Course Profile Science (SNC4E), Grade 12, Workplace Preparation, Public

Unit 4: Communications: Sounds and Pictures

Time: 18 hours

Unit Description

This unit develops students’ understanding of the basic operating principles of communication devices commonly found in the home and workplace. Students research and evaluate the role played by a variety of technological devices and their impact on their lives. They use scientific equipment safely and effectively in investigating the scientific concepts involved in communications technology. The End-of-Unit Task involves the construction and testing of a prototype of a communications device and a description of the scientific principles involved in the operation of the device. The inclusion of this device in the Final Assessment Task is considered.

Unit Synopsis Chart

Activity	Time	Learning Expectations	Assessment Categories	Tasks
4.1 Vibrations and Waves	3 h	SPV.01, SPV.02, SP1.01, SP1.03, SP2.01, SP2.02, SP3.03, SP3.04 SIS.01, SIS.02, SIS.03, SIS.04, SIS.08	Inquiry Communication	Diagnostic assessment. Introduce End-of-Unit Task and connect to Final Assessment Task Lab: length, period, frequency of a pendulum Lab: transverse and longitudinal waves
4.2 Properties of Waves	3 h	SPV.01, SPV.02, SP1.01, SP1.02, SP1.05, SP2.03, SP2.04, SP2.05 SIS.01, SIS.02, SIS.03, SIS.04, SIS.08	Inquiry Communication Knowledge/ Understanding	Multi-lab: waves produced by vibrating objects Lab: Frequency, amplitude, and notes Lab: Interference of waves Summary: wave sources and properties
4.3 Energy Transformations: Transducers	4.5 h	SPV.01, SPV.02, SPV.03, SP1.04, SP1.06, SP1.07, SP1.08, SP2.03, SP3.01, SP3.03 SIS.01, SIS.02, SIS.03, SIS.04, SIS.05	Knowledge Making Connections Communication Inquiry	Multi-lab: energy transformations Transmission, reflection, absorption of energy from communication devices Multi-lab carousel: properties of light and relevance to communication Transducer Fair
4.4 Communication Devices-Principles and Applications	3 h	SPV.01, SPV.03, SP1.06, SP1.07, SP1.08, SP3.02, SP3.03, SP3.04 SIS.04, SIS.05, SIS.06, SIS.07	Inquiry Knowledge/ Understanding Communication Making Connections	Lab: light properties in entertainment and communication Oral presentation: transducers in communication equipment Presentation: transducer technology (history and principles involved)
4.5 Planning a Device	1.5 h	SPV.01 SPV.02, SPV.03, SP1.08, SP2.06, SP3.02 SIS.03, SIS.05, SIS.09	Inquiry	Design of the End-of-Unit device Preparation of materials needed Brainstorm the scientific principles involved Assigning tasks
4.6 End-of-Unit Task: Prototypes	3 h	SPV.01, SPV.02, SPV.03, SP1.08, SP2.06, SP3.02 SIS.03, SIS.05, SIS.09	Knowledge/ Understanding Communication Inquiry Making Connections	Prototype: construct and test Describe scientific principles involved Plan for Final Assessment Task

Activity 4.1: Vibrations and Waves

Time: 3 hours

Description

This activity begins with a diagnostic assessment of students’ prior knowledge and skills, including their impressions of the impact of communication devices on their lives. Students are introduced to the requirements of the End-of-Unit Task and also how the unit relates to the Final Assessment Task. Students then investigate the relationships among the variables associated with a pendulum, and compare transverse and longitudinal waves in direct response to the expectation cluster. The knowledge and vocabulary gained will help the students understand the remaining activities involving vibrating objects and the wave basis of communication devices.

Strand(s) & Learning Expectations

Strand(s): Communications: Sounds and Pictures

Learning Expectations

SPV.01 - demonstrate an understanding of the basic operating principles of entertainment and communications devices that are commonly found in the home and the workplace;

SPV.02 - carry out investigations concerning the scientific concepts involved in communications technology, and examine and operate some common communications devices;

SP1.01 - describe and illustrate the properties of a vibrating object, and explain how vibrating objects produce waves;

SP1.03 - describe and compare the properties of transverse and longitudinal waves;

SP2.01 - formulate scientific questions about waves;

SP2.02 - determine experimentally the relationships among the major variables for a vibrating object;

SP3.03 - describe some Canadian contributions to the field of communications technology;

SP3.04 - describe the impact of developments in communications technology on the way we work and on our social environment;

SIS.02 - select appropriate instruments and use them effectively and accurately in collecting observations and data;

SIS.03 - demonstrate the skills required to plan and carry out investigations, using laboratory equipment safely, effectively, and accurately;

SIS.04 - select and use appropriate numeric, symbolic, graphical, and linguistic modes of representation to communicate scientific ideas, plans, and experimental results;

SIS.08 - select and use appropriate SI units.

