ALEX Classroom Resources

   View Standards     Standard(s): [SC2015] (1) 2 :

2 ) Construct explanations from observations that objects can be seen only when light is available to illuminate them (e.g., moon being illuminated by the sun, colors and patterns in a kaleidoscope being illuminated when held toward a light).

[SC2015] (1) 3 :

3 ) Investigate materials to determine which types allow light to pass through (e.g., transparent materials such as clear plastic wrap), allow only partial light to pass through (e.g., translucent materials such as wax paper), block light (e.g., opaque materials such as construction paper), or reflect light (e.g., shiny materials such as aluminum foil).

[SC2015] (4) 2 :

2 ) Plan and carry out investigations that explain transference of energy from place to place by sound, light, heat, and electric currents.

a. Provide evidence that heat can be produced in many ways (e.g., rubbing hands together, burning leaves) and can move from one object to another by conduction.

b. Demonstrate that different objects can absorb, reflect, and/or conduct energy.

c. Demonstrate that electric circuits require a complete loop through which an electric current can pass.

[SC2015] (4) 8 :

8 ) Construct a model to explain that an object can be seen when light reflected from its surface enters the eyes.

[SC2015] PS8 (8) 18 :

18 ) Use models to demonstrate how light and sound waves differ in how they are absorbed, reflected, and transmitted through different types of media.

Light is a very important energy source that keeps us warm and lets us see the world. Light travels in waves in bundles of energy called photons. Those photons contain all seven colors in the rainbow. Grab a prism and check them out!

The classroom resource provides a video that describes light, how it moves, and how it helps us see. This resource can provide background information for students before they construct their own models and carry out their own investigations. There is also a short test that can be used to assess students' understanding.

   View Standards     Standard(s): [SC2015] (1) 1 :

1 ) Conduct experiments to provide evidence that vibrations of matter can create sound (e.g., striking a tuning fork, plucking a guitar string) and sound can make matter vibrate (e.g., holding a piece of paper near a sound system speaker, touching your throat while speaking).

[SC2015] (4) 2 :

2 ) Plan and carry out investigations that explain transference of energy from place to place by sound, light, heat, and electric currents.

a. Provide evidence that heat can be produced in many ways (e.g., rubbing hands together, burning leaves) and can move from one object to another by conduction.

b. Demonstrate that different objects can absorb, reflect, and/or conduct energy.

c. Demonstrate that electric circuits require a complete loop through which an electric current can pass.

[SC2015] (4) 6 :

6 ) Develop a model of waves to describe patterns in terms of amplitude and wavelength, and including that waves can cause objects to move.

[SC2015] PS8 (8) 18 :

18 ) Use models to demonstrate how light and sound waves differ in how they are absorbed, reflected, and transmitted through different types of media.

Sound is energy that travels as a result of vibration. It can be characterized by frequency, loudness, and pitch, and it is measured in decibels.

The classroom resource provides a video that will explain sound energy, how it moves, and how it is measured. This resource can provide background information for students before they create their own models and conduct their own experiments. There is also a short test that can be used to assess students' understanding.

   View Standards     Standard(s): [SC2015] (1) 2 :

2 ) Construct explanations from observations that objects can be seen only when light is available to illuminate them (e.g., moon being illuminated by the sun, colors and patterns in a kaleidoscope being illuminated when held toward a light).

[SC2015] (1) 3 :

3 ) Investigate materials to determine which types allow light to pass through (e.g., transparent materials such as clear plastic wrap), allow only partial light to pass through (e.g., translucent materials such as wax paper), block light (e.g., opaque materials such as construction paper), or reflect light (e.g., shiny materials such as aluminum foil).

[SC2015] (4) 2 :

2 ) Plan and carry out investigations that explain transference of energy from place to place by sound, light, heat, and electric currents.

a. Provide evidence that heat can be produced in many ways (e.g., rubbing hands together, burning leaves) and can move from one object to another by conduction.

b. Demonstrate that different objects can absorb, reflect, and/or conduct energy.

c. Demonstrate that electric circuits require a complete loop through which an electric current can pass.

[SC2015] (4) 8 :

8 ) Construct a model to explain that an object can be seen when light reflected from its surface enters the eyes.

[SC2015] PS8 (8) 18 :

18 ) Use models to demonstrate how light and sound waves differ in how they are absorbed, reflected, and transmitted through different types of media.

Light always travels in a straight line until something gets in its way. When that happens, light can be absorbed, reflected (bounced off), or refracted (bent), depending on what kind of surface it hits.

The classroom resource provides a video that will explain how light can move on and through different surfaces. This resource can provide background information for students before they create their own models or conduct their own investigations. There is also a short test that can be used to assess students' understanding.

   View Standards     Standard(s): [SC2015] PS8 (8) 18 :

18 ) Use models to demonstrate how light and sound waves differ in how they are absorbed, reflected, and transmitted through different types of media.

The speed at which sound travels from one place to another depends upon the medium and how closely packed the molecules are in the matter. Learn more about how sound travels from this simulation.

   View Standards     Standard(s): [SC2015] (4) 6 :

6 ) Develop a model of waves to describe patterns in terms of amplitude and wavelength, and including that waves can cause objects to move.

[SC2015] PS8 (8) 17 :

17 ) Create and manipulate a model of a simple wave to predict and describe the relationships between wave properties (e.g., frequency, amplitude, wavelength) and energy.

a. Analyze and interpret data to illustrate an electromagnetic spectrum.

[SC2015] PS8 (8) 18 :

18 ) Use models to demonstrate how light and sound waves differ in how they are absorbed, reflected, and transmitted through different types of media.

Students will play the role of the audio engineer who monitors and adjusts the audio levels for a production. This animated interactive job exploration experience connects schoolwork with real work and familiarizes students with some of the skills involved in audio engineering. They will also understand the parts of waves and that the intensity (loudness or softness) of sound is determined by the amplitude of the sound wave.