The Arizona STEM Acceleration Project

Does Light Have Energy?

Does Light Have Energy?

A 6th Grade STEM Lesson

Dustin Blake

March 2024

Notes for Teachers

• Students will engage in a practical experiment to witness how light can induce changes such as heating, altering colors, and setting objects in motion.
• As homework, students will respond to statements in an Anticipation Guide, designed to gauge their existing knowledge about light, which they will revisit periodically in the course of this lesson (and unit).
• The central goals of this lesson are to provide students with an opportunity to articulate their initial thoughts and cultivate an understanding that light is a carrier of energy.

List of Materials

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• Color changing paper
• Solar toy
• Thermometer
• Halogen flashlight
• Heat lamp

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Standards

Next Generation Science Standards (NGSS)

NGSS Practices

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Practice 1: Asking Questions and Defining Problems

Practice 3: Planning and Carrying Out Investigations

Practice 4: Analyzing and Interpreting Data

Practice 8: Obtaining, Evaluating, and Communicating Information

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Arizona Science Standards

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6.E1U1.6 Investigate and construct an explanation demonstrating that radiation from the Sun provides energy and is absorbed to warm the Earth’s surface and atmosphere

6.P4U2.5 Analyze how humans use technology to store (potential) and/or use (kinetic) energy

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AZ Technology Standard 3

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6-8.3.d. Students explore real world problems and issues and actively pursue solutions for them.

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NGSS Disciplinary Core Ideas

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PS4.B: Electromagnetic Radiation:

When light shines on an object, it is reflected, absorbed, or transmitted through the object, depending on the object’s material and the frequency (color) of the light. (MS-PS4-2)

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6th Grade Arizona ELA Speaking and Listening

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6.SL.1 Engage effectively in a range of collaborative discussion with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

6.SL.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

Objective(s):

The central goals of this lesson are to provide them with an opportunity to articulate their initial thoughts, and cultivate an understanding that light is a carrier of energy.

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Agenda

1: Initial Engagement (5 min.) Students activate their prior knowledge regarding the effects of light by contemplating what occurs when an object is exposed to sunlight.

(Teacher Presentation) Teacher presents what a spectroscopist does, providing an introduction to their role within this unit.

2: Skin Cancer Incidence in Australia (10 min.) Students scrutinize and deliberate upon a global map depicting skin cancer rates, grasping that they will delve into the reasons behind Australia's remarkably high skin cancer incidence.

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3: Evidence of Energy from Light (20 min.)

Students work in groups to conduct a hands-on investigation and observe how incandescent light can make materials move or change. The teacher uses this opportunity to formatively assess students' understanding that light can affect materials because light carries energy.

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4: Homework: Anticipation Guide

An Anticipation Guide (see below) assesses students' prior knowledge, establishing future opportunities to review and revise their thinking.

Before Learning:

Light is a form of energy.

• Agree or Disagree

Energy can only be associated with moving objects, not with things like light.

• Agree or Disagree

Light has no impact on the surroundings; it's just a visual experience.

• Agree or Disagree

All forms of energy are tangible and measurable; light is an exception.

• Agree or Disagree

After Learning:

Light is a type of energy. Did your opinion change?

• Yes or No

How does light transfer energy, if at all?

Provide an example of how light energy is used in everyday life.

Explain the connection between the color of light and its energy.

This anticipation guide is designed to provoke thought and engage students in thinking critically about the concept of light having energy. After students have explored the topic, they can revisit the guide to reflect on their initial beliefs and assess how their understanding has evolved.

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Intro/Driving Question/Opening

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"Does light have energy?”

Hands-on Activity Instructions

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Handle the paper with care, ensuring you don't touch it to guarantee that any alterations you detect are attributed to light, not heat from your hands.

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Here are the steps to follow:

Direct the flashlight onto the liquid crystal paper. You may need to position the flashlight in close proximity.

Pay attention to any variations in the materials.

Document any observations you make.

Repeat the aforementioned process using the solar-powered toy. To acquire additional evidence, conduct an experiment using two thermometers. Position one thermometer under a lightbulb. You can also use a laser pointer to test a different type of light.

Data collection

In this table:

• "Trial" represents the number of times the experiment is repeated.
• "Object" indicates whether the paper, thermometer, or solar toy is measured.
• "Before" is reserved for observations before experiment.
• "After" is reserved for observations before experiment.

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For the liquid crystal you will measure the diameter of color change.

For thermometer you will measure rise in temperature.

For solar toy you will count the number of leaf waves over a certain period of time, like 1 minute for example.

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Technology incorporation

Students will proceed to: Energy Forms and Changes

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Click on “systems”

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Proceed to experiment

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Students will perform an online simulation:

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Assessment

Observe: While students are engaged in their tasks, circulate and watch for signs of students examining materials both before and after exposing them to light. Listen for students discussing their findings in terms of energy transfer into the materials and its role in causing changes or movement.

Next Steps: If students encounter difficulty in articulating their findings regarding energy conveyed by the light, prompt them to focus on what is necessary to initiate changes or motion in objects. If needed, refer to the definition of energy and reaffirm that energy is the capacity to induce movement or transformation; nothing can happen without energy. Consequently, any alterations or movements students detect in the materials when illuminated by light serve as proof that the light is conveying energy to the materials. You can further assist students in their thought process by explicitly asking them to contemplate whether each material is capable of changing or moving in the absence of light, and then inquire what differs when the light is directed onto it. Guide students toward the conclusion that their observations substantiate the presence of energy affecting the material whenever there is any form of motion or change.

Differentiation

• Encourage students to freely express themselves in the language with which they are most comfortable, while also encouraging the gradual incorporation of precise scientific terminology and English phrasing into their discussions.
• Encourage students to read discussion prompts aloud to their partners during conversations. This practice allows students to hear and see the prompts before responding, aiding them in preparing to articulate their thoughts effectively.
• After completing an activity, prompt students to reflect on their level of involvement and identify what strategies or elements facilitated their active participation in the discussions.

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Remediation

Extension/Enrichment

Formulating Queries on Light and Energy: Encourage students to tap into their knowledge of energy acquired in previous units and leverage this knowledge to create inquiries regarding light and energy, which they aim to address during this unit.