THE SPEED BAG TEACHER’S EDITION BOOKLET INCLUDES:
Student Reading Passages - provides students with a snapshot of the benchmarks being addressed. Student Illustration Sections – provides students the opportunity to organize the concepts and information from the passage in a pictorial/visual representation. Graphic Organizers – helps students to enhance post-reading experiences by helping them to arrange their ideas and/or comparisons. Vocabulary Matching – allows students to apply vocabulary terms necessary for mastering the Next Generation Sunshine State Standards for science. Writing to Tie It Together – provides an opportunity for students to demonstrate an understanding of the benchmark through summary writing. Multiple Choice Practice Questions – gives students practice in answering SSA-like questions. Multiple-choice items are scored by awarding one point for each correct answer.
The Science Section of the Science Statewide Assessment (SSA) The Statewide Science Assessment (SSA) evaluates students' knowledge of scientific process/content. Students analyze and apply these principles in order to demonstrate scientific understanding. The Assessment is adapted from Florida's Next Generation Sunshine State Standard benchmarks that encompass specific concepts involving several Big Ideas. Among these concepts are items involving the following clusters: Nature of Science, Life Science, Physical Science and Earth & Space Science.
Science Speed Bag, Teacher’s Edition Booklet Grade 8 Publisher: Educational Bootcamp Content Development: Educational Bootcamp Senior Editor: C L Watson Literary Services Cover Design: Sadiq Malik Copyright © 2011 by J & J Educational Bootcamp Educational Boot Camp Sunrise, Florida 33351 All rights reserved. No part of this publication may be reproduced, transmitted, or stored in a retrieval system, in whole or in part, in any form or by any means, electronic or mechanical, including photocopying, recording, or otherwise, without written permission of Educational Bootcamp. Printed in the United States of America
ISBN: 0-85-8343001 10 9 8 7 6 5
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T A B L E Lesson
Scientific Investigations Repeating and Replicating Investigations
Hypothesis, Models, Theories & Laws
Florida Benchmark
SC.8.N.1.1
THE NATURE OF SCIENCE -- Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.
SC.8.N.1.2
-- Design and conduct a study using repeated trials and replication.
SC.7.N.1.2
-- Differentiate replication (by others) from repetition (multiple trials).
SC.8.N.1.5 SC.8.E.5.10
SC.7.N.3.1 SC.8.N.3.2 SC.8.E.5.1
Relationships Between Astronomical Bodies
Properties of Stars
SC.8.E.5.2 SC.8.E.5.3 SC.8.E.5.5 SC.8.E.5.6 SC.8.E.5.4
Gravity and the Solar System
SC.8.E.5.7
SC.8.E.5.8
Interaction Between Objects in Space
C O N T E N T S
FL Code
SC.7.N.1.5
Methods for Exploring Different Fields in Science
O F
SC.8.E.5.9
-- Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. -- Analyze the methods used to develop a scientific explanation as seen in different fields of science. -- Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. -- Recognize and explain the difference between theories and laws and give several examples of scientific theories and the evidence that supports them. -- Explain why theories may be modified but are rarely discarded. EARTH AND SPACE SCIENCE -- Recognize that there are enormous distances between objects in space and apply our knowledge of light and space travel to understand this distance. -- Recognize that the universe contains many billions of galaxies and that each galaxy contains man y billions of stars -- Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. -- Describe and classify specific physical properties of stars: apparent magnitude (brightness), temperature (color), size, and luminosity (absolute brightness). -- Create models of solar proper ties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. -- Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in deter mining their motions. -- Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. -- Compare various historical models of the Solar System, including geocentric and heliocentric. -- Explain the impact of objects in space on each other including: 1. the Sun on the Earth including seasons and gravitational attraction 2. the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body.