Prior Knowledge & Skills

· Numeracy skills developed in previous grades

· Simple graphing, problem-solving and laboratory skills

Planning Notes

· The teacher may wish to review numeracy, graphing, problem-solving and laboratory skills including safety. This is a good opportunity to discuss the knowledge students require to protect themselves in the workplace.

· Wherever appropriate, the teacher could prepare examples of vibrations and waves as experienced in the home and workplace.

· The teacher may wish to assemble a collection of catalogues from radio and electronics stores to provide information linking the End-of-Unit Task with the Final Assessment Task.

· The use of a variety of reporting instruments is desirable in this unit (e.g., log book, journal, etc.).

· The teacher may wish to remind students to use their Impact Logbook to record STSE observations related to communications technology (e.g., How does this work relate to communications I have received this week? How has communication technology affected my daily routine? What evidence have I seen for Canadian involvement in communication technology?) Students might also keep a log of devices from home or the workplace whose operation appears to demonstrate concepts learned in class.

Teaching/Learning Strategies

4.1.1 Student Activity: Students complete one of the suggested diagnostic tasks below to determine their prior knowledge, skills, and any misconceptions related to communications systems. This task is followed by an information-sharing session to provide students with further knowledge of some of the related concepts (e.g., historical contributions to the field, the nature of waves, properties of sound), to generate interest, and to show connections to the world of work. The Final Assessment Task for the course is revisited. The End-of-Unit Task for this unit consists of developing the communications device to be used in the medical facility constructed as part of the Final Assessment Task. Students also describe the scientific principles involved in the operation of the device for inclusion in their portfolio. Students make notes on an on-going basis related to career connections.

Teacher Facilitation: The teacher introduces and/or conducts a diagnostic activity, which could include one of the following:

· a written quiz to determine their understanding of the term “communication,” the role of “vibrations and waves,” and their knowledge of Canadian contributions to the field of communication (e.g., Bell and communication, including the telephone and assistance to the hearing impaired, Rogers and the communication industry, Marconi’s morse code transmissions from Newfoundland, Fessenden and the broadcasting of voices);

· a practical inquiry in a carousel format in which students are asked to interpret or explain demonstrated phenomena such as:

· a bell operating under an evacuated bell jar – Why can it be seen and not heard?

· a pair of parabolic reflectors set up such that a whisper at one focus can be heard several metres away at the focus of the second parabola;

[This inquiry could also create interest in the unit by posing problems that students may not be able to answer now but should be able to answer by the end of the unit.]

· a group discussion, with topics such as:

· the impact of cell phones on student life;

· Canadians and their contributions to the development of communication technology;

· what students’ lives would life be like without a particular communications technology (e.g., being “grounded” from watching TV or using the Internet for a week);

· comparison of the role communications technology plays in their lives in contrast to the lives of their grandparents;

· comparison of the number and type of communication-related careers available now as opposed to the time of their grandparents. This is an opportunity to show the high tech nature of many communications careers.

· a graffiti exercise to determine degree of student understanding of vibrations and waves.

Introduce the End-of-Unit Task and its relationship to the Final Assessment Task. Allow time for students to discuss their ideas and ask questions. Students need not finalize their decisions yet, but throughout the unit the teacher asks the students to refer back to this initial activity and refine their ideas. If students are unsure as to types of devices, the teacher may ask questions relating to intercom systems, crystal radios, piped music, and electronic marquees. Try to include frequent references to applications in the home and workplace (e.g., doorbells, cordless phones, intercoms) as well as career opportunities. Discuss any safety issues surrounding the design and construction of a device (such as the use of home voltage), and extend the discussion to safety in the workplace and the right of workers to be protected.

4.1.2 Student Activity: Working in small groups, the students design and conduct an investigation to determine the dependence of the period and frequency of a simple pendulum on its length. Students compare their results with other vibrating objects such as a hacksaw blade (or metre stick) extended from the end of a bench and set vibrating.

