Glencoe Science

Chapter Resources

Waves, Sound, and Light

Includes:

Reproducible Student Pages

ASSESSMENT TRANSPARENCY ACTIVITIES
✔ Chapter Tests ✔ Section Focus Transparency Activities
✔ Chapter Review ✔ Teaching Transparency Activity
✔ Assessment Transparency Activity
HANDS-ON ACTIVITIES
✔ Lab Worksheets for each Student Edition Activity Teacher Support and Planning
✔ Laboratory Activities ✔ Content Outline for Teaching
✔ Foldables–Reading and Study Skills activity sheet ✔ Spanish Resources
✔ Teacher Guide and Answers
MEETING INDIVIDUAL NEEDS
✔ Directed Reading for Content Mastery
✔ Directed Reading for Content Mastery in Spanish
✔ Reinforcement
✔ Enrichment
✔ Note-taking Worksheets
 Glencoe Science

Photo Credits
Section Focus Transparency 1: Paul Topp/istockphoto inc.; (inset) Verna Bice/istockphoto inc.
Section Focus Transparency 2: Think Stock LLC/Index Stock Imagery
Section Focus Transparency 3: Kenneth C. Zirkel/istockphoto inc.

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Permission is granted to reproduce the material contained herein on the condition
that such material be reproduced only for classroom use; be provided to students,
teachers, and families without charge; and be used solely in conjunction with the
Waves, Sound, and Light program. Any other reproduction, for use or sale, is pro-
hibited without prior written permission of the publisher.

Send all inquiries to:

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ISBN 0-07-867159-0

Printed in the United States of America.

1 2 3 4 5 6 7 8 9 10 079 09 08 07 06 05 04
 Table of Contents
To the Teacher iv
Reproducible Student Pages
■ Hands-On Activities
MiniLAB: Try at Home Refraction of Light . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
MiniLAB: Separating Wavelengths . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Lab: Sound Waves in Matter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Lab: Bending Light . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Laboratory Activity 1: Transverse Waves . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Laboratory Activity 2: Scattering of Light Waves . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Foldables: Reading and Study Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
■ Meeting Individual Needs
Extension and Intervention
Directed Reading for Content Mastery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Directed Reading for Content Mastery in Spanish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Enrichment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Note-taking Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
■ Assessment
Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
■ Transparency Activities
Section Focus Transparency Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Assessment Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Teacher Support and Planning
Content Outline for Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T2
Spanish Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T5
Teacher Guide and Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T9

Additional Assessment Resources available with Glencoe Science:

• ExamView® Pro Testmaker
• Assessment Transparencies
• Performance Assessment in the Science Classroom
• Standardized Test Practice Booklet
• MindJogger Videoquizzes
• Vocabulary PuzzleMaker at msscience.com
• Interactive Chalkboard
• The Glencoe Science Web site at: msscience.com
• An interactive version of this textbook along with assessment resources are available
online at: mhln.com

iii
 To the Teacher
This chapter-based booklet contains all of the resource materials to help you teach
this chapter more effectively. Within you will find:
Reproducible pages for
■ Student Assessment

■ Hands-on Activities

■ Meeting Individual Needs (Extension and Intervention)

■ Transparency Activities

A teacher support and planning section including

■ Content Outline of the chapter

■ Spanish Resources

■ Answers and teacher notes for the worksheets

Hands-On Activities
MiniLAB and Lab Worksheets: Each of these worksheets is an expanded version of each lab
and MiniLAB found in the Student Edition. The materials lists, procedures, and questions
are repeated so that students do not need their texts open during the lab. Write-on rules are
included for any questions. Tables/charts/graphs are often included for students to record
their observations. Additional lab preparation information is provided in the Teacher Guide
and Answers section.
Laboratory Activities: These activities do not require elaborate supplies or extensive pre-lab
preparations. These student-oriented labs are designed to explore science through a stimu-

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

lating yet simple and relaxed approach to each topic. Helpful comments, suggestions, and
answers to all questions are provided in the Teacher Guide and Answers section.
Foldables: At the beginning of each chapter there is a Foldables: Reading & Study Skills
activity written by renowned educator, Dinah Zike, that provides students with a tool that
they can make themselves to organize some of the information in the chapter. Students may
make an organizational study fold, a cause and effect study fold, or a compare and contrast
study fold, to name a few. The accompanying Foldables worksheet found in this resource
booklet provides an additional resource to help students demonstrate their grasp of the
concepts. The worksheet may contain titles, subtitles, text, or graphics students need to
complete the study fold.

