Academic Standard 4-5
4-5
Topic: Properties of Light and Electricity
The student will demonstrate an understanding of the properties of light and
electricity. (Physical Science)
Key Concepts
Properties of light: brightness, color
Forms of energy: light, electricity, heat, sound
When light strikes an object: reflection, refraction, absorption
Types of materials (with light): transparent, translucent, opaque
Complete circuit components: wire, switch, battery, light bulb
Electric current paths: series circuits, parallel circuits
Types of materials (with electricity): conductors, insulators
Properties of magnets and electromagnets: polarity, attraction, repulsion, strength
Indicators:
4-5.1 Summarize the basic properties of light (including brightness and colors).
Taxonomy Level: 2.4-B Understand Conceptual Knowledge
Previous/Future knowledge: Students have not been introduced to the properties of light before
this grade level. They will study waves in 8th grade (8-6.8) and develop a more complete
understanding of the properties of light.
It is essential for students to know the basic properties of light for example brightness, colors, and
being visible. These properties are described as follows:
Brightness
The intensity of light or brightness of light is related to the amount of light being
seen. The closer the light, the greater the intensity or degree of brightness. The
greater the distance of the light, the lesser the intensity or brightness. Students can
also relate the distance of objects in outer space to the need to have tools like
telescopes to gather more light than the naked eye to make distant objects brighter
and more visible (4-3.8).
Colors
Light, or “white light”, is made up of all colors mixed together. If white light is
passed through a prism, it can be separated into light of different colors. The colors
are red, orange, yellow, green, blue, indigo, and violet. These are the colors seen in a
rainbow. (see also 4-5.2)
It is not essential for students to know about wavelengths or frequencies of light associated with
colors.
Assessment Guidelines:
The objective of this indicator is to summarize the basic properties of light; therefore, the primary
focus of assessment should be to generalize the main points about basic properties of brightness and
colors of light. However, appropriate assessments should also require students to compare objects
of different brightness; interpret a diagram containing objects giving off light at different distances;
identify colors that are part of white light; or recognize objects of different colors and brightness.
1
Academic Standard 4-5
4-5.2
Topic: Properties of Light and Electricity
Illustrate the fact that light, as a form of energy, is made up of many different
colors.
Taxonomy Level: 2.2-B Understand Conceptual Knowledge
Previous/Future knowledge: Students have been introduced to the concept of light in 1st grade as a
basic need of plants (1-2.1) and the concept of energy in 2nd grade in relation to basic needs of
animals (2-2.1). Students have not been introduced to the concept of different forms of energy
before this grade level. They will study conservation of energy in 6th grade (6-5.1,2), and how
energy travels in waves in 8th grade (8-6.1). They will also study how light results in the human
perception of color in 8th grade (8-6.7).
It is essential for students to know the following about light:
Energy
Light is a form of energy. Energy is the ability to make something happen or
change.
Colors
The different colors of light are produced when white light is passed through a prism
and separated into the different colors of the rainbow, called the spectrum. These
colors are related to the different amounts of energy in white light. Each color
represents a different amount of energy.
It is not essential for students to know the order of these colors in the rainbow or which colors are
higher or lower in energy. They also do not need to know how projected colors mix to form
different colors or white light, nor do they need to know which color pigments mix to form which
different colors.
Assessment Guidelines:
The objective of this indicator is to illustrate the fact that light is made up of many different colors
and that it is a form of energy; therefore, the primary focus of assessment should be to give
illustrations or use illustrations as pictures, diagrams, or words that show light as a form of energy
that is made up of many different colors. However, appropriate assessments should also require
students to interpret a diagram of white light going through a prism with different colors coming
out of it; recognize examples of light being made up of many different colors; or identify light as a
form of energy.
2
Academic Standard 4-5
Topic: Properties of Light and Electricity
4-5.3 Summarize how light travels and explain what happens when it strikes an object
(including reflection, refraction, and absorption).
