Engineering Information Transfer

In this unit, students build on what they know about the science phenomena of energy transfer to focus on information transfer and how different technologies use patterns of sound, light, or numbers to transmit information. This page showcases key components of this lesson.

Science Background for Teachers:

The science background section gives teachers more in-depth information about the phenomena students explore in this unit on light and communication.

Many signals use patterns (things that happen in a regular and repeated way) to transfer information from one place to another. For example, if you send three of any signal, it means you need help. This includes blowing three short times into a whistle or turning a flashlight on and off quickly three times.

Three whistle sounds or three flashes of light are codes because they are messages communicated with a pattern of information (symbols, letters, words, sound, light, etc.). Using a code is a way to communicate with people over a long distance, and both sound and light can be used to send coded signals. Like sound, light is a form of kinetic energy that travels through space. However, unlike sound, light doesn’t need a medium to travel and can travel through a vacuum, which is space with no matter.

All light needs a source, such as the sun, a flashlight, or a signal lamp. Light travels outward from its source through space in a straight line until it interacts with matter. Almost all matter reflects some light. To reflect means to bounce off of the surface of an object. When light reflects off of an object and into our eyes, we see the object.There are different systems for communicating messages over a distance.

One of the longest-lasting systems is Morse code, which is a way of encoding text into a series of dots and dashes. To encode means to turn information into a format or code so it can be easily and/or securely transmitted. To transmit means to pass on from one place or person to another.

Once the information is received, it needs to be decoded. To decode means to turn coded information back into a form that can be understood. With Morse code, each letter of the alphabet and number is represented by a sequence of dots and dashes. The dots and dashes can be transmitted by pulses of light, on-off tones, or clicks of sound.

When it was first developed, Morse code was commonly used in telegraphs, allowing people to send messages through the sound of long and short clicks. Morse code was also useful for ships at sea to communicate with one another using large lights. Today there are many ways that people can communicate over great distances, but Morse code is still used in aviation and aeronautical fields. For example, the U.S. Navy and Coast Guard still communicate through Morse code with signal lamps. Air traffic control towers also use signal lamps that use Morse code as a backup in case a plane’s radio stops working.

In addition to Morse code, both light and sound are commonly used in more high-tech communication systems. In a high-tech device such as a cell phone, the information is encoded digitally before it can be transmitted over a long distance. In any digital technology, information is translated into a countable set of numbers, most often ones and zeroes.

Morse code is a good way to understand how information can be turned into a digital code. People often call Morse code the first digital code because it has two states: a dot and a dash. Both Morse code and digital code are binary, which means they use two symbols to represent text. Morse code uses dots and dashes to represent letters of the alphabet, while digital code uses ones and zeroes.

Different kinds of information can be represented digitally. Your computer turns letters into codes of ones and zeroes, with each letter represented by a pattern of ones and zeroes. Similarly, pulses of light or sound can be represented digitally. For example, a pulse on can be represented by one, and a pulse off can be represented by zero.

Think of a cell phone. When you speak into a cell phone, you produce sound that travels outward in sound waves from your mouth into the phone. Your phone then encodes those sounds by converting the sound waves into digital signals and then sends those signals to a cell phone tower through pulses of light (radio waves).Once the cell phone tower receives your signal, it sends it on to the phone of the person you’re talking to. Before that person can understand your message, it has to be decoded, converting the digital code back to sound waves that the person listening at the other end can hear.

Supports Grade 4

Science Lesson: Engineering Information Transfer

In this lesson, students figure out the phenomena involved in analog to digital conversion by exploring how different technologies use patterns to transfer information from one place to another. They begin with an investigation into how patterns of 1s and 0s can be used to transfer information about a picture. They then apply their knowledge to design and test multiple solutions that use light and sound to transfer information over a distance. 

Science Big Ideas

  • Many signals (actions used to communicate information) use patterns to transfer information from one place to another.  
  • Patterns are things that happen in a regular and repeated way, and there are different ways to use patterns to send information over a distance.
  • There are different systems for communicating messages over a distance, and most of these systems involve the information being coded in some way. A code is a message communicated with a pattern of information (symbols, letters, words, sound, light, etc.)
  • Both light and sound are commonly used in more high-tech forms of communication. In a high-tech device such as a cell phone, the information is encoded before it is transmitted.  
  • Digital signals are useful because they are a reliable way to send information. They can carry more information than non-digital signals.
  • A digital code is made up of numbers, often 1s and 0s.