Teacher Facilitation: Students may need advice and encouragement to make suggestions. However, in experimenting with their own designs they are given an opportunity to construct their own learning. A qualitative relationship between period (and frequency) and length of pendulum (or hacksaw blade) is sufficient. The teacher may wish to review/introduce the terminology of vibrations and waves. This is an opportunity to visit any misconceptions that arose in the diagnostic activity in the previous activity. It may also be advisable to provide “layered” activities with a choice of levels of difficulty, for instance the effect of different lengths on period only. Some students may be able to offer information on the use of “frets” on a guitar. Computer software is also available for simulating vibration experiments (see Resources). Continue referring to applications in the home and workplace and encourage students to describe the impact of each concept (e.g., vibrating objects) on communication in their lives. This may be a good place to reintroduce the Impact Logbook to continue encouraging students to reflect on the impact of communications on their lifestyle, contributions by Canadians, and career connections.

4.1.3 Student Activity: Students act as assistants to the teacher in demonstrating a variety of waves.

Teacher Facilitation: The following apparatus would allow students to explore wave concepts and terminology in qualitative terms:

· slinky demonstrations of transverse waves and longitudinal waves and their propagation (horizontally on the floor);

· a vertically-mounted slinky or spring to demonstrate transverse and longitudinal wave propagation;

· a wave machine (using metal rods mounted on a thin metal “spine”);

· computer simulations of transverse and longitudinal waves.

Require students to record key concepts on a simple worksheet. The teacher can then close the activity with a class discussion and summary of terms such as transverse vibration, longitudinal vibration, period, frequency, wave speed, amplitude, wavelength.

Assessment & Evaluation of Student Achievement

A rubric could be used to assess the inquiry skills of the student during the design and performance of the laboratory investigation of the pendulum. (SIS.01, SIS.02, SIS.03, SIS.04, SIS.08). A checklist could be used to record observations in order to assess the communication skills of the student through oral and written reporting of the results (although extensive writing of reports may be discouraging to students at first, short “concept” notes may be desirable). A summary note of the demonstration lesson could be assessed for knowledge and communication.

Accommodations

· Interested students could be encouraged to pursue more rigorous mathematical, graphical, and computer analysis of relationships. For instance, the teacher may wish to challenge interested students to include graphical analysis and the proportion statements and/or .

· Have students keep a glossary of new terms with sketches and personal examples (see Appendix A).

· Some ESL students may benefit from writing glossary entries in their first language for complex definitions.

Resources

Internet

Canadian Communications Foundation – www.rcc.ryerson.ca/ccf/personal/hof/fessen_r.html

Hammond Museum of Radio – www.kwarc.on.ca/hammond/fessenden.html

Glenbrook South The Physics Classroom
– http://www.glenbrook.k12.il.us/gbssci/phys/Class/BBoard.html
– http://www.glenbrook.k12.il.us/gbssci/phys/mmedia/index.html

Transverse and Longitudinal Waves – www.phy.ntnu.edu.tw/~hwang/waveType/waveType.html

Software and CDs

Interactive Physics

Ministry Curriculum Planner (for assessment instruments)

The Ontario Curriculum, Grades 11 and 12, Technological Education (for Communications Technology)

Activity 4.2: Properties of Waves

Time: 3 hours

Description

This unit extends the concept of vibrating objects, introduced in the first activity, to the production of waves by those vibrating objects, and the quality of the wave produced when the variables defining the wave are changed. The phenomenon of interference, when different waves interact with each other, is investigated. The source and properties of waves investigated in this activity will aid understanding of their use in communication devices. Applications related to wave concepts as they relate to the workplace and in the home will continue to be referenced.

Strand(s) & Learning Expectations

Strands(s): Communications: Sounds and Pictures

Learning Expectations

SPV.01 - demonstrate an understanding of the basic operating principles of entertainment and communications devices that are commonly found in the home and the workplace;

SPV.02 - carry out investigations concerning the scientific concepts involved in communications technology, and examine and operate some common communications devices;

SP1.01 - describe and illustrate the properties of a vibrating object, and explain how vibrating objects produce waves;

SP1.02 - explain in qualitative terms how frequency, amplitude, and wave shape affect the pitch, intensity, and quality of notes produced by musical instruments;

SP1.05 - describe and explain in qualitative terms what happens when waves interact (interfere) with one another;

SP2.03 - estimate the value of some wave-related quantities;

SP2.04 - use instruments and communications equipment safely, effectively, and accurately to collect and present data;

SP2.05 - conduct investigations to analyse and explain the production of sound by a vibrating object;

SIS.01 - demonstrate an understanding of safety practices consistent with Workplace Hazardous Materials Information System (WHMIS) legislation by selecting and applying appropriate techniques for handling, storing, and disposing of laboratory materials SIS.02 - select appropriate instruments and use them effectively and accurately in collecting observations and data;

SIS.03 - demonstrate the skills required to plan and carry out investigations, using laboratory equipment safely, effectively, and accurately;

SIS.04 - select and use appropriate numeric, symbolic, graphical, and linguistic modes of representation to communicate scientific ideas, plans, and experimental results;

SIS.08 - select and use appropriate SI units.