Taxonomy Level: 2.4-B Understand Conceptual Knowledge
Previous/Future knowledge: Students have not been introduced to the concept of light and how it
travels in previous grades. They will study reflection, refraction, and absorption as behaviors of
waves in the 8th grade (8-6.4).
It is essential for students to know that light travels in a straight line away from the light source. It
can travel through transparent material (4-5.4) and even through empty space.
Students should also be able to explain the following interactions of light when it strikes an object:
Reflection
Reflection is the bouncing back of light from a surface. Reflection allows objects to
be seen that do not produce their own light. When light strikes an object, some of
the light reflects off of it and can be detected by eyes. When light strikes a smooth,
shiny object, for example a mirror or a pool of water, it is reflected so that a
“reflection” can be seen that looks very similar to the object seen with light reflected
directly from it.
Refraction
When light passes through one transparent (4-5.4) material to another, it bends. For
example, when light travels through a magnifying glass, it bends, and we see a
larger, magnified view of the object. Or, when a straw is put in a glass of water and
observed from the side, the part of the straw in the water looks bent from the part in
air. This process is called refraction.
Absorption
Light is absorbed by opaque (4-5.4) materials and does not pass through them. The
colors of objects are determined by the light that is not absorbed but is reflected by
the objects. A red object, for example, reflects red colors of light and absorbs all
other colors. All other colors of light striking the object are absorbed by the object.
It is not essential for students to know about angles of reflection or refraction or what colors are
produced by absorption or reflection of which colors.
Assessment Guidelines:
The objective of this indicator is to summarize how light travels and also to explain what happens
when light strikes an object; therefore, the primary focus of assessment should be to generalize
major points about the way light travels and to construct cause and effect models of what happens
when light strikes various objects. However, appropriate assessments should also require students
to interpret diagrams of light traveling and of light striking different objects; compare light striking
different objects as to the behaviors of reflection, refraction, and absorption; or to recognize light
traveling in a straight line and what happens when it strikes various objects
3
Academic Standard 4-5
Topic: Properties of Light and Electricity
4-5.4 Compare how light behaves when it strikes transparent, translucent, and opaque
materials.
Taxonomy Level: 2.6-B Understand Conceptual Knowledge
Previous/Future knowledge: Students have not been introduced to the concept of light and how it
behaves when it strikes transparent, translucent, and opaque materials in previous grades. They will
further develop the concept of light traveling in waves in the 8th grade (8-6.4).
It is essential for students to know how light behaves when it strikes different types of materials
as follows:
Transparent
A transparent material allows light to pass through it because it is not absorbed.
Objects can be seen clearly when viewed through transparent materials. Air, glass,
and water are examples of materials that are transparent.
Translucent
A translucent material scatters or absorbs some of the light that strikes it and allows
some of the light to pass through it. Objects appear as blurry shapes when viewed
through translucent materials. Waxed paper and frosted glass are examples of
materials that are translucent.
Opaque
An opaque material absorbs most of the light that strikes it and reflects the energy of
light that represents the colors of the object we see. Objects cannot be seen when
viewed through opaque materials. Wood, metals, and most plastics and thick paper
are examples of materials that are opaque.
It is not essential for students to know about the interaction of light waves with materials to make
them transparent, translucent, or opaque.
Assessment Guidelines:
The objective of this indicator is to compare how light behaves when is strikes various materials;
therefore, the primary focus of assessment should be to detect likes and differences in the behavior
of light when it strikes one type of material versus another or to match types of materials to the
behavior of light when it strikes them. However, appropriate assessments should also require
students to interpret a diagram or picture containing various objects and how light behaves when
striking them; classify various types of materials depending on how light behaves on striking them;
exemplify (give examples of) materials that are transparent, translucent, and opaque.
4
Academic Standard 4-5
Topic: Properties of Light and Electricity
4-5.5 Explain how electricity, as a form of energy, can be transformed into other forms of
energy (including light, heat, and sound).