Page Number
pp. 1 - 6
pp. 7 - 12
pp. 13 - 18
pp. 19 – 24
pp. 25 - 30
pp. 31 - 36
pp. 37 - 42
pp. 43 - 48
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The Rock Cycle & Earth’s Surface
SC.7.E.6.2
Earth and Floridan Landforms
SC.6.E.6.2
Earth’s Evolution and Dating
SC.7.E.6.4
The Movement of the Earth’s Plates Earth’s Functional Systems Global Patterns Influenced by the Sun
Physical Properties of Matter
SC.7.E.6.6
SC.7.E.6.3 SC.7.E.6.5 SC.6.E.7.4
SC.6.E.7.1
SC.6.E.7.5 SC.8.P.8.3 SC.8.P.8.4
Separating Mixtures and Forming Solutions
SC.8.P.8.5 SC.8.P.8.1 SC.8.P.8.6 SC.8.P.8.7
Properties of Compounds Physical and Chemical Changes
SC.8.P.8.8
Energy and the Electromagnetic Spectrum Movement of Waves
SC.8.P.8.9 SC.8.P.9.2 SC.8.P.9.1 SC.8.P.9.3 SC.7.P.10.1
SC.8.E.5.11 SC.7.P.10.3 SC.7.P.10.2
-- Identify the patterns within the rock cycle and relate them to surface events and subsurface event . --Recognize that there are a variety of different landforms on Earth’s surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. -- Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. -- Explain how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. -- Identify current methods for measuring the age of Earth and its parts, including the law of super position and radioactive dating. -- Explore the scientific theory of plate tectonics by describing how the movement of Earth’s crustal plates causes both slow and rapid changes in Earth’s surface, including volcanic eruptions, earthquakes, and mountain building. -- Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. -- Differentiate among radiation, conduction, and convection, the three mechanisms b y which heat is transfer red through Earth’s system. -- Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. PHYSICAL SCIENCE -- Explore and describe the densities of various materials through measurement of their masses and volumes. -- Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. -- Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. -- Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. -- Distinguish among mixtures (including solutions) and pure substances. -- Differentiate between physical changes and chemical changes. -- Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. -- Describe how temperature influences chemical changes. -- Illustrate that the sun’s energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors. -- Compare characteristics of the electromagnetic spectrum such as wavelength, frequency, use, and hazards and recognize its application to an understanding of planetary images and satellite photo graphs. -- Recognize that light waves, sound waves, and other waves move at different speeds in different materials. -- Observe and explain that light can be reflected, refracted, and/or absorbed.
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pp. 97 - 102 pp. 103 - 108
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Energy Transformation Force and Motion
SC.7.P.11.2
-- Investigate and describe the transformation of energy from one form to another.
SC.7.P.11.4
-- Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. -- Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. -- Differentiate between weight and mass recognizing that weight is the amount of gravitational pull on an object and is distinct from, though proportional to, mass. -- Investigate and describe that an unbalanced force Benchmark acting on an object changes its speed, or direction of motion, or both. LIFE SCIENCE -- Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms.
SC.6.P.13.1 SC.8.P.8.2 SC.6.P.13.3
Organization and Development of Living Organisms
SC.6.L.14.1
SC.6.L.14.2
Cell Theory and Organelles SC.6.L.14.4
Human Body Systems Classifying Organisms Scientific Theory of Evolution Determining Hereditary Probabilities Hereditary and Reproduction Independence Among Organisms Photosynthesis and Cellular Respiration Matter and Energy Transformations
SC.6.L.14.5 SC.6.L.15.1 SC.7.L.15.2 SC.7.L.16.1
SC.7.L.16.2 SC.7.L.16.3 SC.7.L.17.2
SC.8.L.18.1 SC.8.L.18.2 SC.8.L.18.4 SC.8.L.18.3
-- Investigate and explain the components of the scientific theory of cells all organisms are composed of cells (single-celled or multi-cellular), all cells come from preexisting cells, and cells are the basic unit of life. --Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. --Identify and investigate the general functions of the major systems of the human body and describe ways these systems interact with each other to maintain homeostasis. --Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. --Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. --Understand that every organism requires a set of instructions that specifies its traits, that this hereditary information contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. -- Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. -- Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. --Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. -- Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. -- Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. -- Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. -- Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment.