Meeting Individual Needs (Extension and Intervention)

Directed Reading for Content Mastery: These worksheets are designed to provide students
with learning difficulties with an aid to learning and understanding the vocabulary and
major concepts of each chapter. The Content Mastery worksheets contain a variety of formats
to engage students as they master the basics of the chapter. Answers are provided in the
Teacher Guide and Answers section.

iv
 Directed Reading for Content Mastery (in Spanish): A Spanish version of the Directed
Reading for Content Mastery is provided for those Spanish-speaking students who are
learning English.
Reinforcement: These worksheets provide an additional resource for reviewing the con-
cepts of the chapter. There is one worksheet for each section, or lesson, of the chapter.
The Reinforcement worksheets are designed to focus primarily on science content and less
on vocabulary, although knowledge of the section vocabulary supports understanding of
the content. The worksheets are designed for the full range of students; however, they will
be more challenging for your lower-ability students. Answers are provided in the Teacher
Guide and Answers section.
Enrichment: These worksheets are directed toward above-average students and allow them
to explore further the information and concepts introduced in the section. A variety of
formats are used for these worksheets: readings to analyze; problems to solve; diagrams
to examine and analyze; or a simple activity or lab which students can complete in the
classroom or at home. Answers are provided in the Teacher Guide and Answers section.
Note-taking Worksheet: The Note-taking Worksheet mirrors the content contained in the
teacher version—Content Outline for Teaching. They can be used to allow students to take
notes during class, as an additional review of the material in the chapter, or as study notes
for students who have been absent.

Assessment
Chapter Review: These worksheets prepare students for the chapter test. The
Chapter Review worksheets cover all major vocabulary, concepts, and objectives
of the chapter. The first part is a vocabulary review and the second part is a concept review.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

Answers and objective correlations are provided in the Teacher Guide and Answers section.
Chapter Test: The Chapter Test requires students to use process skills and understand content.
Although all questions involve memory to some degree, you will find that your students will
need to discover relationships among facts and concepts in some questions, and to use higher
levels of critical thinking to apply concepts in other questions. Each chapter test normally
consists of four parts: Testing Concepts measures recall and recognition of vocabulary and
facts in the chapter; Understanding Concepts requires interpreting information and more
comprehension than recognition and recall—students will interpret basic information and
demonstrate their ability to determine relationships among facts, generalizations, definitions,
and skills; Applying Concepts calls for the highest level of comprehension and inference;
Writing Skills requires students to define or describe concepts in multiple sentence answers.
Answers and objective correlations are provided in the Teacher Guide and Answers section.

Transparency Activities
Section Focus Transparencies: These transparencies are designed to generate interest
and focus students’ attention on the topics presented in the sections and/or to assess
prior knowledge. There is a transparency for each section, or lesson, in the Student Edition.
The reproducible student masters are located in the Transparency Activities section. The
teacher material, located in the Teacher Guide and Answers section, includes Transparency
Teaching Tips, a Content Background section, and Answers for each transparency.

v
Teaching Transparencies: These transparencies relate to major concepts that will benefit
from an extra visual learning aid. Most of these transparencies contain diagrams/photos
from the Student Edition. There is one Teaching Transparency for each chapter. The Teaching
Transparency Activity includes a black-and-white reproducible master of the transparency
accompanied by a student worksheet that reviews the concept shown in the transparency.
These masters are found in the Transparency Activities section. The teacher material includes
Transparency Teaching Tips, a Reteaching Suggestion, Extensions, and Answers to Student
Worksheet. This teacher material is located in the Teacher Guide and Answers section.
Assessment Transparencies: An Assessment Transparency extends the chapter content and
gives students the opportunity to practice interpreting and analyzing data presented in
charts, graphs, and tables. Test-taking tips that help prepare students for success on stan-
dardized tests and answers to questions on the transparencies are provided in the Teacher
Guide and Answers section.

Teacher Support and Planning

Content Outline for Teaching: These pages provide a synopsis of the chapter by section,
including suggested discussion questions. Also included are the terms that fill in the blanks
in the students’ Note-taking Worksheets.
Spanish Resources: A Spanish version of the following chapter features are included in this
section: objectives, vocabulary words and definitions, a chapter purpose, the chapter Activi-
ties, and content overviews for each section of the chapter.

