<?xml version="1.0" encoding="UTF-8"?>
<tem xmlns="http://www.teachengineering.org/tem/elements/1.0/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.teachengineering.org/tem/elements/1.0/ http://www.teachengineering.org/schemas/tem.xsd"><identifier>http://www.teachengineering.org/view_lesson.php?url=collection/cub_/lessons/cub_soundandlight/cub_soundandlight_lesson1.xml</identifier><docType>lesson</docType><format>text/xml</format><language/><title>Surf’s Up!</title><creator>Integrated Teaching and Learning Program, </creator><keywords><keyword>ocean waves</keyword><keyword>longitudinal waves</keyword><keyword>transverse waves</keyword></keywords><vocabulary><word>Longitudinal wave</word><word>Oscillate</word><word>Transverse wave</word><word>Wave</word></vocabulary><summary>This lesson introduces the concepts of longitudinal and transverse waves. Students see several demonstrations of waves and characterize them by transverse and longitudinal behavior. This lesson also introduces the Sunken Treasure theme of the Sound and Light unit — a continuous story line throughout the lessons.</summary><engrConnection>Engineers use sound and light waves for many reasons in our society. Sonar, reading glasses, light bulbs, stereo equipment, and lasers all rely on either sound and/or light waves. Engineers must have an excellent understanding of how sound and light waves work in order to apply them to new technology. Naval engineers design ships to travel on ocean waves. </engrConnection><learningObjectives><learningObjective>Define what a wave is and give examples of waves.</learningObjective><learningObjective>Explain the difference between longitudinal and transverse waves.</learningObjective><learningObjective>Describe an ocean wave as having characteristics of both longitudinal and transverse waves.</learningObjective></learningObjectives><timeRequired unit="minutes">20</timeRequired><publisher>TeachEngineering.org</publisher><contributors><contributor>Frank Burkholder</contributor><contributor>Abigail Watrous</contributor><contributor>Janet Yowell</contributor></contributors><references><reference>http://www.gmi.edu/~drussell/Demos.html</reference><reference>http://olympiccoast.nos.noaa.gov/living/ocean_processes/waves_currents/welcome.html</reference><reference>http://members.aol.com/nicholashl/waves/movingwaves.html</reference></references><eduStandards><eduStandard><id>S11416EC</id><locale>International_Technology_Education_Association-ITEA_STL_Standards</locale><type>Technology</type><description>K. Tools and machines extend human capabilities, such as holding, lifting, carrying,
fastening, separating, and computing.
</description><lowgrade>3</lowgrade><highgrade>5</highgrade></eduStandard><eduStandard><id>S11416DA</id><locale>International_Technology_Education_Association-ITEA_STL_Standards</locale><type>Technology</type><description>C. Various relationships exist between technology and other fields of study.</description><lowgrade>3</lowgrade><highgrade>5</highgrade></eduStandard><eduStandard><id>S11424F3</id><locale>Colorado</locale><type>Science</type><description>a. Identify and describe the variety of
energy sources
</description><lowgrade>4</lowgrade><highgrade>4</highgrade></eduStandard></eduStandards><geoCoverage>United States</geoCoverage><rights>Copyright 2012 - Integrated Teaching and Learning Program, College of Engineering, University of Colorado at Boulder</rights><rights>http://www.teachengineering.org/policy_ipp.php</rights><isPartOf>http://www.teachengineering.org/</isPartOf><created type="W3CDTF">2011-03-30</created><gradeLevel lowerbound="3" upperbound="5">4</gradeLevel><audience>Teacher</audience></tem>