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pp. 133 - 138
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pp. 151 - 156 pp. 157 - 162
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HYPOTHESES, MODELS, THEORIES, AND LAWS The scientific method is the model used to help scientists gather data to support a hypothesis or theory. The words hypothesis, theory, and law have very different meanings but are grounded by empirical observations that are testable. HYPOTHESES The most challenging step of the scientific method is developing a testable hypothesis. This type of hypothesis is a statement that predicts the cause and effect of the area of concern. The prediction is usually driven by prior knowledge or personal experiences. A hypothesis can be supported, or it may fail to be supported by experimentation or observations. A hypothesis can be disproven, but it can never be proven to be true. Furthermore, a hypothesis is determined to be valid after extensive experimentation, observations, and data analysis yet can later be disproven when new knowledge or technology becomes available. MODELS A model is a representation of a hypothesis that is useful in helping experimenters better understand a system or an arrangement. A model is used when it is too difficult to test the hypothesis and is impossible to be proven as true. The Bohr model of an atom, the model of the planets' arrangements, and models of cells are examples of times when experimenting becomes almost impossible. THEORIES Once a hypothesis is verified, it becomes a theory. Many people define a theory as an accepted hypothesis that has proven consistent over time and through many investigations. Theories are valid as long as no evidence disproves them. It is challenging and timely to get the scientific community to change their views on a scientific theory once it has been proven. EXAMPLES OF THEORIES 1. The Big Bang Theory proposes that the universe originated sometime between 10 billion and 20 billion years ago from the cataclysmic explosion. 2. Theory of Plate Tectonics explains the structure of the earth's crust and the changes that result from the lithospheric plates that move slowly over the underlying mantle. 3. The atomic theory states that all matter is made up of tiny indivisible particles. 4. Cell theory refers to the idea that cells are the basic unit of structure in every living thing. 5. Theory of Evolution is the theory that states that life on Earth gradually developed from simple to more complex organisms. Educational Bootcamp
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SC.7.N.3.1 (SC.8.N.3.2) LAWS Finally, a scientific law is something that is a fact and can be supported by evidence. A scientific law represents a theory (or group of related hypotheses) that has been supported through repeated testing over a significant period of time. The examples listed below can all be proven and, therefore, are recognized as laws. EXAMPLES OF LAWS 1. The Law of Universal Gravitation is the principle that two particles attract each other with forces directly proportional to their masses' product divided by the square of the distance between them. 2. The Law of Superposition states that in any sequence of sedimentary rocks which has not been disturbed, the oldest strata lie at the bottom and the youngest at the top. 3. The Law of Conservation of Mass states that in a chemical reaction, the mass of the products equals the mass of the reactants. 4. The Law of Conservation of Energy states that energy cannot be created or destroyed, but it can be transferred or transformed from one form to another.
Theories and Laws
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STEP 2: Draw 2 slanted rectangles next to eachother with wavy lines in them. Draw arrows in each shape going up and down. Label it Lithospheric Plates. Draw an arrow pointing to the right.
STEP 1: Draw and label the sun and the earth. draw a line connecting the two. Then draw 2 arrows below the line facing each other. write gravitational pull below the arrows.
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STEP 3: Draw a crack in the ground and label it Earthquake. Label the image Theory of Plate Tectonics.
SPEED BAG: THEORIES AND LAWS (SC.7.N.3.1)
HYPOTHESIS
DEFINITION
DEFINITION
EXAMPLE
EXAMPLE
A hypothesis is a statement that predicts the cause and effect of the area of concern. The prediction is usually driven by prior knowledge or personal experiences. A hypothesis can be supported, or it may fail to be supported by experimentation or observations. A hypothesis can be disproven, but it can never be proven to be true.
If the outside of a solar oven is coated in black, the oven will absorb more heat.
THEORY
DEFINITION A theory is an accepted hypothesis that has proven consistent over time and through many investigations. Theories are valid as long as no evidence disproves them.
EXAMPLE The Big Bang Theory proposes that the universe originated sometime between 10 billion and 20 billion years ago from the cataclysmic explosion.
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MODELS
A model is a representation of a hypothesis that is useful in helping experimenters better understand a system or an arrangement. A model is used when it is too difficult to test the hypothesis and is impossible to be proven as true.
