A special partnership between the Georgia Department of Education and the Educational Technology Training Centers in support of the 8 th Grade Physical Science Frameworks. Module 4: Light and Sound Show

Georgia Performance Standards Framework for Physical Science – Grade 8 Unit: Light and Sound Show General Task Bending the World

Standards Content S8P4. Students will explore the wave nature of sound and electromagnetic radiation. b. Describe how the behavior of light waves is manipulated causing reflection, refraction, diffraction, and absorption. d. Describe how the behavior of waves is affected by medium (such as air, water, solids). Characteristics S8CS1. Students will explore the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works. a. Understand the importance of—and keep—honest, clear, and accurate records in science. S8CS2. Students will use standard safety practices for all classroom laboratory and field investigations. a. Follow correct procedures for use of scientific apparatus. b. Demonstrate appropriate techniques in all laboratory situations. c. Follow correct protocol for identifying and reporting safety problems and violations. S8CS5. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters. b. Understand that different models (such as physical replicas, pictures, and analogies) can be used to represent the same thing.

Enduring Understanding: Waves can change direction (refract, diffract, and/or reflect) when they encounter matter. Essential Question: Why do objects partially submerged in water appear broken or bent?

Pre-Assessment Which glass shows the correct orientation of the straw when submerged?

Basic Performance Task (Groups of 3) Part I Materials: Pencil, beaker, and water Directions: Students will be given the materials and they are to sketch their observations in the science journal. Part II Materials: Laser, hollow lens, and water Directions: Students are to trace the beam before entering the lens and through the lens. Students are to describe what is occurring and why. DO NOT AIM LASER AT EYES

Intermediate Performance Task (Groups of 3) Part II Materials: Laser, hollow lens, and oil Directions: Students are to trace the beam before entering the lens and through the lens. Students are to describe what is occurring and why. DO NOT AIM LASER AT EYES Part I Materials: Laser, hollow lens, and water Directions: Students are to trace the beam before entering the lens and through the lens. Students are to describe what is occurring and why. DO NOT AIM LASER AT EYES

Advanced Performance Task (Groups of 3) Part I Materials: Laser, hollow lens, and oil Directions: Students are to trace the beam before entering the lens and through the lens. Students are to describe what is occurring and why. DO NOT AIM LASER AT EYES Part II Materials: Optical bench set Directions: Students will use an optical bench set to investigate the effects of a converging lens. Students will record image observations. When completed, move the lens and repeat the process.

Teacher Reflection What were the “Big Concepts” in each activity? How will students make sense of these concepts? Discuss real-world examples that may reinforce students’ understanding. Homework, accommodations for students with disabilities, gifted students, ELL What other standards and elements might one introduce at this time to unify the concepts? What are some common student misconceptions and how can these activities facilitate the student’s proper conception and understanding?