the board: television, sun, guitar, ocean, and radio. Instruct each group member to choose one item. The five objects should each be represented by a single group member in each group. Have students each draw and label their object on their card.

2. As a group, instruct students to determine something all five objects have in common. One group writer should record their ideas on a sheet of paper. Example: A television, the sun, a guitar, the ocean, and a radio all _________________.

3. Allow time for each group to share what they think all five objects have in common.

4. Explain that all of these objects transmit energy through waves. Allow time for the groups to consider how each object transmits energy through waves. Instruct each student to write on the front of the card how he or she thinks the object transmits energy through waves.

5. Ask for one to two volunteers to share their ideas for each of the five objects listed on the board.

6. Explain to students that they will learn all about waves during this lesson.

In this section, students think about how objects are alike. They learn that five seemingly unrelated objects all transmit energy through waves.


Explore

Lesson 1

All About Waves

Materials • InquiryHandbook:

Build a Wave (page 11) • string• chairs

Procedure 1. Tell students that they are going to learn

more about waves. Hold up a piece of string at one end. Ask students how you can make waves with the string. Follow students’ instructions as part of a class demonstration. As you make waves with the string, have students describe the motion of the waves (slow, fast, wide, narrow, hard to see, etc.). Explain to the class that they will try making waves with string.

2. Distribute copies of the Build a Wave activity sheet to students. Read the directions and question as a class. Answer any questions that students might have.

3. Have students read through the Experimental Design section of the activity sheet.

4. Divide the class into pairs and distribute one piece of string about 1 m (3 ft.) to each pair of students. Note: This Exploration works best on smooth, tiled floors rather than carpet.

5. Ask students to complete their hypotheses and allow them time to conduct the experiment. Remind students to carefully record their observations and findings on a separate sheet of paper, and to label each wave. Students should use the vocabulary from the wave diagram on their Build a Wave activity sheet to describe their observations. Students should use their observations to formulate a conclusion.

6. Have a class discussion about the different types of waves that students have made. Ask students:

•Howcanawavehavealargeamplitude and a small wavelength?

•Cantwowaveshavethesamefrequency, but different wavelengths? How?

•Cantwowaveshavethesamefrequency, but different amplitudes? How?

In this section, students build transverse waves with string, each with different wavelengths, frequencies, and amplitudes.


Explain

Procedure 1. Distribute the What Is a Wave?

background page to students. Ask a student to read the title of the text aloud.

2. Explain to students that the information presented in this text will help them learn about two kinds of waves: transverse and longitudinal. Encourage students to pay close attention to the characteristics of waves.

3. Have students read the text. It can be read independently, in pairs, in small groups, or as a whole class. Allow students to highlight the vocabulary terms and definitions within the text. Also, have students mark each characteristic of the waves with a different color pen or pencil. For example, have students circle the amplitude and arrow in red, the wavelength in blue, and the frequency in green.

4. Distribute copies of the Follow that Wave! activity sheet to students. Explain to them that the background page defines and illustrates the characteristics of waves. Allow time for students to use what they have learned from the background page to draw and label a longitudinal wave and a transverse wave.

5. Discuss the reading and activity by asking students the following questions:

•Howarewavelength,frequency,andamplitude related?

•Cantwowaveswiththesamefrequency have different wavelengths? Explain. (no; frequency is a function of wavelength)

•Cantwowaveswiththesamefrequency have different amplitudes? Explain. (yes; frequency is not a function of amplitude)

•Whatishappeningwhenyoufeeland hear a drum beat? (Sound waves create vibrations that you can feel and hear.)

6. Distribute the All About Waves Vocabulary activity sheet to students. Have students illustrate and describe each highlighted term (from step 3) with partners. Allow time for students to complete this page, and discuss their descriptions with peers.


What Is a Wave? (page 12) Follow that Wave! (page 13) All About Waves Vocabulary (page 14)

Lesson 1

All About WavesIn this section, students learn about transverse and longitudinal waves and the characteristics of waves: amplitude, frequency, and wavelength.