A model of the arrangements of the planets
DEFINITION
LAWS
A law is something that is a fact and can be supported by evidence. A scientific law represents a theory (or group of related hypotheses) that has been supported through repeated testing over a significant period of time. EXAMPLE
The Law of Universal Gravitation is the principle that two particles attract each other with forces directly proportional to the product of their masses divided by the square of the distance between them.
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DIRECTIONS: Identify the description which best depicts the key vocabulary word.
KEY VOCABULARY
____ D 1. A fact that is supported by a great amount of evidence ____ C 2. An accepted hypothesis that has proven consistent over time ____ A 3. B 4. ____
A statement that predicts the cause and effect of the area of concern A representation of a hypothesis that is useful in helping experimenters better understand a system or an arrangement
A.
Hypothesis
B. Models C. Theory D. Laws
Writing to Tie It Together Explain the difference between theories and laws and give one example of each. A theory is an accepted hypothesis that has proven consistent over time and through many investigations. Theories are valid as long as no evidence disproves them. The theory of evolution is an example of a commonly believed theory. A theory is something that is a fact and can be supported by evidence. A scientific law represents a theory (or group of related hypotheses) that has been supported through repeated testing over a significant period of time. An example of a law is The Law of Universal Gravitation.
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PRACTICE QUESTIONS SC.7.N.3.1/ SC.8.N.3.2
Which theory claims that cells form the basic unit of all living organisms?
1
A
B
C
D
Cell Theory Cell Law Law of Conservation of Matter The Levels of Organization
Which of the following is best described as a scientific explanation of a pattern occurring in the natural world?
2
A
B C
D
observations scientific theory scientific law hypothesis
What is the difference between scientific theories and scientific laws?
3
A B C
D 4
Theories are explanations of laws. Laws are explanations of theories. They are the same. None of the above.
Which of the following is a fact and can be supported by evidence? A B C
D
theories laws evidence All of the above
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PRACTICE QUESTIONS SC.7.N.3.1/ SC.8.N.3.2
5
Which of the following best represents the famous statement created by Newton: “Objects in motion remain in motion until an outside force acts upon them”? A B C
D
6
Newton’s Theory Newton’s Model Newton’s Law of Motion Newton’s Hypothesis
Look at this figure below. The geocentric system was the first model of our solar system, dating back to the times of Aristotle. This model represented an Earth-centered system. However, not all astronomers agreed with the geocentric model. Nicolaus Copernicus devised the heliocentric system with the Sun at the center of our solar system. Copernicus’s development of this theory is best described as which of the following?
A
B C
D
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Scientific investigation is a key part when creating theories. Many observations and much evidence are needed to create a valid theory. Theories may be modified but are rarely discarded. None of the above.
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EARTH’S EVOLUTION AND DATING Physical evidence supports the scientific theory that Earth has evolved over geologic time as a consequence of natural circumstances. There are scientific evidence and data of continental drift, plate tectonics, and seafloor spreading, which confirms this theory. In 1915, a German geologist named Alfred Wegener proposed the theory of continental drift, which suggests that large plates of Earth’s crust glide slowly across a liquid mantle. Wegener believed that over 200 million years ago, Earth had just one supercontinent. He named this gigantic landmass Pangaea, meaning “all land” in Greek. Slowly Pangaea began breaking apart during the Jurassic period forming two major continents separated by a large sea. As these large slabs of Earth continued to move, the landmasses were separated into the seven continents that we are familiar with today: North America, South America, Europe, Asia, Africa, Australia, and Antarctica. Fossil evidence supports the continental drift and Pangaea theories. Other geologists soon hypothesized that the continents were connected due to plant and animal life found on continents currently separated by immense oceans. The Glossopteris plant, for example, is found throughout India, southern Africa, Australia, South America, and Antarctica. Fossils of an ancient marine reptile that is even older than dinosaur species were also found in South America and