Somnosurfin : Activity 3D. What Do Waves Have To Do With Sleep? Activity Objectives: Activity Introduction: Activity Background: LESSON 3

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1 Somnosurfin : What Do Waves Have To Do With Sleep? Activity 3D Activity Objectives: Using ropes and diagrams of waves, students will be able to: Describe basic parts of waves Explain the relationship between energy, amplitude and frequency of a wave Demonstrate proficiency in the use of technology to study waves Activity Introduction: Waves are involved in many natural processes, such as earthquakes, sound, and the movement of water in the ocean. Sleep also involves the study waves also. In this activity, you will learn about waves and what they have to do with sleep. Activity Background: To study sleep, electrodes are placed on various parts of the body. During sleep, the electrical impulses produced by our bodies are recorded. These records turn out to have distinct patterns that closely mimic sine waves. (See Figure 1, Sine Wave). There are two characteristics that sleep scientists look at when analyzing these waves. They are interested in the frequency of the wave and the amplitude of the wave. Frequency is a measure of how many complete waves pass a given point per second. Amplitude is a measure of the energy of a wave. The amplitude is the distance from the crest (top point) to the axis. It is also the distance between the troughs of the wave (lowest point) to the axis. ENERGY + 0 one wavelength amplitude Figure 1 Sine Wave amplitude TIME axis Activity Overview 1

2 Activity Materials: (per group) Task Cards (these can be cut out and laminated to save paper and to make them reusable) 10 ft. nylon rope with electrical tape on each end Stopwatch Digital Cameras (if only one is available, it can be used by teacher or just one group) Computer Lab with computer for each group Activity Management Suggestions: Students should be placed in groups of four and should each choose one of the jobs on the task cards. Be sure that each student knows the job he or she is responsible for and remind students that in order for their group to be successful, each person needs to contribute. Activity References Used: A helpful, interactive website on waveforms can be found at the following URL: htm#frequency OBSERVER Activity Overview Continued 2

3 : Relevant TEKS: Middle School ELA 6.2, 7.2, 8.2 (A, B, E) (2) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: (A) determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes; (B) use context (e.g., cause and effect or compare and contrast organizational text structures) to determine or clarify the meaning of unfamiliar or multiple meaning words; (E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words (A, B) (12) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to: (A) follow multi-tasked instructions to complete a task, solve a problem, or perform procedures; and (B) interpret factual, quantitative, or technical information presented in maps, charts, illustrations, graphs, timelines, tables, and diagrams (A, B) (12) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to: (A) follow multi-dimensional instructions from text to complete a task, solve a problem, or perform procedures; and (B) explain the function of the graphical components of a text (A, B) (12) Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to: (B) evaluate graphics for their clarity in communicating meaning or achieving a specific purpose (A, C) (19) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to: (A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking: (i) verbs (irregular verbs and active and passive voice); (ii) non-count nouns (e.g., rice, paper); (iii) predicate adjectives (She is intelligent.) and their comparative and superlative forms (e.g., many, more, most); (iv) conjunctive adverbs (e.g., consequently, furthermore, indeed); (v) prepositions and prepositional phrases to convey location, time, direction, or to provide details; (vi) indefinite pronouns (e.g., all, both, nothing, anything); (vii) subordinating conjunctions (e.g., while, because, although, if); and (viii) transitional words and phrases that demonstrate an understanding of the function of the transition related to the organization of the writing (e.g., on the contrary, in addition to); (C) use complete simple and compound sentences with correct subject-verb agreement (A, C) (19) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to: (A) identify, use, and understand the function of the following parts of speech in the context of reading, writing, and speaking: (i) verbs (perfect and progressive tenses) and participles; (ii) appositive phrases; (iii) adverbial and adjectival phrases and clauses; (iv) conjunctive adverbs (e.g., consequently, furthermore, indeed); (v) prepositions and prepositional phrases and their influence on subject-verb agreement; 3

4 : (vi) relative pronouns (e.g., whose, that, which); (vii) subordinating conjunctions (e.g., because, since); and (viii) transitions for sentence to sentence or paragraph to paragraph coherence; (C) use a variety of complete sentences (e.g., simple, compound, complex) that include properly placed modifiers, correctly identified antecedents, parallel structures, and consistent tenses (A, C) (19) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to: (A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking: (i) verbs (perfect and progressive tenses) and participles; (ii) appositive phrases; (iii) adverbial and adjectival phrases and clauses; (iv) relative pronouns (e.g., whose, that, which); and (v) subordinating conjunctions (e.g., because, since); (C) use a variety of complete sentences (e.g., simple, compound, complex) that include properly placed modifiers, correctly identified antecedents, parallel structures, and consistent tenses (A, B) (20) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: (A) use capitalization for: (i) abbreviations; (ii) initials and acronyms; and (iii) organizations; (B) recognize and use punctuation marks including: (i) commas in compound sentences; (ii) proper punctuation and spacing for quotations; and (iii) parentheses, brackets, and ellipses (to indicate omissions and interruptions or incomplete statements); and 7.20 (A, B) (20) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: (A) use conventions of capitalization; and (B) recognize and use punctuation marks including: (i) commas after introductory words, phrases, and clauses; and (ii) semicolons, colons, and hyphens (A, B) (20) Writing/Conventions of Language/Handwriting. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students will continue to apply earlier standards with greater complexity. Students are expected to: (A) use conventions of capitalization; and (B) use correct punctuation marks, including: (i) commas after introductory structures and dependent adverbial clauses, and correct punctuation of complex sentences; and (ii) semicolons, colons, hyphens, parentheses, brackets, and ellipses (A, B, C) (26) Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity. Students are expected to: (A) listen to and interpret a speaker s messages (both verbal and nonverbal) and ask questions to clarify the speaker s purpose and perspective; (B) follow and give oral instructions that include multiple action steps; 7.21, 8.21 (21) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to spell correctly, including using various resources to determine and check correct spellings. 4