Prior Knowledge & Skills

· Inquiry skills and laboratory procedures developed and refined from previous courses and activities

· The properties of vibrating objects are extended from Activity 4.1 to this new “wave” domain

Planning Notes

· There may be opportunities to respond to student misconceptions identified in Activity 4.1.

· Gather and prepare the variety of equipment needed for the investigations.

· Load computer simulations where relevant and available.

· Decide on rubrics and/or checklists that may be used in this activity.

· Design and run off worksheets for students to complete at each activity station (to keep them focused on the activity).

· Prepare for student input into design of investigations and possible request for apparatus.

· Wherever appropriate the teacher could prepare examples of waves as experienced in the home and workplace.

· Consider offering “layered” experiments, as suggested in Activity 4.1, where students have a choice of levels of difficulty.

Teaching/Learning Strategies

4.2.1 Student Activity: In small groups, students use a carousel of investigations to observe and analyse the production of waves by a variety of vibrating objects. The effect of changing different variables on the quality of the wave produced is investigated as well as the interference of two waves as they pass through each other. Students brainstorm possible relevance to communications technology and also applications to the home and workplace.

Teacher Facilitation: The teacher prepares a variety of lab stations which may include:

· slinky demonstrations of wave formation;

· ripple tank demonstration of wave formation;

· a wave machine (using metal rods mounted on a thin metal “spine”-available from science supply companies);

· a stringed instrument such as a guitar (or a sonometer);

· a “ticker timer” or an electric bell with a long string attached to show standing waves;

· a drum-type surface sprinkled with sand;

· a humming loudspeaker cone and hanging pith ball (to touch it);

· a tuning fork (and pith ball).

The teacher reviews safe and appropriate use of the equipment. Initially, students are required to complete a simple worksheet indicating the manner in which the wave is produced, and possible ways in which the wave production can be changed. In order to manage student flow, movement between stations is signaled by the sound of a bell. After an initial round of the carousel, the teacher may wish to encourage students to adapt the stations to further investigate the wave properties or design new stations. Encourage the students to identify common properties of the different types of waves and their production.

4.2.2 Student Activity: Using an oscilloscope, computer interface, or computer simulation, students investigate the effect of changing each frequency, amplitude, and wave shape on the pitch, intensity, and quality of musical notes. As part of this activity students also make estimates of wave-related quantities. For instance, with the sound turned off students estimate the pitch and loudness of a wave form observed on the screen of the oscilloscope (or instead, with the screen turned off estimate the wave form of a sound).

Teacher Facilitation: Qualitative data can be collected by increasing and decreasing the frequency of a ticker timer or electric bell. However, more interesting information can be obtained by connecting a simple microphone to the input of an oscilloscope or computer interface and “seeing” the waveform associated with the sounds being heard. A frequency generator would be useful. Students who play musical instruments could be encouraged to bring them in to see what wave patterns result when they play them. Ask students to suggest in what way this knowledge may be useful in communications technology. The teacher conducts a brief discussion of careers involving measuring sound waves.

4.2.3 Student Activity: The interference of waves is investigated in several alternative ways:

· observing the superposition of individual pulses on a slinky, as each passes through the other;

· observing the interference pattern of two point sources in a ripple tank;

· observing the pattern on an oscilloscope screen when waves from two sources (e.g., tuning forks) are channelled through the input, including the production of beats;

· observing the patterns produced on the oscilloscope screen when one, and then two, voices (or musical instruments) are input (That is how musicians tune their instruments. They listen for the interference and adjust until it is gone.).

Students are asked to summarize the common elements of the interference experiments.

Teacher Facilitation: The teacher, with assistance from the class as appropriate, performs the demonstrations. Through questioning, encourage students to design alternative interference activities and ask how each activity may relate to a home or workplace application. In addition, ask students to suggest ways the concepts studied may relate to communication technology. Encourage students to visit websites and observe Java Applet demonstrations of superposition and beats (see Resources).