Africa, indicating that these continents were likely connected millions of years ago. There are several proven scientific methods for measuring the age of the Earth and its parts. Three common methods are fossil dating, radioactive dating, and the Law of Superposition. Fossil records help scientists understand when, where, and how an organism lived millions of years ago. Fossils are preserved impressions of organisms found in rocks, usually sedimentary rock. Fossils encased in older rocks are remains of organisms that no longer exist, such as the oceanic trilobite that lived over 300 million years ago. Younger rocks hold fossils of organisms that still exist today. Over the years, paleontologists have developed an index of fossils. They compare newly discovered fossils to this index to help them identify specific periods of geological time. Scientists also use radioactive dating to determine the age of Earth and its components. Radioactive isotopes of elements like lead and carbon decay at predictable rates, acting as a clock. The half-life of an isotope, the time it takes for half the isotope to decay, is unaffected by Educational Bootcamp
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SC.7.E.6.3/SC.7.E.6.4 physical or chemical conditions of the environment. Thus, observing the decay rate of isotopes within various rock formations is a very reliable method of determining the length of time passed on Earth. There are at least 70 radioactive elements found in nature, of which 18 have half-lives that are long enough to have survived from the beginning of our solar system. Scientists presume that the Earth and meteorites were both formed simultaneously as the rest of the solar system. Under this assumption, scientists use the radioactive isotopes within meteorite samples to estimate the age of Earth. Potassium/argon and uranium/lead isotope dating also consistently date Earth at about 4.5 billion years old. Scientists rely on one of the fundamental principles of archaeology, the Law of Superposition, to determine the relative ages of rock and the surrounding natural structures. The law says that sedimentary layers of rock, called strata, are deposited in a specific time sequence, with the older layers on the bottom and the younger strata near the top. The Law of Superposition guides the field of stratigraphy, the study of soil layers, and is the single best method for dating archaeological discoveries. Earth’s Evolution and Dating
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STEP 2: Shade in the top and bottom pieces with diagonal lines. Shade the second piece with tiny dots and the third piece with horizontal lines.
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STEP 3: Label the top piece “youngest” and the bottom piece “oldest”. Write Sedimentary Rock on the top and write the term Law of Superposition on the bottom.
EARTH’S EVOLUTION AND DATING (SC.7.E.6.3 / SC.7.E.6.4)
STEP 1: Draw a square and divide it into 4 equal parts.
SPEED BAG:
Cause
Effect
FOSSIL DATING Fossils encased in older rocks are remains of organisms that no longer exist, such as the oceanic trilobite that lived over 300 million years ago.
Helps scientists understand when, where, and how an organism lived millions of years ago
RADIOACTIVE DATING Radioactive isotopes of elements like lead and carbon decay at predictable rates, acting as a clock
Helps to determine the age of Earth and its components
THE LAW OF SUPERPOSITION Sedimentary layers of rock, called strata, are deposited in a specific time sequence, with the older layers on the bottom and the younger strata near the top.
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Used to determine the relative ages of rock and the surrounding natural structures
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KEY VOCABULARY
____ D 1. Layers of rock A 2. The one supercontinent on Earth 200 million years ago ____ ____ E 3. The study of soil layers that aid in the dating of archaeological discoveries
A. Pangaea B. Continental Drift C. Radioactive Dating
____ C 4. The method that helps determine the age of the Earth
D. Strata
____ B 5. The theory that continental plates glide across the Earth’s
E. Stratigraphy
mantle
Writing to Tie It Together Explain the physical evidence that supports the theory that Earth has evolved. Evidence that supports the theory that Earth has evolved includes fossil records, radioactive dating, and the Law of Superposition. Fossil dating uses fossils encased in older rocks that are remains of organisms that no longer exist, such as the oceanic trilobite that lived over 300 million years ago. Radioactive isotopes of elements, like lead and carbon, decay at predictable rates, acting as a clock, which helps determine the age of Earth and its components. The Law of Superposition is used to determine the relative ages of rock and the surrounding natural structures.