5 : 6.28, 7.28, 8.28 (28) Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in discussions, plan agendas with clear goals and deadlines, set time limits for speakers, take notes, and vote on key issues. Middle School Science 6.2, 7.2, 8.2 (C, D, E) (2) Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to: (C) collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers; (D) construct tables and graphs, using repeated trials and means, to organize data and identify patterns; and (E) analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends. 6.3, 7.3, 8.3 (A, B, C) (3) Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists. The student is expected to: (A) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student; (B) use models to represent aspects of the natural world such as a model of Earth s layers; (C) identify advantages and limitations of models such as size, scale, properties, and materials; 6.8 (A, B) (8) Force, motion, and energy. The student knows force and motion are related to potential and kinetic energy. The student is expected to: (A) compare and contrast potential and kinetic energy; (B) identify and describe the changes in position, direction, and speed of an object when acted upon by unbalanced forces; 7.12 (B) (12) Organisms and environments. The student knows that living systems at all levels of organization demonstrate the complementary nature of structure and function. The student is expected to: (B) identify the main functions of the systems of the human organism, including the circulatory, respiratory, skeletal, muscular, digestive, excretory, reproductive, integumentary, nervous, and endocrine systems; 8.6 (A) (6) Force, motion, and energy. The student knows that there is a relationship between force, motion, and energy. The student is expected to: (A) demonstrate and calculate how unbalanced forces change the speed or direction of an object s motion; Biology Bio 3 (A) (3) Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to: (A) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student; Bio 4 (B) (4) Science concepts. The student knows that cells are the basic structures of all living things with specialized parts that perform specific functions and that viruses are different from cells. The student is expected to: (B) investigate and explain cellular processes, including homeostasis, energy conversions, transport of molecules, and synthesis of new molecules; 5

6 : Bio 10 (A, C) (10) Science concepts. The student knows that biological systems are composed of multiple levels. The student is expected to: (A) describe the interactions that occur among systems that perform the functions of regulation, nutrient absorption, reproduction, and defense from injury or illness in animals; (C) analyze the levels of organization in biological systems and relate the levels to each other and to the whole system. Bio 11 (A, B) (11) Science concepts. The student knows that biological systems work to achieve and maintain balance. The student is expected to: (A) describe the role of internal feedback mechanisms in the maintenance of homeostasis; (B) investigate and analyze how organisms, populations, and communities respond to external factors; Physics Phys 2 (I, J, K, L) (2) Scientific processes. The student uses a systematic approach to answer scientific laboratory an d field investigative questions. The student is expected to: (I) identify and quantify causes and effects of uncertainties in measured data; (J) organize and evaluate data and make inferences from data, including the use of tables, charts, and graphs; (K) communicate valid conclusions supported by the data through various methods such as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and technology-based reports; and (L) express and manipulate relationships among physical variables quantitatively, including the use of graphs, charts, and equations. Phys 3 (A, E, F) (3) Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to: (A) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student; (E) research and describe the connections between physics and future careers; and (F) express and interpret relationships symbolically in accordance with accepted theories to make predictions and solve problems mathematically, including problems requiring proportional reasoning and graphical vector addition. Phys 4 (A, B, F) (4) Science concepts. The student knows and applies the laws governing motion in a variety of situations. The student is expected to: (A) generate and interpret graphs and charts describing different types of motion, including the use of real-time technology such as motion detectors or photogates; (B) describe and analyze motion in one dimension using equations with the concepts of distance, displacement, speed, average velocity, instantaneous velocity, and acceleration; (F) identify and describe motion relative to different frames of reference. Phys 6 (B,D) (6) Science concepts. The student knows that changes occur within a physical system and applies the laws of conservation of energy and momentum. The student is expected to: (B) investigate examples of kinetic and potential energy and their transformations; (D) demonstrate and apply the laws of conservation of energy and conservation of momentum in one dimension; Phys 7 (A, B, C, F) (7) Science concepts. The student knows the characteristics and behavior of waves. The student is expected to: (A) examine and describe oscillatory motion and wave propagation in various types of media; (B) investigate and analyze characteristics of waves, including velocity, frequency, amplitude, and wavelength, and calculate using the relationship between wavespeed, frequency, and wavelength; 6

7 : (C) compare characteristics and behaviors of transverse waves, including electromagnetic waves and the electromagnetic spectrum, and characteristics and behaviors of longitudinal waves, including sound waves; (F) describe the role of wave characteristics and behaviors in medical and industrial applications. 7

8 Task Cards BRAIN RECEPTOR Holds one end of the rope to steady it. Take care NOT to move hands, just hold the rope at a consistent height Works the stopwatch and calls out to indicate every 5 second interval Holds one end of the rope and starts the wave by moving as directed by the Reader OBSERVER READER Reads all instructions out loud and makes sure everyone is following the instructions precisely Leads group thinking and records group observations 8