Taxonomy Level: 2.7-B Understand Conceptual Knowledge
Previous/Future knowledge: Students have not been introduced to the concept of electricity and
energy changing from one form to another including electricity, light, heat, and sound in previous
grades. They study light as a form of energy in this unit (4-5.2). In 6th grade (6-5.1,2) they will
further develop the concepts of transformation and conservation of energy.
It is essential for students to know that electricity is a form of energy that can be cause change and
be changed into other forms of energy as follows:
Light
Electricity can be changed to light with light bulbs in lamps, televisions, and
computer monitors.
Heat
Electricity can be changed to heat in stoves, toasters, and ovens,
Sound
Electricity can be changed to sound with radios and televisions.
Students should be able to explain that electricity coming through the wire is being changed to other
forms of energy in these devices.
It is not essential for students to know how the electrical energy is being changed, only that it is
being changed by identifying devices that do change the energy to other forms.
Assessment Guidelines:
The objective of this indicator is to explain how electrical energy can be changed to other forms of
energy, for example, light, heat, and sound; therefore, the primary focus of assessment should be to
construct cause and effect models showing devices that change electrical energy to light, heat, or
sound. However, appropriate assessments should also require students to interpret a diagram of or
illustrate various electrical devices showing energy transformations; compare electrical devices as
to the types of energy transformations that take place; or recognize an electrical device that
transforms electrical energy into light or heat or sound.
5
Academic Standard 4-5
Topic: Properties of Light and Electricity
4-5.6 Summarize the function of the components of complete circuits (including wire, switch,
battery, and light bulb).
Taxonomy Level: 2.4-B Understand Conceptual Knowledge
Previous/Future knowledge: Students have not been introduced to the concept of electricity and
circuits in previous grades. They will further develop the concepts circuits as they study electric
motors, generators and electromagnets in 6th grade (6-5.3) and circuit diagrams in high school
Physical Science (PS-6.8).
It is essential for students to know the components of a complete circuit and their symbols
including the wire, switch, battery, and light bulb (see also 4-5.7). The components of complete
circuits with their symbols in parentheses are listed below with their functions:

The wire (

The switch (
stops the current if open;

The battery (

The light bulb (
energy.
) conducts the electric current;
) completes the circuit and allows current to flow if closed and
) provides a source for the electric current;
) is the object in the circuit that changes electrical energy to light
It is not essential for students to know how these components function or what would happen if
more components were added to the circuit.
Assessment Guidelines:
The objective of this indicator is to summarize the function of the components of a complete
electrical circuit; therefore, the primary focus of assessment should be to generalize major points
about characteristics and functions of the circuit components. However, appropriate assessments
should also require students to interpret a diagram of a circuit with the symbols of the components;
compare components of the circuit; recognize components of the circuit and their symbols and what
they do in the circuit; or infer what would happen if various components were missing or if the
switch were open or closed in the circuit.
6
Academic Standard 4-5
Topic: Properties of Light and Electricity
4-5.7 Illustrate the path of electric current in series and parallel circuits.
Taxonomy Level: 2.2-B Understand Conceptual Knowledge
Previous/Future knowledge: Students have not been introduced to the concept of electricity and
types of circuits in previous grades. They will further develop the concepts of circuits as they study
electric motors, generators and electromagnets in 6th grade (6-5.3) and the functioning of simple
parallel and series circuits in high school Physical Science (PS-6.9).
It is essential for students to know the path of the electric current in electric circuits as follows:
Series circuit
In a series circuit, electric current goes through each object in the circuit in
one sequential, “circular” path from the source of the current. If one light
bulb in the circuit goes out, all the others in the circuit go out too because the
current has only one path to flow. A diagram of a series circuit has one path
for the electric current to flow through and has symbols for at least one
source of electric current (battery), a wire, and an object that changes
electrical energy to another form of energy for example light (light bulb).
Parallel circuit
In a parallel circuit, however, the current branches into several loops and has
more than one path through which the electric current flows. If a light bulb
goes out in one of the loops or paths of a parallel circuit, the other lights in
the other loops stay on because the electric current can flow in more than one
path. A diagram of a parallel circuit has more than one path through which
the electric current flows and has symbols for at least one source of electric
current (battery), several wires in more than one loop, branch, or path, and at
least one object that changes electrical energy to another form of energy for
example light (light bulb) in each of the loops, branches, or paths of the
circuit.