4.2.4 Student Activity: Students work together in small groups to summarize the properties of waves observed in this activity. Students record their reflections in their Impact Logbook. The concept of waves as a form of energy is discussed.

Teacher Facilitation: The teacher guides the students in reflecting on the range of activities completed, and the wave properties that have emerged. Misconceptions that arose from
Activity 4.1 could again be addressed, as well as any new misconceptions that may have arisen (e.g., pulses on a spring reflect back off each other). The teacher assists the class in the compilation of a summary of wave properties. The teacher may also discuss with students possible relevance to the home and workplace, the general field of communications, and its impact on their lives. This would be a good time to emphasize once again the End-of-Unit Task and the Final Assessment Task. As a link to the next activity, discuss with students the way in which waves may be considered a form of energy.

Assessment & Evaluation of Student Achievement

· The inquiry skills of the student could be assessed during the design and performance of the laboratory investigations. A checklist could be used to assess the communication skills of the student through oral and written reporting of the results. A written quiz would enable students to demonstrate their achievement of the knowledge Expectations.

Accommodations

· Students with hearing difficulties may need to perform more visual analyses of sound waves.

· Interested students could be encouraged to pursue the mathematics of the superposition of waves, e.g., equation for beats.

Resources

Use the search phrase “Physics +Java Applets” in searching the Internet

Beats applet – http://home.a–city.de/walter.fendt/phe/beats.htm

Interference of Spherical Waves applet – http://home.a-city.de/walter.fendt/phe/interference.htm

Superposition Principle applet
– www.phy.ntnu.edu.tw/~hwang/waveSuperposition/waveSuperposition.html

Activity 4.3: Energy Transformations

Time: 3 hours

Description

The focus of this activity is the transformation of energy from one form to another, and then the transmission from one location to another. The transmission, reflection, and absorption of energy, especially as the basis for a communication technology, is examined and particular properties, such as the reflection, refraction, and total internal reflection of light, are also considered. This activity links the wave nature observed in the previous activity, to the properties of communication devices studied in the next activity, through energy concepts. This is an excellent activity to emphasize workplace safety related to the transformation and transmission of both sound and electrical energy.

Strand(s) & Learning Expectations

Strand(s): Communications: Sounds and Pictures

Learning Expectations

SPV.01 - demonstrate an understanding of the basic operating principles of entertainment and communications devices that are commonly found in the home and the workplace;

SPV.02 - carry out investigations concerning the scientific concepts involved in communications technology, and examine and operate some common communications devices;

SPV.03 - research and evaluate the role played by the many different kinds of technological devices used for communication, and their impact on the way we conduct our lives at home and at work;

SP1.04 - explain how different forms of energy can be transformed into, and transmitted as, waves;

SP1.06 - explain, in terms of the properties of waves, how energy from communications devices is transmitted, reflected, and absorbed by different kinds of matter;

SP1.07 - describe in qualitative terms, with examples, the effects produced by the refraction and total internal reflection of visible light waves as they pass through different transparent media, and explain how these effects are applied in various entertainment and communications devices;

SP1.08 - examine and describe the operation of transducers that carry out the energy transformations in common communications;

SP2.03 - estimate the value of some wave-related quantities;

SP3.01 - describe the historical development of a significant product of communications technology;

SP3.03 - describe some Canadian contributions to the field of communications technology;

SIS.02 - select appropriate instruments and use them effectively and accurately in collecting observations and data;

SIS.03 - demonstrate the skills required to plan and carry out investigations, using laboratory equipment safely, effectively, and accurately;

SIS.04 - select and use appropriate numeric, symbolic, graphical, and linguistic modes of representation to communicate scientific ideas, plans, and experimental results;

SIS.05 - locate, select, analyse, and integrate information on topics under study, working independently and as part of a team, and using appropriate library and electronic research tools, including Internet sites.

Prior Knowledge & Skills

· Inquiry skills, in both laboratory and research settings, developed in previous courses and units

Planning Notes

· Gather and prepare the variety of equipment needed for the investigations.

· Load computer simulations and websites where relevant and available.

· Prepare for student input into design of investigations and possible request for apparatus.

· Prepare a definition for the term “transducer” (energy transformation from one form to another) and display an example.

· Prior to the “Transducer Fair” brainstorm with students and organize a range of different examples.

· Wherever logical the teacher could prepare examples of the link between energy transformations and the home and workplace.