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PRACTICE QUESTIONS SC.7.E.6.3/SC.7.E.6.4
1
According to the Law of Superposition, the oldest fossils will be found where? A
B
C
D
2
Rocks near the surface of the Earth Rocks found closest to the center of the Earth Rocks found on a mountain Rocks found in the bottom layer
When looking at a cross-section of the Grand Canyon, layers are noticed. What law best describes these layers? Recent Beach Sand
A
B C
D
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Superposition Uniformitarianism
Pleistocene Beach Sand Mudstone Basalt
Catastrophism
Limestone
Stratigraphy
Dolomite
What element must be present in order to use radioactive dating? A B C
D
Hydrogen Potassium Carbon Uranium
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PRACTICE QUESTIONS SC.7.E.6.3/SC.7.E.6.4
What is the name of the theory that was proposed by Alfred Wegener, stating that in the distant past, the Earth’s continents were all joined as a single landmass?
4
A
B
Superposition Continental Drift
C
D
5
Radioactive Dating
Theory of Pangaea
What is the importance of isolating fossil records?
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A
To help understand when, where, and how an organism lived millions of years ago.
B
To identify the elements present within the fossil to determine its age.
C
To learn more about sedimentary rocks found in varying layers of the Earth.
D
To save ancient organisms so that they may be displayed in museums throughout the world.
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ENERGY AND THE ELECTROMAGNETIC SPECTRUM Waves of light energy originate from the sun and reach the Earth in the form of electromagnetic radiation with a wide range of wavelengths. These wavelengths include infrared, visible, and ultraviolet light. All radiation waves make characteristic patterns as they travel. Each wave has a distinct length and shape and travels at a particular rate. The distance between the high points, or peaks, is termed the wavelength. Wavelength is commonly measured in meters (m). The frequency, measured in hertz (Hz), counts the number of waves that pass a fixed place in a given amount of time. Waves with long wavelengths have low frequency and low energy. Conversely, waves with short wavelengths have high frequency and high energy. Together, the wavelength and frequency help us distinguish between the many different forms of energy on the electromagnetic spectrum. The electromagnetic spectrum ranges from waves with a long wavelength, low frequency, and low energy like radio waves and microwaves, all the way to waves that possess short wavelengths, high frequency, and high energy such as gamma rays and x-rays. Visible light sits right in the middle of the electromagnetic spectrum, with infrared light right above it and ultraviolet light directly underneath it. Visible light is light that humans can see. This light ranges from wavelengths of 700 nanometers (nm) as in red light to violet light of 400 nm. We see visible light as the colors of the rainbow. Each color within the rainbow has a different wavelength. Red has the longest wavelength, and violet has the shortest wavelength. Visible light is emitted by a number of sources like light bulbs, fireflies, and stars. Infrared light has wavelengths longer than the red end of visible light. Infrared light provides information about the temperature of an object. All things emit some type of heat and therefore emit infrared light. Night vision goggles are used to view infrared light. Ultraviolet (UV) light is below visible light with wavelengths shorter than the color violet. Though the sun emits all wavelengths of light, most UV light is blocked from penetrating the Earth’s atmosphere by the ozone. UV light that does enter the atmosphere is hazardous because it can cause sunburns and skin cancer.
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SC.7.P.10.1/SC.8.E.5.11 White light is composed of the spectrum of colors that make up visible light. The visible light spectrum contains red, orange, yellow, green, blue, indigo, and violet. When white light is shined through a prism, it is separated into the seven distinct bands of color noted above. Electromagnetic energy from the sun is a renewable resource and is used in a wide variety of ways. The sun’s electromagnetic waves are captured and converted into usable forms of heat and electricity. Solar panels are the most common method for harvesting the sun’s power for usable electrical energy. This energy can be used to power household appliances and heat homes. The transportation industry is now using the sun’s energy to power solarpowered vehicles to decrease the use of fossil fuels. Electromagnetic waves are also being used to create lasers for cutting, heating, or measuring. Energy and the Electromagnetic Spectrum
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STEP 2: Draw 6 small sticks on the top of the upside down triangle. Below each stick write these numbers starting from the left: 700, 620, 580, 530, 470 and 420.