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

vi
 Reproducible
Student Pages

Reproducible Student Pages

■ Hands-On Activities
MiniLAB: Try at Home Refraction of Light . . . . . . . . . . . . . . . . . . . . . 3
MiniLAB: Separating Wavelengths . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Lab: Sound Waves in Matter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Lab: Bending Light. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Laboratory Activity 1: Transverse Waves . . . . . . . . . . . . . . . . . . . . . . . . 9
Laboratory Activity 2: Scattering of Light Waves. . . . . . . . . . . . . . . . . 11
Foldables: Reading and Study Skills . . . . . . . . . . . . . . . . . . . . . . . . . . 13
■ Meeting Individual Needs
Extension and Intervention
Directed Reading for Content Mastery . . . . . . . . . . . . . . . . . . . . . . . 15
Directed Reading for Content Mastery in Spanish . . . . . . . . . . . . . . 19
Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Enrichment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Note-taking Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
■ Assessment
Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
■ Transparency Activities
Section Focus Transparency Activities . . . . . . . . . . . . . . . . . . . . . . . . 40
Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Assessment Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Waves, Sound, and Light 1

Hands-On Activities

Hands-On
Activities

2 Waves, Sound, and Light

 Name Date Class

Hands-On Activities
Refraction of Light
Procedure
1. Fill a drinking glass about half full with drinking water.
2. Place a pencil in the glass. Describe the appearance of the pencil.
3. Slowly add water to the glass. Describe how the appearance of the pencil
changes.

Observations

Analysis
1. How does the appearance of the pencil depend on the level of water in the glass?
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

2. Where do the light waves coming from the pencil change speed?

3. Infer how the appearance of the pencil and the change in speed of the light waves are related.

Waves, Sound, and Light 3

 Name Date Class
Hands-On Activities

Separating Wavelengths
Procedure
1. Place a prism in sunlight. Adjust its position until a color spectrum is
produced.
2. Place the prism on a desktop. Dim the lights and shine a flashlight on the
prism. Record your observations.
3. Shine a laser pointer toward the prism. Record your observations.
WARNING: Do not shine the laser pointer into anyone’s eyes
Observations

Observations
Flashlight on Prism Laser Pointer Toward Prism

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

Analysis
1. Determine whether sunlight and the light emitted from the flashlight contain light waves of
more than one wavelength.

2. Determine whether the light emitted from the laser pointer contains light waves of more than
one wavelength.

4 Waves, Sound, and Light

 Name Date Class

Sound Waves in Matter

Hands-On Activities
Lab Preview
Directions: Answer these questions before you begin the Lab.
1. What factors affect the speed of sound?

2. What is the order of increasing density of the materials that you are testing?

In this lab you can hear differences in sound when the sound waves travel
through various materials.

Real-World Question
How does the movement of sound waves 2. Fill a beaker to the 140-mL line with water.
through different materials affect the sounds Fill another beaker with 140 mL of
we hear? vegetable oil. Fill a third beaker with
140 mL of corn syrup. Leave the fourth
Goals beaker empty.
■ Notice the variations in sound when waves
3. Hold the pencil securely and tap the side of
travel through different materials.
the beaker about halfway down from its
■ Infer what property of the materials cause
rim. Use the metal band near the end of
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

the sound waves to produce a different

the pencil to make a clear sound.
sound.
4. Pay careful attention to the pitch of the
Materials sound. Notice whether the sound contin-
150-mL beakers (4) corn syrup ues for a moment after the tap or if it stops
water pencil suddenly. In your data table, write a
vegetable oil description of the sound that you hear.
5. Repeat steps 3 and 4 for the remaining
Safety Precautions beakers. You may wish to tap each beaker
Procedure several times to be sure you hear the sound
1. Use the data table on the next page for well.
your data. 6. Compare the sounds made by the beaker
filled with air and the beaker filled with the
different liquids.

Waves, Sound, and Light 5

 Name Date Class

(continued)
Hands-On Activities

Data and Observations

Sound Waves through Materials

Beaker

Water

Vegetable Oil

Corn Syrup

Empty

Conclude and Apply

1. List the materials in the beakers in order of increasing density.

2. Infer how the pitch of the sound changes as the density of the material in the beaker increases.

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

3. How does the density of the material in the beaker affect how long the sound continued to be
heard after the beaker was tapped?

Communicating Your Data

Compare your results with other students in your class.

6 Waves, Sound, and Light

 Name Date Class

Bending Light

Hands-On Activities
Lab Preview
Directions: Answer these questions before you begin the Lab.
1. Draw a sketch of a light wave being reflected off a flat surface.

2. Draw a sketch of a light wave being refracted as passes from one medium into another.

What happens to light waves when they strike the boundary between two
materials? Some of the light waves might be reflected from the boundary and
some of the waves might travel in to the second material. These light waves
can change direction and be refracted in the second material. Transmission
occurs when the light waves finally pass through the second material.