· Be prepared to show connections between energy transformations and communication technology (use the students’ own background and experiences to obtain meaningful examples).

· As suggested in Activities 4.1 and 4.2 consider offering “layered” activities with a choice of levels of difficulty.

Teaching/Learning Strategies

4.3.1 Student Activity: Students are shown an example of a transducer from a workplace setting and are asked to identify its functions. Students investigate, using a carousel of lab stations, examples of the transformation of energy from one form to another and then transmitted in the form of waves. Students complete worksheets as they move through the stations and develop a working definition of transducer.

Teacher Facilitation: The teacher could use a speaker, microphone, electric drill, etc. as an example of a transducer, a device to change one form of energy into another. The teacher may conduct a pre-lab brainstorming session in which students are encouraged to provide ideas for examples. Examples of lab stations may include:

· mechanical energy to sound waves (hammer);

· electrical energy to sound energy (electric bell);

· electric energy to light waves (electric light bulb);

· electrical energy to electromagnetic waves (radio, walky-talky);

· mechanical energy to light waves (piezo-electric key chain light).

Prepare a worksheet for students to complete at each station (e.g., list the initial type of energy, the final type of energy, the means by which the transformation occurred, and any “real world” examples). Discuss the concept of energy transformation into undesired forms of energy, such as heat and sound, and relate to safety issues in the workplace (e.g., the wearing of ear protection around loud machinery).

4.3.2 Student Activity: The class participates in a teacher-led discussion on the means by which energy from communications devices is transmitted, reflected, and absorbed.

Teacher Facilitation: To emphasize the complex nature of communication signals in the workplace and home, the teacher may wish to use a “problem-solving” approach (e.g., How is the voice of a person in North Bay relayed through a cell phone to the ear of a person in Windsor? How is a signal from a satellite television station received in your home? Do signals from satellite, cable, and antenna arrive at the same time? How can you get television and Internet from the same cable or phone line? Why do you have to turn cell phones off in hospitals? Why are the sound and pictures sometimes out of synch when viewing satellite feed television? Why do you sometimes receive one signal but not the other, i.e., sound without picture?) Any technical consideration of the operation of cell phones and television transmissions could be avoided, or used as an extension for interested students (see accommodations). Address any misconceptions that may arise.

4.3.3 Student Activity: Students, in small groups, investigate one property of light that they safely demonstrate, explain to the rest of the class, and describe its relationship to communication equipment.

Teacher Facilitation: The teacher sets up equipment and short instructional sheets that show qualitative properties of light, such as: reflection from a plane mirror; reflection of a beam to the focus of a parabolic reflector; formation of a parallel beam from a point source placed at the focus of a parabolic reflector; refraction of light through glass and water; total internal reflection of light at an air-glass or an air-water interface; and a fibre optic demonstration. Encourage students to identify the relevance to communication technology, and record their reflections in their Impact Logbook. This activity could be presented in a number of other formats such as teacher demonstration, carousel, and jigsaw.

4.3.4 Student Activity: “Transducer Fair”: After prior brainstorming and decision making (see Planning Notes) students bring in their own transducer items and establish lab stations showing a range of transducers and their operation. Each station includes a small explanatory display indicating the nature of the energy transformation occurring and its relevance to communication technology.

Teacher Facilitation: Encourage students to provide their own ideas but assign projects as appropriate to ensure a range of devices and student success. Examples may include: microphone, tuning fork, electric light bulb, piezo-electric keychain light, electric fan (some large devices need cooling), portable CD players, hand held computers. Where appropriate (e.g., due to size, cost, etc.) students may wish to bring in pictures of devices rather than the device itself.

Assessment & Evaluation of Student Achievement

· Students complete a written quiz to demonstrate knowledge of energy transformations.

· Checklists could be used to assess inquiry and communication skills in laboratory investigations, including carousel activities. A checklist could also be used to assess the student’s ability to “make connections” to the home, workplace, and communications technology through oral questioning during carousel activities.

Accommodations

· Allow interested students to investigate technical explanations (e.g., cell phones) where appropriate.

Resources

Glenbrook South The Physics Classroom
– http://www.glenbrook.k12.il.us/gbssci/phys/Class/BBoard.html

Activity 4.4: Communication Devices – Principles and Applications

Time: 3 hours

Description

In this activity students begin by considering the role played by one physical phenomenon (light)

in various entertainment and communications devices. They then organize the knowledge gained from previous activities to prepare a presentation on the use of transducers in entertainment and communications devices. The historical development and impact of a significant product of communications technology is examined. This activity links the energy transformations studied in the previous activity with the role played by transducers in communication devices, and thus to the End-of-Unit Task.