It is not essential for students to explain why the brightness of the bulbs gets dimmer as bulbs are
added in a series circuit, or why the brightness stays about the same with several bulbs in a parallel
circuit. Nor do they have to explain what happens when more batteries are added to series versus
parallel circuits.
Assessment Guidelines:
The objective of this indicator is to illustrate the path of electric current in series and parallel
circuits; therefore, the primary focus of assessment should be to give illustrations or use illustrations
as examples of series and parallel circuits with models. However, appropriate assessments should
also require students to interpret a diagram of series and parallel circuits; compare examples of
series and parallel circuits; or recognize series and parallel circuits
7
Academic Standard 4-5
Topic: Properties of Light and Electricity
4-5.8 Classify materials as either conductors or insulators of electricity.
Taxonomy Level: 2.3-B Understand Conceptual Knowledge
Previous/Future knowledge: Students were introduced to the terms “conductors” and “insulators”
in 3rd grade related to heat (3-4.3). Students will be introduced to the concept of electricity and
materials that conduct or insulate electricity for the first time at this grade level.
It is essential for students to classify materials as conductors or insulators of electricity based on
whether they allow electric current to flow through the circuit or not as described below:
Conductors
Conductors allow electric current to flow through them in an electric circuit. If a
bulb stays lit when an object is added to an electric circuit, the material is
conducting the current through the circuit, and it is a conductor. Metals are
conductors of electricity.
Insulators
Insulators do not allow electric current to flow through them in an electric
circuit. If a bulb does not stay lit when an object is added to an electric circuit,
the material does not conduct current, and it is an insulator. Plastics and wooden
materials are examples of insulators.
It is not essential for students to explain why some materials conduct electricity and others do not.
Assessment Guidelines:
The objective of this indicator is to classify materials as conductors or insulators of electricity;
therefore the primary focus of assessment should be to group materials as insulators or conductors
based on whether they allow electric current to flow through them or not. However, appropriate
assessments should also require students to interpret a diagram of a series circuit with an object in
the circuit as being a conductor if the light is on and an insulator if the light is not; exemplify (give
examples of) materials that are conductors or insulators; to recognize an object as a conductor or
insulator based on what it is made of.
8
Academic Standard 4-5
Topic: Properties of Light and Electricity
4-5.9 Summarize the properties of magnets and electromagnets (including polarity,
attraction/repulsion, and strength).
Taxonomy Level: 2.4-B Understand Conceptual Knowledge
Previous/Future knowledge: Students have been introduced to properties of magnets in
kindergarten (K-5.1) and in 2nd grade (2-5.1-4). Students have not been introduced to the concepts
of polarity and magnetic strength in previous grades. They will further develop the concept of
electromagnets in 6th grade (6-5.3).
It is essential for students to summarize the properties of magnets and electromagnets as follows:
Attraction
Magnets and electromagnets attract or tend to move toward each other (if unlike
poles are near each other) and certain types of metals (mainly iron or steel). When
iron nails or steel paper clips are held near a magnet, they will move toward or be
attracted to the magnet.
Polarity
Magnets and electromagnets have areas on their ends (if bar or horseshoe magnets)
or on their tops and bottoms (if ceramic, plastic, or “donut” magnets) that are called
“poles.” The magnetic pull or attraction is strongest at these poles. Every magnet has
a north and a south pole. The poles of magnets affect each other in the following
ways:
Like poles
If the north pole of one magnet and the north pole of another magnet
are brought close to each other, they will move away from each other
or repel. The same thing happens if the south pole of one magnet and
the south pole of another magnet are brought close to each other. Like
poles repel each other.
Unlike poles If the north pole of one magnet and the south pole of another magnet
are brought close to each other, they will move toward each other or
attract. Unlike poles attract each other.
