In this video Paul Andersen explains how humans use information technology and instrumentation to better understand their surrounds. Technologies (including X-rays, computers, and phones) use electromagnetic waves to improve the lives of humans. A teaching progression K-12 is also included.
PS4.B: Electromagnetic Radiation
In this video Paul Andersen describes some of the properties of electromagnetic radiation. The electromagnetic spectrum varies by wavelength from radio waves to gamma rays. We only see a portion of the spectrum known as visible light. A number of phenomenon (including refraction, emission spectrums, and gamma radiation) are discussed. A teaching progression K-12 is also included.
PS4.A: Wave Properties
In this video Paul Andersen describes some of the properties of waves. He starts be identifying particles and waves as the only phenomenon that can transfer energy from place to place. He identifies the defining characteristics of waves; wavelength, frequency and amplitude. He defines sound as the movement of compressional waves through air and resonance as waves interfering both constructively and destructively. A teaching progression K-12 is also included.
PS3.D: Energy in Chemical Processes and Everyday Life
In this video Paul Andersen explains how energy is used in chemical processes and everyday life. Students should understand that energy is neither created or destroyed but is converted. Most of the energy is delivered to our planet from the sun and is harvested through the process of photosynthesis. A K-12 teaching progression is also included.
SEP8: Obtaining, Evaluating and Communicating Information
Scientists and Engineers spend over half of their working day reading, evaluating and producing text. Therefore it is important that we produce students that have a high level of scientific literacy. Students normally struggle with scientific reading due to the high level of jargon and multiple modes of presentation (i.e. graphs, images, data). We can help our students become more scientifically literate by having them consume and produce scientific text from K to 12. Several strategies for teaching this progression (e.g. adapted primary literature and mini-posters) are included.