Strand(s) & Learning Expectations

Strand(s): Communications: Sounds and Pictures

Learning Expectations

SPV.01 - demonstrate an understanding of the basic operating principles of entertainment and communications devices that are commonly found in the home and the workplace;

SPV.03 - research and evaluate the role played by the many different kinds of technological devices used for communication, and their impact on the way we conduct our lives at home and at work;

SP1.06 - explain, in terms of the properties of waves, how energy from communications devices is transmitted, reflected, and absorbed by different kinds of matter (e.g., how devices such as motion detectors, cordless telephones, and television remote controls work);

SP1.08 - examine and describe the operation of transducers that carry out the energy transformations in common communications equipment (e.g., explain how transducers work in microphones, photocells, aerials and antennas, earphones, loudspeakers, product code readers, or television screens);

SP3.02 - describe, using scientific principles, the functioning of common domestic and industrial communications technologies (e.g., cell phone, satellite system, ATM, store check-out system);

SP3.03 - describe some Canadian contributions to the field of communications technology (e.g., the work of Alexander Graham Bell or Reginald A. Fessenden);

SP3.04 - describe the impact of developments in communications technology on the way we work and on our social environment (e.g., telecommuting, flexible workplace, global communications);

SIS.04 - select and use appropriate numeric, symbolic, graphical, and linguistic modes of representation to communicate scientific ideas, plans, and experimental results (e.g., express as an equation the relationship among variables for a vibrating string pendulum);

SIS.06 - compile, organize, and interpret data, using appropriate formats and treatments, including tables, flow charts, graphs, and diagrams;

SIS.07 - communicate the procedures and results of laboratory investigations and research for specific purposes using data tables and laboratory reports.

Prior Knowledge & Skills

· Inquiry skills (including Internet search skills) in both laboratory and research settings.

Planning Notes

· Gather and prepare equipment needed for the light investigation in 4.4.1.

· Decide on assessment/evaluation instruments to be used.

· Review the basics of an Internet search, such as the use of search phrases.

Teaching/Learning Strategies

4.4.1 Student Activity: Students design and perform an investigation into the use of the properties of light in entertainment and communications devices. This could include an Internet search as well as the design of laboratory activities, such as a model of lenses in a television camera, or spotlights on stage.

Teacher Facilitation: Encourage students to collect information through print and the Internet as well as by contacting companies that use relevant devices (television stations, film and theatre companies). The physics teacher may be able to provide optics kits whereby the students could build a model of a slide projector. Combining student research with a laboratory application will enable students to see the relevance of the properties of light to communications and entertainment technologies.

4.4.2 Student Activity: The teacher leads a class brainstorming/discussion session on the manner in which transducers are used to perform energy transformations in specific examples of communications equipment. A brief introduction (in preparation for the next activity) in creating an historical timeline, and including Canadian content where appropriate, is conducted.

Teacher Facilitation: Emphasize that in this activity the focus is on examples of communications devices and/or technology. Such examples may include: motion detectors, cordless telephones, television remote controls, product code readers, aerials and antennae, and television screens.

4.4.3 Student Activity: Students prepare a presentation on the historical development of a significant product of communications technology. The display includes a timeline of its development, the general scientific principles involved in its operation, Canadian contributions or involvement (if any), and the impact of the technology on the way we work, and on our social environment.

Teacher Facilitation: To encourage students to consider the impact of their chosen device, a question such as, “What would the world (or your home, or your workplace) be like if this device had not been invented” could be used. (Refer also to Activity 4.1.1 Teacher Facilitation) The type of display will depend on the abilities, interests, and experiences of the students (see Accommodations). Some may offer a multi media presentation, others will prefer an oral or poster presentation. A range of acceptable presentation styles will accommodate a range of student learning styles. Examples of technology may include: the telephone, television, radio, cell phones, communication satellites, email and web-based communication. Encourage students to reflect on both the impact on Canadian life, and Canadian contributions (e.g., Bell and communication, including the telephone and assistance to the hearing impaired, Rogers and the communication industry, Marconi’s morse code transmissions from Newfoundland, Fessenden and the broadcasting of voices).