Real-World Question
What happens to light waves when they strike a 3. In a darkened room, shine the flashlight at
boundary between air and other materials? an angle toward the mirror. Determine
whether the flashlight beam is reflected,
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

Goals refracted, or transmitted. Look at the color

■ Compare and contrast the reflection, of the light beam after it strikes the mirror.
refraction, and transmission of light. Has the white light been changed into
■ Observe how the refraction of white light different colors of light? Record your
can produce different colors of light. observations on the chart.
Materials 4. Remove the clear plastic front from an
small piece of cardboard prism empty CD case. Shine the flashlight at an
tape scissors angle towards the plastic. Does transmis-
flashlight flat mirror sion occur? Record your observations
clear plastic CD case 250-mL beaker about how the direction of the beam
changes the colors of the light.
Safety Precautions 5. Fill the beaker with water. Shine the flash-
light toward the side of the beaker so that
Procedure the light shines through the water. Move
1. Use the data table on the next page to the light beam from side to side. Record
record your observations. your observations.
2. Cut a slit about 3 cm long and 2 mm wide 6. Shine the flashlight toward a side of the
in a circular piece of the cardboard. Tape prism. Move the light beam around until
the cardboard to the face of the flashlight you see the outgoing beam spread into
to make a mask. different colors. Record your observations.

Waves, Sound, and Light 7

 Name Date Class

(continued)
Hands-On Activities

Data and Observations

Bending of Light by Different Surfaces
Surface How Beam Is Affected Colors Formed

Mirror

CD case

Water

Prism

Analyze Your Data

1. For which objects did reflection occur? For which objects did refraction occur? For which
objects did transmission occur?

2. For which objects did refraction cause the flashlight beam to be separated into different colors?

Conclude and Apply

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

1. Compare and contrast the behavior of light waves when they strike the mirror and the CD case.

2. Explain why the beam that passes through the CD case does or does not change direction.

3. Describe how the light beam changes as it passes through the prism.

Communicating Your Data

Create a sketch showing how light refracts in a prism and divides into different colors.

8 Waves, Sound, and Light

 Name Date Class

Transverse Waves
1 Laboratory

Hands-On Activities
Activity
You are surrounded by a variety of waves such as visible light waves, sound
waves, and radio waves. These waves interact with matter, and waves of the
same type interact with each other. You are about to explore two questions.
What happens when a wave strikes a boundary between two materials? What
happens when two waves traveling in the same material meet?
Strategy
You will use a long rope to observe the behavior of a wave at a boundary.
You will observe the behavior of waves that travel from both ends of a long
rope and meet in the middle.
Materials
rope, 8–10 meters long
Procedure
1. Make a data table in your Science Journal 3. Using the same procedure as before, create
like the one shown to record your observa- a single crest of a wave in both ends of the
tions. Be sure to leave enough room for rope at the same time. Observe the behav-
your comments. ior of the wave when the two crests meet in
2. With a partner, lay the rope on the floor the center of the rope.
and stretch the rope to its full length. Hold 4. Using the same procedure, create a crest at
one end of the rope still while your partner one end of the rope and a trough at the other
creates a wave with a single crest or trough end of the rope at the same time. Observe
by moving their end of the rope horizon- the behavior of the wave when the crest
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

tally back and forth. Observe the behavior and trough meet in the center of the rope.
of the wave when it reaches the end of the
rope and strikes a boundary—your hand.
Data and Observations
Wave Observations
Wave Observation

Step 2

Step 3

Step 4

Waves, Sound, and Light 9

 Name Date Class

Laboratory Activity 1 (continued)

Hands-On Activities

Questions and Conclusions

1. What changes occurred in the wave in step 2 when the wave hit the boundary?

2. Did the wave have the same amount of energy after it hit the boundary? Explain.

3. What happened when the waves met in the center of the rope in steps 3 and 4?

4. Infer why the size of the waves changed when the two waves met in steps 3 and 4.

5. Infer how you can determine the amplitude of the wave created when two waves traveling in
opposite directions on the same rope meet.

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

Strategy Check
Can you describe what happens when a wave strikes a boundary?
Can you describe what happens when two waves traveling in opposite directions on the
same rope meet?

10 Waves, Sound, and Light

 Name Date Class

Scattering of Light Waves

2 Laboratory

Hands-On Activities
Activity
On a sunny day, you might have seen dust particles in a beam of sunlight.
When light waves in the sunbeam strike a dust particle, they are reflected in all
directions. This process, in which light traveling in one direction is made to
travel in many directions, is called scattering. Sunlight is scattered when it
strikes dust particles floating in the air. You see the dust particles as bright
specks of light when some of these scattered light waves enter your eyes. Just
like dust particles, tiny droplets of water in the air can cause scattering. Also,
milk contains tiny particles of milk fat that can cause scattering of light waves.
Strategy
You will use a clear glass beaker, water, whole milk, and a flashlight to observe
the scattering of light by particles of milk fat in a beaker of water.
You will record your observations in a data table as more milk is added to the
water.
Materials
clear glass 500-mL beaker
50-mL beaker
whole milk
eye dropper
small flashlight
3” x 5” index card (2)
hole punch
distilled water
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

