INSC 310 – TOPIC #9 (Sound and Light)

SINGING WINE GLASS/DANCING FORK/AMAZING FORK 

Scientific Principles:

  • Sound Waves: a wave of compression and rarefaction, by which sound is propagated in an elastic medium such as air

1.) What was the point of this activity?

Sound waves create vibrations and can be heard as long as it travels through a pathway

2.) Explain how you would introduce this to your class.

Playing a video of an opera singer breaking a glass with his/her voice

3.) Where do you see a student having difficulty with this?

Not understanding why tracing the rim of the wine glass makes a noise

4.) What changes or extensions could you do to this activity?

Asking the students to go home and see what sounds they can make with things that they find around their house

 

 

LIGHT BOX ACTIVITY SHEET

Scientific Principles:

  • Reflection: The change in direction of a wave, such as a light or sound wave, away from a boundary the wave encounters. Reflected waves remain in their original medium rather than entering the medium they encounter

1.) What was the point of this activity?

Based on the tilt of the mirrors, you’ll get different light rays and they’ll go in different directions.

2.) Explain how you would introduce this to your class?

Bring mirrors into the classroom and ask students how they are able to see their reflection.

3.) Where do you see a student having difficulty with this?

Not understanding why the different mirrors are producing different rays when they are technically the same material.

4.) What changes or extensions could you do to this activity?

Show how a flashlight reflects glass or a mirror.

 

 

INSC 310 – TOPIC #8 (Electricity and Magnetism)

ELECTROMAGNET AND LOUDSPEAKER ACTIVITY SHEET

Scientific Principles:

  •  Electromagnet: a soft metal core made into a magnet by the passage of electric current through a coil surrounding it
  • Current: the time rate of flow of electric charge, in the direction that a positive moving charge would take and having magnitude equal to the quantity of charge per unit time: measured in amperes

1.) What was the point of this activity?

To show how to create a magnet using electricity.

2.) Explain how you would introduce this to your class.

I would do the activity myself and explain to them what is happening since it may be to difficult for them to try on their own.

3.) Where do you see a student having difficulty with this?

The will not be able to physically see the current, so they may not understand exactly what is happening.

4.) What changes or extensions could you do to this activity?

I would have them go home and find things around their house that are attracted to magnets.

 

 

ELECTRICAL CIRCUITS ACTIVITY SHEET

Scientific Principles:

  • Parallel Circuits: is a closed circuit in which the current divides into two or more paths before recombining to complete the circuit
  • Simple Circuits: consists of three main elements: a current source wiring, and an electrical load. The current source provides power, wiring carries power to the load, and the load uses the power. Electricity flows in a continuous loop from source to load and back again

1.) What was the point of this activity?

Showing the difference between parallel and simple circuits (and which one is more effective.

2.) Explain how you would introduce this to your class?

Explaining the difference between the circuits to students and asking which circuit they think will be more effective based on what they already know.

3.) Where do you see a student having difficulty with this?

Not understanding how to set up the circuit and not getting the light to light up.

4.) What changes or extensions could you do to this activity?

Using more light bulbs to see how bright it gets and adding or subtracting more or less wires to see how that effects the brightness of the light bulb.