Repulsion
Magnets and electromagnets can repel or move away from each other if their like
poles (north-north or south-south) are brought near each other.
Strength
The attractive strength of a magnet or electromagnet is greatest at its poles. Some
magnets have a greater attraction for magnetic materials than others. The size of the
magnetic attraction of a magnet or electromagnet can be measured by counting the
number of objects, for example, paper clips that a magnet can pick up.
Assessment Guidelines:
The objective of this indicator is to summarize properties of magnets and electromagnets; therefore,
the primary focus of assessment should be to generalize the major characteristics of magnets and
electromagnets. However, appropriate assessments should also require students to interpret a
diagram of magnets with opposite or like poles together to determine which would have attractive
forces and which would have repulsive forces; identify locations on a bar magnet for where the
greatest magnetic strength would be; or infer the poles of two magnets as being alike or different if
the forces were attractive or repulsive.
9
Academic Standard 4-5
Topic: Properties of Light and Electricity
4-5.10 Summarize the factors that affect the strength of an electromagnet.
Taxonomy Level: 2.4-B Understand Conceptual Knowledge
Previous/Future knowledge: Students have not been introduced to the concept of electromagnets
in previous grades. Student will further develop the concept of electromagnets in 6th grade
associated with electric motors and generators (6-5.3).
It is essential for students to know that an electromagnet is a magnet when an electric current goes
through an insulated wire that is wrapped around an iron core (nail). The factors that affect the
strength of an electromagnet are as follows:
Number of coils of wire
By increasing the number of coils of insulated wire around an iron
core (nail), the strength of the electromagnet can be increased.
Number/strength of batteries By increasing the number of batteries or their strength (voltage) in the
electric circuit, the strength of the electromagnet can be increased.
Thickness of the iron core
By increasing the diameter of the iron core (nail), the strength of the
electromagnet can be increased.
It is not essential for students to be able to explain why these factors affect the strength of the
electromagnet nor why the electromagnet is magnetic.
Assessment Guidelines:
The objective of this indicator is to summarize the factors that affect the strength of an
electromagnet; therefore, the primary focus of assessment should be to generalize the major factors
giving the electromagnet strength, for example, number of coils of wire, voltage of the battery, and
the diameter of the iron core. However, appropriate assessments should also require students to
interpret diagrams of electromagnets to determine which would be the strongest based on factors
described above; compare electromagnets to determine which would be the strongest or weakest; or
recognize which electromagnet would be strongest based on factors described above (only one at a
time).
10
Academic Standard 4-5
Topic: Properties of Light and Electricity
Supporting Content Web Sites
BBC
http://www.bbc.co.uk/schools/podsmission/electricity/
This site includes and interactive circuit builder game and background information about circuits.
(4-5.6, 4-5.7)
BBC
http://www.bbc.co.uk/schools/scienceclips/ages/7_8/magnets_springs.shtml
This website gives students the opportunity to experiment with magnetic attraction by seeing which
types of objects are attracted to a magnet. An online quiz assesses basic concepts about magnetism.