Procedure
1. Turn off the lights in the room and darken 6. Turn on the flashlight and hold it against
the room. Allow enough light into the the index card with the hole. Position the
room so that you can safely work. flashlight so that the center of the beam
2. Put about 250 mL of distilled water into goes through the hole in the index card.
the 500-mL beaker. Observe the image on the index card on
3. Put about 25 mL of whole milk into the the other side of the beaker.
50-mL beaker. This will be used later in the 7. Record your observations in your data
lab. table.
4. Use a hole punch to make a hole in one of 8. Add 1⁄2 dropper of milk to the water in the
the index cards. Position the hole so that beaker and stir. Repeat steps 5–7.
the center of the flashlight goes through 9. Repeat step 8 until the water appears to
the hole when the card is sitting on the lab look more like milk than water.
table.
5. Place the index card with the hole next to
the clear beaker of water. Have a lab part-
ner hold the other index card about 30 cm
away from the beaker directly opposite the
index card with the hole.

Waves, Sound, and Light 11

 Name Date Class

Laboratory Activity 2 (continued)

Hands-On Activities

Data and Observations

Amount of Milk Observations

No Milk

Questions and Conclusions

1. What did you observe when the light traveled through the beaker that contained only water?

2. What did you observe when the light traveled through the beaker of water as you progressively
added more milk?

3. Why did adding more milk to the beaker cause the image on the index card to change?

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

Strategy Check
Can you describe how a light beam is affected when it travels through a medium that
does not contain other particles?
Can you describe how a light beam is affected as it travels through a medium that con-
tains particles of another material?

12 Waves, Sound, and Light

 Name Date Class

Waves, Sound, and Light

Hands-On Activities
Directions: Use this page to label your Foldable at the beginning of the chapter.

Transverse Waves
Both
Compression Waves
cause particles in matter to move back
and forth at right angles to the direction
in which the waves travel

are mechanical waves

carry energy from one place to another

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

cause particles in matter to move back

and forth along the same direction in
which the wave travels

high points in the waves are called crests

low points in the waves are called troughs

places where the coils are squeezed

together are called compressions

places where the coils are spread apart

are called rarefactions

have the properties of wavelength,

frequency, and amplitude

Waves, Sound, and Light 13

Meeting Individual Needs

Meeting Individual
Needs

14 Waves, Sound, and Light

 Name Date Class

Directed Reading for Overview

Content Mastery Waves, Sound, and Light
Directions: Complete the concept map using the terms in the list below.
compressional transverse intensity
rarefactions troughs pitch
reverberation

Meeting Individual Needs

Waves

types of

1. 2.

example example
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

Light Sound
has has

property of properties of

3. intensity 4. 5.

6. 7.
crests compressions

Waves, Sound, and Light 15

 Name Date Class

Directed Reading for Section 1 ■ Waves

Content Mastery Section 2 ■ Sound Waves
Directions: Match the terms in Column I with the phrases in Column II. Write the letter of the correct phrase in
the blank at the left.
Column I Column II

1. wave a. measured in units called decibels

2. wavelength b. change in direction of a wave when it
travels from one material to another
3. frequency
Meeting Individual Needs

c. transports energy from one place to

4. refraction
another
5. diffraction
d. how low or high a sound seems
6. intensity
e. measured in units called Hertz
7. pitch
f. repeated echoes
8. reverberation
g. bending of waves around objects

h. the distance between one point on a

wave and another one like it

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

9. What is the law of reflection?

10. Describe how a sound travels through air when a student taps his pencil on a
desk.

16 Waves, Sound, and Light

 Name Date Class

Directed Reading for Section 3 ■ Light

Content Mastery

Directions: Use the following terms to complete sentences below.

electromagnetic waves electromagnetic spectrum
infrared waves ultraviolet waves
1. Waves that can travel through empty space are ____________________.

2. The ____________________ is the complete range of electromagnetic wave fre-

quencies and wavelengths.

Meeting Individual Needs

3. Waves that have wavelengths between one thousandth and 0.7 millionths of a

meter are known as ____________________.

4. Waves that have wavelengths between about 0.4 millionths and ten billionths of

a meter are known as ____________________.

5. You must protect your skin from ____________________ because they can

damage your skin.

6. All warm bodies emit ____________________.

7. Night vision goggles use ____________________ to help locate people in the

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

dark.
8. Visible light waves are part of the ____________________.