STEP 4: Label the rectangle on the bottom left “INFRARED LIGHT” and then label the bottom right rectangle “ULTRAVIOLET LIGHT”.
STEP 3: Above each of the small sticks, write these colors in order starting from the left: RED, ORANGE, YELLOW, GREEN, BLUE, VIOLET.
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ENERGY AND THE ELECTROMAGNETIC SPECTRUM (SC.7.P.10.1 / SC.8.E.5.11)
STEP 1: Draw an upside down triangle with a stem on the bottom. Label it “Visible Light”. Draw a small rectangle on both sides of the stem.
SPEED BAG:
Infrared light has wavelengths longer than the red end of visible light.
GREEN BLUE VIOLET
RED
ORANGE YELLOW
ELECTROMAGNETIC SPECTRUM
Visible light is light that humans can see.
Ultraviolet (UV) light is below visible light with wavelengths shorter than the color violet.
T y p e of L i g h t ELECTROMAGNETIC ENERGY Electromagnetic energy from the sun is a renewable resource and is used in a wide variety of ways. The sun’s electromagnetic waves are captured and converted into usable forms of heat and electricity.
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KEY VOCABULARY
____ A 1. Light that humans can see ____ C 2. Light that is separated into distinct color bands when shined through a prism
A. Visible Light B. Infrared Light
E 3. The number of waves that pass a fixed place in a measured amount ____ of time
C. White Light D. UV Light
____ B 4. Light that provides information about the temperature of an object
E. Frequency
____ D 5. Light that can cause sunburns and skin cancer
Writing to Tie It Together Identify characteristics of the electromagnetic spectrum. The electromagnetic spectrum has light waves and frequencies of many types. On the infrared light portion of the spectrum, radio and microwaves have the following features: their waves have long wavelengths, low frequencies, and low energy. While on the ultraviolet light end of the spectrum, gamma and x-ray waves have short wavelengths, high frequency, and high energy. Visible light sits in the middle of the electromagnetic spectrum. It is the only light we can see with the unaided eye.
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PRACTICE QUESTIONS SC.7.P.10.1/SC.8.E.5.11
When light is passed through a glass prism, the light waves refract at different angles producing a phenomenon known as color dispersion. The color dispersion is the splitting of a light beam into its separate color components, as illustrated below.
1
What type of light was passed through the prism? A
visible light
B
ultraviolet light
C
infrared light
D
white light
Light waves originate from the Sun and reach Earth in the form of radiation. After taking a two-hour nap on the beach, Megan discovered that she still developed a painful sunburn on her left shoulder despite her use of sunblock. What part of the electromagnetic spectrum caused Megan to sunburn?
2
3
A
visible light
B
ultraviolet light
C
infrared light
D
white light
Sunlight is composed of energy that is both visible and invisible to the human eye. Which of the following does not describe how visible energy is different from invisible energy from the Sun? A
It travels in a different direction.
B
It has different wavelengths.
C
It has different frequencies.
D
It has different energy levels.
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PRACTICE QUESTIONS SC.7.P.10.1/SC.8.E.5.11
The electromagnetic spectrum contains a wide range of wavelengths and frequencies. Radio waves have the longest wavelengths, while the wavelengths of gamma rays are just microscopic ripples about the length of atomic nuclei.
4
What conclusions can you draw about the electromagnetic radiation from the above figure? A
Gamma rays have the shortest wavelengths, highest frequency, and highest energy.
B
Gamma rays have the shortest wavelengths, the lowest frequency, and lowest wavelengths.
C
D
5
Radio waves have the longest wavelength, highest frequency, and highest energy. Visible light has longer wavelengths and more energy than gamma rays.
Oncologists, doctors who specialize in cancer treatment, often treat cancer with chemotherapy and radiation therapy. Radiation therapy uses high-energy waves to shrink cancerous tumors and damage DNA within cancer cells. Which type of radiation do oncologists most likely use for radiation therapy?
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A
x-rays and ultraviolet light
B
microwaves and radio waves
C
radio waves and infrared waves
D
x-rays and gamma rays
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