(4-5.9)
BBC
http://www.bbc.co.uk/schools/scienceclips/ages/8_9/circuits_conductors.shtml
This website gives students the opportunity to experiment with conductors and insulators by seeing
which types of objects conduct electricity. An online quiz assesses basic concepts about conductors
and insulators (4-5.8)
BBC
http://www.bbc.co.uk/schools/scienceclips/ages/10_11/changing_circuits.shtml
This website gives students the opportunity to investigate series and parallel circuits. An online quiz
assesses basic concepts about circuits (4-5.7)
BBC
http://www.bbc.co.uk/schools/revisewise/science/physical/11_act.shtml
This site includes an interactive activity that examines properties of circuits, a fact sheet that
includes basic concepts about circuits, and a quiz to assess student understanding. (4-5.6)
BBC
http://www.bbc.co.uk/schools/revisewise/science/physical/14_act.shtml
This site includes an interactive activity that examines properties of light, a fact sheet that includes
basic concepts about light, and a quiz to assess student understanding. (4-5.1)
http://www.andythelwell.com/blobz/
The Blobz Guide to Electric Circuits is an interactive learning tool to explore electric circuits,
conductors and insulators and parallel and series circuits. (4-5.6, 4-5.7, 4-5.8)
Kurtus Technologies
www.school-for-champions.com/science/electromagnetism.htm
This site describes how to make an electromagnet, how its magnetic field works, and how the
strength of the magnet can be increased. (4.5-9, 4.5-10)
Optics Society of America
http://www.opticsforkids.com/optics_for_kids.html
This site contains a variety of lesson plans, experiments and games about light and optics. (4-5.3, 45.4)
11
Academic Standard 4-5
Topic: Properties of Light and Electricity
Teacher’s Lab of the Annenberg CPB Mathematics and Science Project
http://www.learner.org/teacherslab/science/light/
The activities on this site are designed to provide ideas about light and color and the properties of
light. (4-5.1, 4-5.2, 4-5.3, 4-5.4)
Suggested Literature
Adamczyk, P. and Law, P. (1993) Electricity and Magnetism. New York, New York. Usborne
Publishing Ltd.
ISBN 0-7460-0994-1
This book explores the properties of magnets and electricity and how they affect our everyday lives.
(4-5.9, 4-5.10)
Aston, S. and Jackson, D. (2000). Science Experiments With Light. Danbury, CT: Franklin Watts.
ISBN 0-531-15429-7
This collection of light experiments is both attractive and child friendly. (4-5.1, 4-5.2, 4-5.3, 4-5.4)
Cole, J. and Degen, B. (1997). Magic School Bus and the Electrical Fieldtrip. New York.
Scholastic, Inc.
ISBN 0-590-44682-7
Lexile AD490
Ms. Frizzle takes her class on a field trip through the town's electrical wires so they can learn how
electricity is generated and how it is used. (4-5.5)
DeMauro, L. (2005). Thomas Edison: A Brilliant Inventor. New York, New York. HarperCollins
Children’s Books
ISBN 0-06-057612-X
This book contains fascinating illustrations and fun sidebars about inventions and inventors. This is
a biography which highlights Edison’s work with electricity and the light bulb (4-5.5)
Hamilton, G. (2004). Light: prisms, rainbows and colors. Chicago, IL: Raintree.
ISBN: 0739869957
Introduces the basic features of light energy and how it can be used in optics and lasers. (4-5.1, 45.2, 4-5.3, 4-5.4)
Marson, R. (2000). Magnetism. Canby, OR: TOPS Learning Systems.
ISBN 0-941008-54-1
This is a collection of 20 magnetism activities using simple classroom and household materials. (45.10)
Oxlade, C. (2000). Electricity and Magnetism. Chicago, IL: Heinemann.
ISBN: 075024710X
This book explores various aspects of magnetism and electricity including static electricity,
conductors, insulators, circuits, electromagnets and movement with magnets. (4-5.9)
12
Academic Standard 4-5
Topic: Properties of Light and Electricity
Riley, P. (1998). Straightforward Science: Electricity. Danbury, CT: Franklin Watts.
ISBN 0-531-15366-5
This is a straightforward, child friendly introduction to key concepts of electricity. Clear
photographs and diagrams complement the text. (4-5.5, 4-5.6, 4-5.7, 4-5.8)
Riley, P. (1998). Straightforward Science: Light and Color. Danbury, CT: Franklin Watts.
ISBN 0-531-15371-1
This is a straightforward, child friendly introduction to key concepts of light and color. Clear
photographs and diagrams complement the text. (4-5.1, 4-5.2, 4-5.3, 4-5.4)
Wood, R. (1997). Electricity and Magnetism. New York, New York. McGraw Hill.