9. All ____________________ have an electric and magnetic part.

10. The waves emitted by the Sun are ____________________.

Waves, Sound, and Light 17

 Name Date Class

Directed Reading for Key Terms

Content Mastery Waves, Sound, and Light
Directions: Use the clues below to complete the crossword puzzle.
Across 5. A series of compressions and rar-
1. Carries energy from one place to efactions forms this wave
another
6. Describes the behavior of waves
3. How low or high a sound seems when they strike a surface
4. The number of wavelengths that 7. The distance between two adjacent
Meeting Individual Needs

pass by a point each second crests or between two adjacent

troughs
8. The change in direction of a wave
when it travels from one medium 9. A type of wave that is emitted by all
to another warm bodies
10. The bending of a light wave around
an object
11. A property of waves that is mea- 1 2

sured in units called decibels

Down
2. The complete spectrum of electro- 3

magnetic wave frequencies and

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

wavelengths 4

5 6

8 9

10

11

18 Waves, Sound, and Light

 Nombre Fecha Clase

Lectura dirigida para Sinopsis

Dominio del contenido Las ondas, el sonido y la luz
Instrucciones: Completa el mapa de conceptos con los términos de la siguiente lista.
de compresión transversales intensidad
rarefacciones senos tono
reverberación

Satisface las necesidades individuales

Tipos de ondas

1. 2.

ejemplo ejemplo
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

La luz Sonido
tienen tienen

propiedad de propiedades

3. intensidad 4. 5.

6. 7.
crestas compresiones

Las ondas, el sonido y la luz 19

 Nombre Fecha Clase

Lectura dirigida para Sección 1 ■ Las ondas

Dominio del contenido Sección 2 ■ Las ondas sonoras
Instrucciones: Relaciona los términos de la Columna I con las frases de la Columna II. Escribe la letra de la frase
correcta en el espacio en blanco de la izquierda.
Columna I Columna II
1. onda a. se mide en unidades llamadas decibeles
2. longitud de onda b. cambio de dirección de una onda
Satisface las necesidades individuales

cuando se propaga de un material a otro

3. frecuencia
c. transporta energía de un lugar a otro
4. refracción
d. lo alto o lo bajo de un sonido
5. difracción
e. se mide en unidades llamadas Hertz
6. intensidad
f. ecos repetidos
7. tono
g. doblamiento de las ondas alrededor de
8. reverberación
los objetos
h. la distancia entre un punto de una onda
y otro punto igual en otra onda.

9. ¿Qué es la ley de la reflexión?

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

10. Describe cómo viaja el sonido por el aire cuando un estudiante golpea su
escritorio con un lápiz.

20 Las ondas, el sonido y la luz

 Nombre Fecha Clase

Lectura dirigida para Sección 3 ■ La luz

Dominio del contenido

Instrucciones: Completa las oraciones con los siguientes términos.

ondas electromagnéticas espectro electromagnético
ondas infrarrojas ondas ultravioleta

1. Las ondas que se propagan a través de espacios vacíos se llaman

Satisface las necesidades individuales

____________________.
2. El ____________________ es la gama completa de frecuencias y longitudes de
ondas electromagnéticas.
3. Las ondas cuya longitud está comprendida en la gama de un millonésimo a 0.7
millonésimos de metro se llaman ____________________.
4. Las ondas cuya longitud está comprendida en la gama de 0.4 millonésimos a
diez mil millonésimos de metro se llaman ____________________.
5. Debemos proteger nuestra piel de las ____________________ porque pueden
dañarla.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

6. Todos los cuerpos calientes emiten ____________________.

7. Las ____________________ se utilizan en las gafas de visión nocturna para
localizar personas en la oscuridad.
8. Las ondas de luz visible forman parte del ____________________.
9. Todas las ____________________ tienen una parte eléctrica y una magnética.
10. Las ondas emitidas por el Sol son ____________________.

Las ondas, el sonido y la luz 21

 Nombre Fecha Clase

Lectura dirigida para Términos claves

Dominio del contenido Las ondas, el sonido y la luz
Instrucciones: Completa el crucigrama usando las siguientes pistas.
1

Horizontales 2
2. Cambio en la
dirección de 3

una onda 4
Satisface las necesidades individuales

cuando se 5
propaga de un
medio a otro.
6 7
5. El espectro
completo de
frecuencias y
longitudes de
ondas electro-
magnéticas. 8 9

6. Transporta
energía de un
lugar a otro.
8. Tipo de onda

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10

que emiten
todos los cuer-
pos calientes.
11
9. Altura de un
sonido.
10. La distancia entre dos crestas o
senos adyacentes.
3. La cantidad de longitudes de onda
11. Fenómeno por el cual una onda que pasan por un punto cada
luminosa se dobla alrededor de un segundo.
objeto.
4. Describe el comportamiento de las
Verticales ondas cuando chocan contra una
1. Esta onda está compuesta por una superficie.
serie de compresiones y rarefac-
7. Propiedad de las ondas que se mide
ciones.
en unidades llamadas decibeles.