Sample Unit CTA-2
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Science Essential Questions

  • How have you experienced sound being used to send information from one place to another?
  • Why can light be more useful than sound for sending messages over a distance?
  • How can light be used to send a coded message?
  • When might using sound be a more effective way of sending a message than using light?
  • When you speak into a cell phone, how does your message change before it is transmitted (passed from one place or person to another)?
  • What has to happen before the person you’re talking to receives your message?  
  • Why is it important that the information be decoded by the other person’s cell phone?
  • Why is it useful for information to be coded in a digital format?  
  • How can light patterns be converted to a digital code?  

Common Science Misconceptions

Misconception: Once someone sends a message in one form, it cannot be changed into another form without changing the meaning of the message.
Fact: Many technologies convert information patterns from one form to another so the information can be transmitted more easily and securely.
Misconception: Sound is always the easiest way to communicate.
Fact: Sometimes sound is the most effective way to communicate, but there are times when it is less effective. It is important to evaluate the situation to determine the benefits and drawbacks of any form of communication.

Science Vocabulary

Code:  a message communicated by a pattern of information (symbols, letters, words, sound, light, etc.)

Communicate:  to share information with

Decode:  to turn coded information back into a form that can be understood

Digital:  technology that translates information into a countable set of numbers, most often ones and zeroes

Encode: to turn information into a format or code so it can be easily and/or securely transmitted

Light:  a form of kinetic energy that travels through space 

Reflect:  to bounce off of the surface of an object

Signal:  an action used to communicate information

Transmit:  to pass on from one place or person to another

Lexile(R) Certified Non-Fiction Science Reading (Excerpt)

Sailing Around the World

When Abby Sunderland was 16 years old, she tried to set a record. She wanted to be the youngest person to sail alone around the world.

Abby began her journey on January 23, 2010. Her boat was named Wild Eyes. She began in Marina del Rey, California. In March, she became the youngest solo sailor to round Cape Horn. Cape Horn is the southernmost point of South Africa.

 
 

Sending a Distress Signal

On the morning of June 10, 2010, Abby ran into trouble. There was a major storm. It produced 9- meter (30-foot) waves that damaged her boat. Abby was more than 3,218 kilometers (2,000 miles) from shore. She was in a remote part of the southern Indian Ocean.

All of Abby’s regular ways of communicating were damaged. To communicate means to share information with. She couldn’t use a radio or phone to let anyone know she needed help. At that point, Abby turned to her emergency beacons. The beacons communicated Abby’s location in the ocean. As a result, a search-and- rescue team was able to find Abby’s boat and rescue her.

 
 

Signals Transfer Information

Beacons work by sending distress signals. A signal is an action used to communicate information. There are many kinds of signals. If you wave your hands in the air to get someone’s attention, you are sending a signal.

Many signals use patterns to transfer information from one place to another. Remember that patterns are things that happen in a regular and repeated way. For example, if you send three of any signal, it means you need help. This could be blowing three short times into a whistle. Or it could be turning a flashlight on and off quickly three times.

Three whistle sounds or three flashes of light are codes. A code is a message communicated with a pattern of information (symbols, letters, words, sound, light, etc.).

 
 

Morse Code

People use different systems for communicating messages over a distance. One of the longest-lasting systems is Morse code. Morse code is a way of encoding text into a series of dots and dashes.

To encode means to turn information into a format or code so it can be easily and/or securely transmitted. To transmit means to pass on from one place or person to another. For example, with Morse code, each letter of the alphabet and number is represented by a sequence of dots and dashes. The dots and dashes can be transmitted by pulses of light, on-off tones, or clicks of sound.

When another person receives the code, they have to decode the message. To decode means to turn coded information back into a form that can be understood.

Morse code isn’t used as often as it once was. However, it is still used in some situations. SOS remains the most common distress signal. It is recognized around the world. SOS is represented by three dots, three dashes, and three dots.

Air traffic control towers use signal lamps that use Morse code. These signal lamps are a backup. They are there in case a plane’s radio stops working.

Sailors in the Navy also sometimes use signal lamps to communicate in Morse code. This is especially useful when there is a need to be silent.