• highlighters• coloredpencilsor

pens


Elaborate

Using the Card 1. DisplaytheRadioWavesandCellPhones

InquiryCardanddistributecopiesoftheRadioWavesandCellPhonesfromtheInquiry Handbook.

2. Tell students that the card shows the entire electromagnetic spectrum. This is how all energy moves through space (not necessarily through matter, like mechanical waves).

3. Discuss what students observe about the waves along the spectrum, and what the chart shows them with regard to the waves’ lengths, sizes, and types. Have students look at the radio waves on the electromagnetic spectrum. Have students use the chart to compare radio, television, cell phones, and shortwaves.

4. Read the background information to students. As a class, summarize how electromagnetic waves are different from mechanical waves. Use the Inquiry Discussion Questions to further this discussion.

5. Use the differentiation suggestions for students to complete the Analyzing Science questions.

6. Allow students time to complete the Nonfiction and Fiction Writing Prompts andtheScientificChallenge.Theseactivities can be completed in centers or workstations, if desired.

Inquiry Discussion Questions • Howdoallthewavesalongthe

electromagnetic spectrum compare? • Howdoradiowavescomparetoother

waves along the electromagnetic spectrum? • Whataresomeeveryday(common)and

specialized (military, scientific) uses of radio waves related to communications, satellites, and navigation?

Materials • InquiryCard:RadioWavesandCellPhones• InquiryHandbook:RadioWavesandCell

Phones (page 15)

Above-Level LearnersHave students complete the third Analyzing Science question.

On-Level LearnersHave students complete the second Analyzing Science question.

Below-Level LearnersHave students complete the first Analyzing Science question.

English Language LearnersPoint and trace the waves along the electromagnetic spectrum when referring to them. Allow students to work in pairs or small groups. Students should complete an Analyzing Science question that is appropriate for their ability levels.

Differentiation

In this section, students learn that radio waves are not the same as sound waves. They investigate how people use radio waves for cell phones, televisions, radios, and other uses.


Lesson 1

All About Waves


All About Waves Journal (page 16) All About Waves Assessment (pages 17–18)

Evaluate

Answer KeyBuild a Wave (page 11)

Students should find that the size of their movement increased amplitude, and the speed of their movement increased frequency.

Follow that Wave! (page 13) 1. Use diagram on page 36 to check labels. 2. Student illustrations will vary.

All About Waves Vocabulary (page 14)Illustrations and descriptions will vary.

All About Waves Journal (page 16)Responses will vary.

All About Waves Assessment (pages 17–18) 1. B 2. B 3. D 4. D 5. B

Open ResponseResponses will vary.

Procedure 1. Ask the class to reflect on what they have

learned. Discuss the concepts that have been shared.

2. Discuss the Essential Question (page 35) of the lesson. Students should be able to articulate what transverse waves do (transfer energy), and know the characteristics of waves (all waves have amplitude, frequency, and wavelength).

3. Distribute the All About Waves Journal activity sheet to students and have them use it as a way to reflect on the lesson and synthesize the major concepts studied. This can also serve as a review for the final assessment.

4. Distribute the All About Waves Assessment to students and allow them adequate time to complete it. Answers for the assessment, as well as the other activity sheets used in this lesson, are provided below.


In this section, students examine the Essential Question of the lesson and reflect on their learning. Students also take the All About Waves Assessment.

Lesson 1

All About Waves

Light and Sound

Inquiry Handbook

© Teacher Created Materials #12374—Light and Sound Inquiry Handbook 3

Diagnostic Pre-test . . . . . . . . . . . . . . . 5

Lesson 1: All About Waves Build a Wave . . . . . . . . . . . . . . . . . . . . . . 11 What Is a Wave? . . . . . . . . . . . . . . . . . . . 12 Follow that Wave! . . . . . . . . . . . . . . . . . . 13 All About Waves Vocabulary . . . . . . . . 14 Radio Waves and Cell Phones . . . . . . . 15 All About Waves Journal . . . . . . . . . . . . 16 All About Waves Assessment . . . . . . . . 17