Assessment & Evaluation of Student Achievement

· Observations of both “communications” and “making connections” skills, demonstrated in the presentation on the development of communications technology, could be recorded. A written quiz could be used to assess the “knowledge” of energy transformations in communications devices. A lab report for the light investigation could be used to assess the “inquiry” skills.

Accommodations

· Allow for a range of presentation styles.

· Interested students could be encouraged to pursue a more detailed analysis of communication technology, such as web-based communication.

· Encourage students who do not have access to computers at home to use library resources and written correspondence with communication companies.

Resources

Numerous specialty magazines related to the entertainment industry, video gaming, photography, videography, hiking, orienteering, and popular science contain articles and advertisements featuring new communications technology. Numerous books related to these same topics are available in many public libraries.

Canadian Communications Foundation – www.rcc.ryerson.ca/ccf/personal/hof/fessen_r.html

Hammond Museum of Radio – www.kwarc.on.ca/hammond/fessenden.html

Activity 4.5: Planning a Model

Time: 1.5 hours

Description

This is an activity designed to prepare the student for the construction of a communications device in the End-of-Unit Task. The student will consider and discuss what materials will be needed, what scientific principles are involved in the operation of the device, and what assistance to seek. Emphasis is on student design skills.

Strand(s) & Learning Expectations

Strand(s): Communications: Sounds and Pictures

Learning Expectations

SPV.01 - demonstrate an understanding of the basic operating principles of entertainment and communications devices that are commonly found in the home and the workplace;

SPV.02 - carry out investigations concerning the scientific concepts involved in communications technology, and examine and operate some common communications devices;

SPV.03 - research and evaluate the role played by the many different kinds of technological devices used for communication, and their impact on the way we conduct our lives at home and at work;

SP1.08 - examine and describe the operation of transducers that carry out the energy transformations in common communications equipment;

SP2.06 - construct and test a prototype of a communications device, and resolve problems as they arise;

SP3.02 - describe, using scientific principles, the functioning of common domestic and industrial communications technologies;

SIS.03 - demonstrate the skills required to plan and carry out investigations, using laboratory equipment safely, effectively, and accurately;

SIS.09 - identify and collect information on science- and technology-based careers related to the subject area under study.

Prior Knowledge & skills

· Inquiry skills required to plan an investigation.

· Knowledge of the design process (i.e., identify need, suggest solutions, form and carry out a plan and test the plan/solution).

Planning Notes

· The teacher may need to assist students in choosing a device, and in forming small groups to investigate that device.

· It would be desirable if each group consisted of students with a range of learning styles.

· Prepare a “group contract” (see “Assessment of Student Achievement) to build in individual accountability.

Teaching/Learning Strategies

4.5.1 Student Activity: Students preview Activity 4.6, brainstorm the product they wish to investigate, and, with the guidance of the teacher, establish small working groups. They assign roles (e.g., research, model construction, testing) and prepare a plan of action. See Activity 4.6 for examples of products to investigate.

Teacher Facilitation: The teacher allows and encourages the students to assume most of the decision making where appropriate. Emphasize that it is important to not only design and build the model, but to provide a scientific explanation for the device as well. Remind the students to consider where their device might be included in the Final Assessment Task, and to consider an appropriate scale for their model. Ask students to reflect on the role their particular product (or a related one) plays in the home and the workplace, and possible associated careers.

Caution: Check each proposal for safety concerns, such as the use of household voltage using Canadian Standards Association (CSA) approved equipment only. This is a good opportunity to discuss the knowledge and awareness students require to protect themselves in the workplace.

Assessment & Evaluation of Student Achievement

· A checklist could be employed to assess the planning process of this inquiry activity, including research on the impact of the device (and its relevance to society) as well as career options. To accommodate individual contributions to this group activity have students keep a log book. The teacher may decide to “contract” the group work ahead of time so that each student identifies the specific task work they will commit to completing. In this way, individual accountability is built into the group process.

Accommodations

· Greater challenge can be offered to students by extending the group’s model (e.g., design a transmitter to test the cell phone kit they are building).

· Help students practise necessary motor skills by assigning simple “design and construct” activities, such as parabolic reflectors for focusing sound waves.

Resources

How Stuff Works – www.howstuffworks.com

Activity 4.6: The End-of-Unit Task – Prototypes

Time: 3 hours

Description

This End-of-Unit Task allows the students to draw on the knowledge and skills they have acquired throughout the unit to construct and test a prototype of a communications device, and describe the principles involved in its operation. Students describe the link between their device and the home and workplace, as well as career opportunities.