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Science 8th Grade Ages 13–14
Waves and the electromagnetic spectrum — Take-Home — 8th Grade Relates wavelength, frequency and energy, and places everyday technologies on the spectrum. This one-page 8th Grade take-home carries the two-minute check that tells you whether the skill is wobbly, then "Map the Spectrum in Your House" — 25 minutes with paper, household devices, a prism or a cd —…
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Waves and the electromagnetic spectrum SCIENCE · 8TH GRADE Name Date TAKE-HOME PRACTICE Science · 8th Grade 25 minutes WHAT THIS BUILDS Relates wavelength, frequency and energy, and places everyday technologies on the spectrum. 1 THE TWO-MINUTE CHECK ASK "Why does UV damage skin but radio doesn't, when both are electromagnetic?" A SOLID ANSWER Higher frequency means higher energy per photon. Not yet Getting there Solid 2 MAP THE SPECTRUM IN YOUR HOUSE You need: Paper, Household devices, A prism or a CD Draw the spectrum as a line from radio to gamma. Place every device you can find: radio, wifi, microwave, remote control, lamp, sunlamp, X-ray at the dentist. Split white light with a prism or a CD and locate visible light on the line. Test the TV remote through a phone camera — the camera sees infrared, your eye doesn't. Explain sunscreen, and why microwave doors have a mesh. SAY THIS WHEN IT STALLS "Same family, different energy. Which end of the line does that device sit on, and why?" Place five devices on the line. Calculate frequency from wavelength using the speed of light. IF IT'S TOO HARD IF IT'S TOO EASY Did it M T W T F Full year of take-homes: www.littleactivity.com/takehome/grade-8 www.littleactivity.com 8th Grade · Science
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Waves and the electromagnetic spectrum SCIENCE · 8TH GRADE Name Date TAKE-HOME PRACTICE Science · 8th Grade 25 minutes WHAT THIS BUILDS Relates wavelength, frequency and energy, and places everyday technologies on the spectrum. 1 THE TWO-MINUTE CHECK ASK "Why does UV damage skin but radio doesn't, when both are electromagnetic?" A SOLID ANSWER Higher frequency means higher energy per photon. Not yet Getting there Solid 2 MAP THE SPECTRUM IN YOUR HOUSE You need: Paper, Household devices, A prism or a CD Draw the spectrum as a line from radio to gamma. Place every device you can find: radio, wifi, microwave, remote control, lamp, sunlamp, X-ray at the dentist. Split white light with a prism or a CD and locate visible light on the line. Test the TV remote through a phone camera — the camera sees infrared, your eye doesn't. Explain sunscreen, and why microwave doors have a mesh. SAY THIS WHEN IT STALLS "Same family, different energy. Which end of the line does that device sit on, and why?" Place five devices on the line. Calculate frequency from wavelength using the speed of light. IF IT'S TOO HARD IF IT'S TOO EASY Did it M T W T F Full year of take-homes: www.littleactivity.com/takehome/grade-8 www.littleactivity.com 8th Grade · Science
Sound Vibration Experiment SCIENCE · 1ST GRADE Name Date Fill in this page as you do your investigation. What are we finding out? How do vibrations make sound? What we need: tuning fork, rubber band, drum, cup of water, rice What I think will happen: Write your own: If I change ___, then ___ because ___ What I will change: Object that is vibrating What I will watch: Whether you can see, feel, or hear the vibration What to do: 1. Strike the tuning fork — touch water surface 2. Put rice on a drum — tap the drum 3. Pluck a rubber band — watch it move 4. Hold the tuning fork to your hand — feel it 5. Record what you see, feel, and hear What we saw: Object See It? Feel It? Hear It? Tuning fork Water splashes Tickles hand Humming sound Drum + rice Rubber band What I learned: Sound is made by... I could see vibrations when... www.littleactivity.com 1st Grade · Science
Diagram — Light Spectrum SCIENCE · 1ST GRADE Name Date Label the diagram. Use the word bank below. Light Spectrum Prism White Light Red Orange Yellow Green Blue Violet Word Bank: green yellow orange red blue violet Which part matters most, and why? www.littleactivity.com 1st Grade · Science Lab Report — Pitch SCIENCE · 1ST GRADE Name Date Fill in this page as you do your investigation. What are we finding out? What makes sounds high or low? What we need: rubber bands (thick & thin), glasses with water, ruler What I think will happen: Write your own: If I change ___, then ___ because ___ What I will change: Size, length, or thickness of the object What I will watch: Whether the pitch is high or low What to do: 1. Pluck a thick rubber band — note the pitch 2. 3. Tap glasses with different water levels 4. 5. Record your observations What we saw: Object Thick/Thin? Pitch (high/low) Thick rubber band Thin rubber band Glass — lots of water What I learned: Now change one other thing and predict what happens. www.littleactivity.com 1st Grade · Science
Lab Report — Volume SCIENCE · 1ST GRADE Name Date Fill in this page as you do your investigation. What are we finding out? What makes sounds loud or soft? What we need: ruler, rubber band, drum/pot, pencil, cup What I think will happen: Write your own: If I change ___, then ___ because ___ What I will change: How hard you pluck, hit, or tap the object What I will watch: How loud or soft the sound is What to do: 1. Pluck a rubber band gently — listen 2. 3. Tap the drum softly, then loudly 4. 5. Record your results in the table What we saw: Object Soft Tap Hard Tap Rubber band Drum/pot Ruler on desk What I learned: What could have made this test unfair? www.littleactivity.com 1st Grade · Science
Lab Report — How Does Sound Travel? SCIENCE · 1ST GRADE Name Date Fill in this page as you do your investigation. What are we finding out? How does sound travel through different materials? What we need: tuning fork, string phone (cups + string), water, desk, ruler What I think will happen: Write your own: If I change ___, then ___ because ___ What I will change: Material sound travels through (air, string, water, desk) What I will watch: How loud or clear the sound is What to do: 1. Strike the tuning fork and listen in air 2. Press the fork against the desk and listen 3. Put the fork in water and observe 4. Use the string phone and listen 5. Compare results in your table What we saw: Material Loud/Soft? Clear/Muffled? Air Desk (solid) Water Trial 4 What I learned: Sound travels best through... because... www.littleactivity.com 1st Grade · Science
Lab Report — Transparent, Opaque, and Translucent SCIENCE · 1ST GRADE Name Date Fill in this page as you do your investigation. What are we finding out? Which material is best for the job — and why? What we need: paper, foil, cloth, plastic, wood block, water, weights What I think will happen: If I test each material, then the strongest one will be... What I will change: The material being tested What I will watch: Whether it is hard, bendy, waterproof or strong What to do: 1. Feel each material and describe it 2. 3. Drip water on each and watch 4. 5. Record what you found What we saw: Material Bendy or stiff? Waterproof? Foil Paper Wood Trial 4 What I learned: The best material for a raincoat would be... because... www.littleactivity.com 1st Grade · Science