Lesson 2: Waves and Matter This Way and That . . . . . . . . . . . . . . . . . 19 When Waves Strike . . . . . . . . . . . . . . . . 20 Waves React . . . . . . . . . . . . . . . . . . . . . . 21 Waves and Matter Vocabulary . . . . . . . 22 Wave Interference . . . . . . . . . . . . . . . . . 23 Waves and Matter Journal . . . . . . . . . . 24 Waves and Matter Assessment . . . . . . 25

Lesson 3: What Is Light? Looking at Light . . . . . . . . . . . . . . . . . . . 27 Light and the Electromagnetic

Spectrum . . . . . . . . . . . . . . . . . . . . . . 28 Visible Light Web . . . . . . . . . . . . . . . . . . 29 What Is Light? Vocabulary . . . . . . . . . . 30 Light Through a Prism . . . . . . . . . . . . . 31 What Is Light? Journal . . . . . . . . . . . . . . 32 What Is Light? Assessment . . . . . . . . . . 33

Lesson 4: The Color of Light The Color of Light . . . . . . . . . . . . . . . . . 35 Understanding Light Wavelengths . . . 36 The Color Wheel . . . . . . . . . . . . . . . . . . 37 The Color of Light Vocabulary . . . . . . . 38 Color Blindness . . . . . . . . . . . . . . . . . . . 39 The Color of Light Journal . . . . . . . . . . 40 The Color of Light Assessment . . . . . . 41

Lesson 5: Light Waves When Light Strikes . . . . . . . . . . . . . . . . 43 What Happens When Light Strikes

Matter? . . . . . . . . . . . . . . . . . . . . . . . . 44 Light Waves I See . . . . . . . . . . . . . . . . . . 45 Light Waves Vocabulary . . . . . . . . . . . . 46 How Human Eyes Work . . . . . . . . . . . . . 47 Light Waves Journal . . . . . . . . . . . . . . . 48 Light Waves Assessment . . . . . . . . . . . 49

Lesson 6: Reflection The Guided Light . . . . . . . . . . . . . . . . . . 51 Reflection of Light . . . . . . . . . . . . . . . . . 52 Understanding the Law of Reflection . 53 Reflection Vocabulary . . . . . . . . . . . . . . 54 Reflecting Telescopes . . . . . . . . . . . . . . 55 Reflection Journal . . . . . . . . . . . . . . . . . 56 Reflection Assessment . . . . . . . . . . . . . 57

Lesson 7: Refraction Magnification with a Convex Lens . . . . 59 Refraction of Light . . . . . . . . . . . . . . . . . 60 Refraction Web . . . . . . . . . . . . . . . . . . . . 61 Refraction Vocabulary . . . . . . . . . . . . . 62 Refracting Telescopes . . . . . . . . . . . . . . 63 Refraction Journal . . . . . . . . . . . . . . . . . 64 Refraction Assessment . . . . . . . . . . . . . 65

Lesson 8: Absorption of Light Colors Around Us . . . . . . . . . . . . . . . . . 67 Wavelengths We See . . . . . . . . . . . . . . . 68 When Light Is Absorbed . . . . . . . . . . . . 69 Absorption of Light Vocabulary . . . . . 70 Light and Heat Absorption . . . . . . . . . . 71 Absorption of Light Journal . . . . . . . . . 72 Absorption of Light Assessment . . . . . 73

Table of Contents


Lesson 1Name ____________________________________

All About WavesBuild a WaveDirections: Read the question below and formulate a hypothesis. Then, follow the steps below to test your hypothesis. Make your observations and draw a conclusion. Create a record of your experiment on a separate sheet of paper. Use the illustration of a wave to identify amplitude, wavelength, and frequency.

QuestionWhat makes a wave’s frequency, wavelength, and amplitude change?

HypothesisFormulate a hypothesis. (What is the answer to your question?) Record your hypothesis.