22 Las ondas, el sonido y la luz

 Name Date Class

Waves
1 Reinforcement

Directions: On the line below each diagram, write the type of wave that is shown in the diagram.

Meeting Individual Needs

1. ____________________________________ 2. ____________________________________
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

3. ____________________________________

Directions: Answer the following questions on the lines provided.

4. What is refraction? ____________________________________________________________

5. What is reflection? _____________________________________________________________

6. What is diffraction? ____________________________________________________________

7. What is the mathematical relationship between frequency, wavelength, and wave speed?

Waves, Sound, and Light 23

 Name Date Class

Sound Waves
2 Reinforcement

Directions: Answer the questions on the lines provided.

1. How does a vibrating drum produce a sound wave?

2. Does sound travel outside Earth’s atmosphere in space? Explain.

Meeting Individual Needs

3. Explain how intensity, sound, and energy are related.

4. What are the three main parts of the human ear and what is the function of each?

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

5. Explain why sound travels faster through iron than through air.

24 Waves, Sound, and Light

 Name Date Class

Light
3 Reinforcement

Directions: Answer the questions on the lines provided.

1. Compare and contrast light waves and sound waves.

2. Describe the electromagnetic spectrum.

Meeting Individual Needs

3. What are ultraviolet waves, X-rays, and gamma rays used for?

4. How do the cornea, lens, and retina aid in the vision process?
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

5. What are rod and cone cells?

Waves, Sound, and Light 25

 Name Date Class

Waves
1 Enrichment

Materials
pie plate
water
drinking glass
pencil
Procedure
1. Pour water into the pie plate. Fill the pie plate half full.
2. Using the pencil, gently tap the water in the plate to create waves.
Meeting Individual Needs

3. Put a drinking glass in the center of the pie plate. Put water into the glass if it is not heavy
enough to stay upright.
4. Using the pencil, gently tap the water in the pie plate to create waves.

Data and Observations

1. Describe the waves created in step 2.

2. Describe the waves in step 4?

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

Conclude and Apply
1. What type of mechanical waves did you create?

2. What was the matter that carried the wave?

3. What happened to the waves when they reached the glass?

26 Waves, Sound, and Light

 Name Date Class

Protect Your Hearing

2 Enrichment

Noise is part of everyday life whether you live ple talking when you are just a few feet away,
in the city or in the country. Prolonged expo- the noise may be damaging your hearing. Pro-
sure to noises above 85 decibels can cause per- tect your hearing by decreasing the volume on
manent hearing loss. Exposure to loud noises personal stereos and by wearing hearing pro-
can be a result of walking on a busy street, eat- tection when you are around loud noises.
ing in a crowded restaurant, operating machin- You may not be sure if you are exposed to
ery, or engaging in recreational activities. noises above 85 decibels. The list below con-
How do you know if the noise is too loud? tains the approximate noise level of some
One rule of thumb is if you cannot hear peo- sounds. Plot the sounds on the chart below.

Meeting Individual Needs

• Rock concert 100–130 decibels
• Power mower 105 decibels
• Motorcycle 90–110 decibels
• Personal stereo at a high volume 105–120 decibels
• Chain saw 110 decibels

Power
mower
Purring Average Vacuum Pain
Whisper cat home cleaner threshold
dB 0 150
15 20 25 50 75 80 100 110 120 Jet plane
115 taking off
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

Rustling Noisy Chain

leaves restaurant saw

1. What activities do you do that may expose you to high noise levels?

2. What can you do to prevent hearing damage or loss while you do your activities?

Waves, Sound, and Light 27

 Name Date Class

Lasers
3 Enrichment

A laser is a device that produces an intense Because laser light waves are in phase and
beam of light. The word laser stands for Light are traveling in the same direction, a laser
Amplification by Stimulated Emission of light beam spreads out very little as it travels.
Radiation. Light that you normally see is a As a result a laser beam can be made very nar-
mixture of many colors and many wave- row so that all the light energy is spread over a
lengths. You have probably seen light passing very small area. This makes the beam very
through a prism being divided into many col- intense so that it can be used to cut materials.
ors. Lasers, though, emit light with a single Lasers are used in a wide variety of applica-
color or frequency. The light waves travel in tions. Lasers are used to drill holes in dia-
Meeting Individual Needs

the same direction and all of the waves are in monds, to measure long and short distances,
phase. In phase means that the troughs and and to record laser discs. They are used in
crests of all the waves are aligned. If you drew computer printers, as cutting instruments for
a line perpendicular to the waves, the same delicate eye surgeries, and in many other
point along the wave would be intersected in applications.
each of the individual waves. This produces a
beam of light that is very intense and can be
directed with great accuracy.
1. What does the term laser stand for?