Hands-on Science Activity

This lesson has two parts, an investigation and an engineering challenge. In the investigation, students use a model to figure out how different kinds of information can be conveyed with phenomena like patterns of light and how the patterns of light can be digitized with ones and zeroes. In the engineering challenge, students use information from a scenario to help them define the main problem facing electrical engineers, who need to transfer information to display a pattern forming a specific image. In the engineering challenge, students work in teams to come up with two solutions, one that uses light patterns and one that uses sound patterns to solve the problem. Once they have built their two prototypes, they test each prototype to determine which prototype was more effective at meeting the criteria of the problem within the constraints. Students use their investigation results and experience in the engineering challenge to communicate about how people can use different patterns to communicate information.

Science Assessments

KnowAtom incorporates formative and summative assessments designed to make students thinking visible for deeper student-centered learning.

  • Vocabulary Check
  • Lab Checkpoints
  • Concept Check Assessment 
  • Concept Map Assessment 
  • And More...

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Science Standards

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Standards Tags: 4-PS3-2 , 4-PS3-4 , 4-PS4-2 , 4-PS4-3 , 5-PS1-3 , 3-5-ETS1-1 , 3-5-ETS1-2 , 3-5-ETS1-3 , 4.3-5-ETS1-3 , 4.3-5-ETS1-5 (MA) , 4.2.3 , 4.2.4 , 4.3.2 , 4.3.3 , 5.2.2 , 4.PS3.3 , 4.PS4.2 , 4.PS4.3 , 4.ETS1.1 , 4.ETS2.1 , 4.ETS2.2 , 4.ETS2.3 , S4P1 , S4P2 , 3.P2U1.1 , 3.P2U1.3 , 4.P4U1.1 , 5.P1U1.6 , 3P.1.1.1.1 , 3P.3.1.1.1 , 5P.1.2.1.3 , 5P.2.1.1.1 , 5P.3.2.2.1 , ETS1 , ETS2 , ETS3 , 4.PS3.B.1 , 4.PS3.B.2 , 4.ETSI.A.1 , 4.ETSI.B.1 , 4.ETSI.C.1 , 5.PS4.A.1 , 3.2.4.B , 3.2.4.D , 3.2.4.F , 3.2.4.G , 3.2.5.B , 3.5.3-5.A , 3.5.3-5.B , 3.5.3-5.C , 3.5.3-5.D , 3.5.3-5.E , 3.5.3-5.K , 3.5.3-5.H , 3.5.3-5.J , 3.5.3-5.L , 3.5.3-5.O , 3.5.3-5.W , 3.5.3-5.Y , 3.5.3-5.Z , 3.5.3-5.BB , 3.5.3-5.CC , 3.5.3-5.M , 3.5.3-5.P , 3.5.3-5.Q , 3.5.3-5.R , 3.5.3-5.S , 3.5.3-5.T , 3.5.3-5.U , 3.5.3-5.N , 3.5.3-5.V , 3.5.3-5.X , 3.5.3-5.DD , 3.5.3-5.I , 3.5.3-5.EE , 3.5.3-5.FF , 3.5.3-5.GG , 3.5.3-5.HH , 3.PS.3 , 4.PS.2 , Asking questions and defining problems , Analyzing and interpreting data , Developing and using models , Planning and carrying out investigations , Constructing explanations and designing solutions , Engaging in argument from evidence , Obtaining evaluating and communicating information , Definitions of Energy , Structure and Properties of Matter , Conservation of Energy and Energy Transfer , Energy in Chemical Processes and Everyday Life , Defining Engineering Problems , Optimizing the Design Solution , Electromagnetic Radiation , Information Technologies and Instrumentation , Defining and Delimiting Engineering Problems , Developing Possible Solutions , Energy and Matter , Scale Proportion and Quantity , Patterns , Cause and Effect , Influence of Engineering Technology and Science on Society and the Natural World , Energy 2 , Energy 4 , Waves and Their Applications in Technologies for Information Transfer 7 , Waves and Their Applications in Technologies for Information Transfer 8 , Matter and Its Interactions 3 , Motion and Stability: Forces and Interactions 6 ,

Supports Grade 4

Science Standards

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Standards citation: NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. Neither WestEd nor the lead states and partners that developed the Next Generation Science Standards were involved in the production of this product, and do not endorse it.