Experimental Design 1. Tie one end of a string that is 1 m (3 ft.) long on a chair leg close to the

floor. Extend the string in a straight line out from the chair leg. 2. Move the free end of the string back and forth slowly a short distance of

10 cm (4 in.). Draw how the string looks and label it Wave 1. 3. Now move the free end of the string back and forth quickly a short

distance of 10 cm (4 in.). Draw how the string looks and label it Wave 2. 4. Move the free end of the string back and forth slowly over a wider

distance of 30 cm (12 in.). Draw how the string looks and label it Wave 3. 5. Move the free end of the string back and forth quickly over a distance of

30 cm (12 in.). Draw how the string looks and label it Wave 4.

ObservationsHow did the distance and speed of the string change the wave? What did the size of the wave change? What did the speed of the wave change?

ConclusionWhat is the answer to your question? Do your findings support your hypothesis? Write your conclusion.

1 second

amplitude

amplitude

wavelength


wavelengthamplitude

amplitude

1 second


#12374—Light and Sound Inquiry Handbook © Teacher Created Materials12

All About WavesWhat Is a Wave?Waves are all around us. Light waves allow us to see. Sound waves allow us to hear. But what is a wave? A wave is a disturbance that transfers energy from one place to another. Some waves travel through a medium and others travel through empty space. Waves do not transfer matter. They transfer energy. Waves that transfer energy through empty space are electromagnetic (ih-lek-troh-mag-NET-ik) waves. Waves that must transfer energy through a medium are mechanical waves.

There are two types of waves. The first type of wave is called a longitudinal (lon-ji-TOOD-n-l) or compression wave. The best way to see this type of wave is with a spring toy. If you hold either end of the spring toy on a flat surface, and push, you will see the “wave” move from one end to the other. The energy in the wave moves in the same direction as the wave. Sound waves are longitudinal waves. Think about the beating of a drum. You can hear the rhythm of the beat. Sometimes, you can even feel the beat!

The second type of wave is a transverse wave. Transverse waves move energy perpendicular to their direction. This means that the energy from the wave is moving up and down, or side to side while the wave travels forward. Think about a garden hose that is spraying water. If you move the hose up and down, the water will spray in a wave-like pattern. The energy from the moving hose is moving forward. But the wave is moving up and down.

All waves have similar characteristics. They have amplitude and frequency. Amplitude is the height of the wave from its resting point. Amplitude can be measured at the tallest point of the wave (the crest) or the lowest point of the wave (the trough). Frequency is measured in hertz (Hz). This is the number of waves that travel past a certain point in one second. One wavelength is the distance from a fixed point on one wave to the same point on the next wave.

Lesson 1

rarefactionrarefaction

compression compression

direction of wave and energy

trough

crest

direction of wave

energy of wave

compression

rarefaction

compression

rarefactiondirection of wave and energy

energy of wave

crest

trough

direction of wave

1 second

amplitude

amplitude

wavelength


wavelengthamplitude

amplitude

1 second



Lesson 1Name ____________________________________

All About WavesFollow that Wave!Directions: Use what you have learned about waves to label the different parts of the waves below. Then, draw and label an example of a longitudinal wave and a transverse wave.

Longitudinal Wave Transverse Wave


Name ____________________________________Lesson 1

All About WavesAll About Waves VocabularyDirections: Write what each vocabulary word is, in a definition format. Then, write what each word is like in your own words.

Vocabulary Word What Is It? What Is It Like?

amplitude

frequency

transverse wave

wavelength


Lesson 1

All About WavesRadio Waves and Cell Phones


Name ____________________________________Lesson 1

All About WavesAll About Waves JournalQuestions and NotesDirections: Write any questions you have about waves here.

_______________________________

_______________________________

Finish this sentence about waves.

I’d like to know more about:

_______________________________

_______________________________

_______________________________

_______________________________.

Transverse Wave DiagramsDirections: Draw a picture of two transverse waves. Make one short with a few waves. Make the second tall with a lot of waves. Label each wave’s amplitude, wavelength, and frequency.

Thinking About WavesQuestion: What did you learn in this lesson that surprised you?

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

Wave VocabularyDirections: Write any new words related to the term waves here.

______________________

______________________

______________________

______________________

______________________

______________________

______________________


Lesson 1Name ____________________________________

All About WavesAll About Waves AssessmentMultiple ChoiceDirections: Fill in the bubble next to the correct answer for each question below.