2. What does in phase mean?

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

3. Why can laser beams be made very intense?

28 Waves, Sound, and Light

 Name Date Class

Note-taking Waves, Sound, and Light

Worksheet
Section 1 Waves
A. Waves carry ______________, not matter.
1. A ______________ is a disturbance that moves through matter or space.
2. ______________ can travel only through some type of matter. ______________ can travel
either through matter or through empty space.
3. A ______________ causes particles in matter to move back and forth at right angles to the

Meeting Individual Needs

direction in which the wave travels.
4. High points in a transverse wave are called ______________. Low points are called
______________.
5. A ______________ wave causes particles in matter to move back and forth along the same
direction in which the wave travels.
6. The places in a compressional wave in which the coils are squeezed together are called
______________. The places in the wave in which the coils are spread apart are called
______________.
7. The three types of seismic waves are _____________, _____________, and _____________.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

8. Electromagnetic waves are ______________ waves. Electromagnetic waves contain

______________ and ______________ parts that vibrate perpendicular to the direction
that the wave travels.

B. The properties of waves depend on the ______________ that produce the waves.
1. The distance between one point on a wave and the nearest point moving the same speed
and direction is the ______________. The ______________ of a transverse wave is the dis-
tance between two adjacent crests or two adjacent troughs. The ______________ of a com-
pressional wave is the distance between two adjacent compressions or rarefactions.
2. The ______________ of a wave is the number of wavelengths that pass by a point each sec-
ond. For a transverse wave, the ______________ of a wave is the number of crests or
troughs that pass a point each second. For a compressional wave, ______________ is the
number of compressions or rarefactions that pass a point each second.
3. Frequency is measured in units of ______________.

Waves, Sound, and Light 29

 Name Date Class

Note-taking Worksheet (continued)

4. The ______________ of a wave depends on the medium in which the wave travels. The
speed of a wave can be found using this equation: ______________.

C. Waves can ______________ (bounce off a surface), ______________ (change direction), or

______________ (bend around an obstacle).
1. The ______________ states that the angle that the incoming wave makes with the normal
equals the angle that the outgoing wave makes with the normal. A line that makes an angle
of 90 degrees with a surface is called the ______________ to the surface.
Meeting Individual Needs

2. ______________ is the change in direction of a wave when it travels from one material to
another.
3. ______________ is the bending of waves around an object. The amount of diffraction
depends on the ______________ of the obstacle the wave encounters.

Section 2 Sound Waves

A. A sound wave is a ______________ wave.
1. A vibrating drum head produces a ______________ each time it moves upward and a
______________ each time it moves downward.

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

2. Sound waves cannot travel through empty space because they need particles to transport
______________.

B. Sound waves travel ______________ through solids.

C. The amount of energy that a wave carries past a certain area each second is the
______________ of the sound.
1. Sound waves with greater ______________ also have a greater intensity. The intensity of
sound waves is measured in units of ______________.

D. ______________ is the human perception of the frequency of sound.

1. Sounds with ______________ have a low pitch and sounds with ______________ have
high pitch.

E. The human ear can be divided into ______________ parts. The ______________ is the sound
collector.
1. The ______________ is the sound amplifier. The _____________ is the sound interpreter.

30 Waves, Sound, and Light

 Name Date Class

Note-taking Worksheet (continued)

F. Repeated echoes are called ______________.
1. ______________ is the process of locating objects by bouncing sounds off them.

Section 3 Light
A. ______________ are waves that travel through matter or through empty space.

B. Light waves are composed of two parts—an _____________ part and a _____________ part.
1. The intensity of waves is a measure of the amount of energy the waves carry. For light

Meeting Individual Needs

waves, the intensity determines the ______________ of the light.

C. The ______________ is the complete range of electromagnetic wave frequencies and

wavelengths.
1. The waves that carry radio and television signals to your home are ______________.
2. ______________ have wavelengths between one thousandth and 700 billionths of a meter.
3. All ______________ bodies emit infrared energy.
4. The range of electromagnetic waves between 700 and 400 billionths of a meter is the range
of waves that we see. These waves are known as ______________.
5. Electromagnetic waves with wavelengths between about 0.4 millionths and ten billionths of
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

a meter are ______________. These waves cause sunburn.

6. The electromagnetic waves with the highest energy, highest frequency, and shortest wave-
lengths are ______________ and ______________.
7. Light waves enter your eye through the ______________ and lens and then are focused on
the ______________.
8. You see color when light waves are ______________ off an object or ______________ by
an object.

Waves, Sound, and Light 31