ISBN 0-07-071805-9
This book contains experiments that explore electricity, magnetism, and the relationship between
the two. (4-5.9, 4-5.10)
Suggested Streamline Video
Electricity: A First Look
ETV Streamline SC
Segment 7: Conductors and Insulator
Shows types of objects and demonstrates if they are conductors or insulators. The important roles
of insulators for safety are discussed. (4-5.8)
9:46 to 10:45
Electricity and Magnetism: Magic of Magnets
ETV Streamline SC
Segment 3: Electromagnets
Describes the discovery of electromagnets and how electromagnets are made. The science behind
electromagnets is also examined. (4-5.10)
7:39 to 10:11
Segment 4: Electricity from Magnetism
This segment provides a historical background of the discovery of electricity from magnets. The
segment also shows how electricity can be created from magnetism and the applications of this
process. (4-5.9)
10:12-11:56
Getting to Know Electricity
ETV Streamline SC
Segment 7: Series and Parallel
The segment demonstrates a series and parallel circuit and describes similarities and differences. (45.7)
7:53 to 8:29
Segment 8: Electromagnetism
This segment shows the relationship between electricity and magnetism to create electromagnets.
(4-5.9)
8:30 to 10:45
13
Academic Standard 4-5
Topic: Properties of Light and Electricity
Junior Electrician: Current Electricity
ETV Streamline SC
Segment 1: Introduction
This segment gives many examples of the ways in which electricity is used and how energy
transformation powers every day objects. (4-5.5)
0:00 to 1:25
Segment 4: Circuits
Shows an example a circuit and also describes conductors and insulators. (4-5.6, 4-5.8)
6:08 to 8:03
Segment 6: Electromagnets
Provides a demonstration of how an electromagnet is made. (4-5.9, 4-5.10)
9:56 to 11:09
Out of Darkness: An Introduction to Light
ETV Streamline SC
Segment 1: An Introduction to Light
The segment focuses students’ attention on light and poses questions for students to consider during
their study. For example: Why do we see color? Why do we see ourselves in a mirror? What
makes a rainbow? (4-5.1, 4-5.2, 4-5.3)
0:00 to 1:10
Segment 3: Light has Energy
The segment addresses light as a form of energy. (4-5.1)
6:48 to 8:34
Segment 5: Transparent and Opaque Materials
The segment defines transparent and opaque and includes examples of each. (4-5.4)
11:00 to 11:49
Segment 6: Reflection and Luminosity
The segment focuses on how light behaves when it strikes an opaque object, discussing shadows,
sources of light, and reflected light (4-5.4)
11:50 to 15:05
Segment 7: Refraction
This segment focuses on how light behaves when it passes through one transparent material to
another
15:06 to 17:13
Segment 10: Color
The segment reviews the use prisms to separate white light and explains in simple terms why we see
different colors. (4-5.2)
19:38 to 21:00
14
Academic Standard 4-5
Topic: Properties of Light and Electricity
Career Connections
Astronomer
An astronomer uses telescopes to gather more light than the naked eye and to make distant objects
brighter and more visible. This information can be used to learn more about the solar system. (4-5)
Electrician
An electrician installs, maintains, and repairs electrical wiring, equipment, and fixtures. They use
their knowledge of circuits to make sure that all the electric wiring in your house is safe and does
not catch fire. They also will “string” wires from an electric generating plant to give electric power
to houses, schools and businesses. (4-5)
Electrical Engineer
An electrical engineer designs, develops, and tests the manufacturing and installation of electrical
equipment, components, or systems. An electrical engineer may work in industry, the military or in
scientific research. (4-5)
Optometrists
Optometrists, also known as doctors of optometry, or ODs, provide most primary vision care.
Optometrists prescribe eyeglasses and contact lenses. Optometrists use their knowledge of light and
color to diagnose diseases of the eye. (4-5)
Scientific Illustrators
Scientific illustrators are artists that use their knowledge of light and color to draw illustrations of
animal and plant life, atomic and molecular structures, and geologic and planetary formations.
Scientific illustrators combine the skills of drawing with their scientific knowledge. The
illustrations they create are used in medical and scientific publications and in audiovisual
presentations for teaching purposes. (4-5)
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