1. What does a wave do?A It transports matter.B It transports energy.C It transports matter and energy.D It makes the ground shake.

2. What is the frequency of this wave?A 2 hertzB 3 hertzC 4 hertzD 6 hertz

3. What is true of a wave’s amplitude?A It changes as the wave’s frequency changes.B It changes as the wave’s wavelength changes.C It is the distance between the crest and the trough.D It is half the distance between the crest and the trough.

ComprehensionDirections: Study the two waves below. Then answer questions 4 and 5. Fill in the bubble next to the correct answer for each question.

More Energy

These two transverse waves have different amplitudes, wavelengths, and frequencies.

1 second

1 second

Wave 1

Wave 2

1 second 2 seconds 3 seconds1 second 2 seconds 3 seconds


Lesson 1

All About WavesAll About Waves Assessment (cont.)Comprehension (cont.)

4. What is true of wave 1 when compared to wave 2?A It has a longer wavelength.B It has a lower frequency.C It has greater amplitude.D It has a shorter wavelength.

5. Which wave has a higher frequency?A Wave 1, because it has fewer waves than wave 2.B Wave 1, because it has more waves than wave 2.C Wave 2, because it has more waves than wave 1.D Wave 2, because it has fewer waves than wave 1.

Open ResponseDirections: Read the statements below and respond on the lines provided.

Transverse waves and longitudinal waves have some things in common. They are also very different. Compare and contrast transverse waves with longitudinal waves.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Mobile Telephone Switching Office

(MTSO)

cell phone tower

cellcellular

A

cellular B

1

2

3

4

The Electromagnetic

Spectrum

radio

FMTVAM

shortwave

radiomicrowaveinfraredvisibleultravioletX-raygamma rayLess

on 1

SHU

TTER

STO

CK

© Teacher Created Materials #12368 (i4505)—Inquiry Cards

Analyzing Science ● Where are radio waves found on the electromagnetic spectrum?

■ How are radio waves different from other waves?

▲How are radio waves useful to people?

Nonfiction Writing PromptMany everyday devices use radio waves. Choose one way that radio waves have improved the quality of your life. Create an informational brochure to explain how you have used radio waves. Radio waves are used for: AM and FM radio broadcasts, cordless phones, garage door openers, wireless networks, remote controlled toys, TV, cell phones, and GPS devices.

Fiction Writing PromptWrite a science fiction story that includes three or more futuristic uses of radio waves. Include how these uses make people’s lives better.

Scientific ChallengeRadio waves are used forcommunication, navigation, andsatellites. Choose one of these threetechnologies. Research the history of thetechnology you chose. Create a timelineshowing the increased use of radio wavesfor this one purpose. Include any otherrelated inventions that use radiowaves on your timeline.

Radio Waves and Cell PhonesBackground InformationWhere does the sound on your radio come from? How can you have a conversation on a cell phone? These sounds do not travel as mechanical waves. They travel as radio waves. These waves are part of the electromagnetic spectrum. Radio waves are on this spectrum as FM, television, shortwave, and AM waves. We use radio waves for cell phones, televisions, and radios.

Radio waves have the longest wavelengths in the electromagnetic spectrum. This means they have low frequencies. These waves can be as long as a city block or as short as a mailbox.

Cell phones use shortwaves, which are a type of radio wave. Do you know where cell phones got their name? Cell phone companies divide their service area into cells. These cells create a hexagonal grid. This grid looks a lot like a bee’s honeycomb. In the center of these cells is a cell phone tower. Cell phone signals travel along a special path that allows us to talk on cell phones.

1 When someone makes a call, the signals are sent to the closest cell phone tower. 2 The cell phone tower sends the signal to a mobile telephone switching office (MTSO). 3 The MTSO sends the signal to a cell phone tower in the cell closest to the person receiving the call. 4 The cell phone tower sends the signal to the person being called.

Sometimes, cell phone signals use microwaves to send signals. Microwaves are helpful because these waves can travel through haze, clouds, rain, and snow.

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