Physics Unit: Understanding Wave Properties - Frequency, Wavelength, and Speed, Lecture notes of Physics

Download Physics Unit: Understanding Wave Properties - Frequency, Wavelength, and Speed and more Lecture notes Physics in PDF only on Docsity! Bristol–Warren, Central Falls, Cranston, Cumberland, Tiverton, and Woonsocket, with process support from The Charles A. Dana Center at the University of Texas at Austin 1 Physics Unit 6 Wave Properties Overview Unit abstract In this unit of study, students are able to apply understanding of how wave properties can be used to transfer information across long distances, store information, and investigate nature on many scales. The crosscutting concept of cause and effect is highlighted as an organizing concept for these disciplinary core ideas. In the PS3 performance expectations, students are expected to demonstrate proficiency in using mathematical thinking, and to use this practice to demonstrate understanding of the core idea. Essential question • How are waves used to transfer energy and send and store information?   Written Curriculum Next Generation Science Standards   HS. Waves and Electromagnetic Radiation Students who demonstrate understanding can: HS-PS4-1. Use mathematical representations to support a claim  regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. [Clarification Statement: Examples of data could include electromagnetic radiation traveling in a vacuum and glass, sound waves traveling through air and water, and seismic waves traveling through the Earth.] [Assessment Boundary: Assessment is limited to algebraic relationships and describing those relationships qualitatively.] The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:   Science and Engineering Practices Using Mathematics and Computational Thinking Mathematical and computational thinking at the 9-12 level builds on K-8 and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions.  Use mathematical representations of phenomena or design solutions to describe and/or support claims and/or explanations. (HS-PS4-1) Disciplinary Core Ideas PS4.A: Wave Properties  The wavelength and frequency of a wave are related to one another by the speed of travel of the wave, which depends on the type of wave and the medium through which it is passing. (HS- PS4-1) Crosscutting Concepts Cause and Effect  Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. (HS-PS4-1) Connections to other DCIs in this grade-band: HS.ESS2.A (HS-PS4-1) Articulation to DCIs across grade-bands: MS.PS4.A (HS-PS4-1); MS.PS4.B (HS-PS4-1) Physics Unit 6 Wave Properties Bristol–Warren, Central Falls, Cranston, Cumberland, Tiverton, and Woonsocket, with process support from The Charles A. Dana Center at the University of Texas at Austin 2 Common Core State Standards Connections: ELA/Literacy – RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. (HS-PS4-1) Mathematics – MP.2 Reason abstractly and quantitatively. (HS-PS4-1) MP.4 Model with mathematics. (HS-PS4-1) HSA-SSE.A.1 Interpret expressions that represent a quantity in terms of its context. (HS-PS4-1) HSA-SSE.B.3 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. (HS-PS4-1) HSA.CED.A.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. (HS-PS4-1) Clarifying the standards Prior learning The following disciplinary core ideas are prior learning for the concepts in this unit of study. By the end of Grade 8, students know that: Physical science • A simple wave has a repeating pattern with a specific wavelength, frequency, and amplitude. • A sound wave needs a medium through which it is transmitted. • When light shines on an object, it is reflected from, absorbed by, or transmitted through the object, depending on the object’s material and the frequency (color) of the light. • The path that light travels can be traced as straight lines, except at surfaces between different transparent materials (e.g., air and water, air and glass) where the light path bends. • A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. • However, because light can travel through space, it cannot be a matter wave, like sound or water waves. Progression of current learning   Driving question 1 What are the relationships among the frequency, wavelength, and speed of waves travelling in various media? Concepts • The wavelength and frequency of a wave are related to one another by the speed of travel of the wave, which depends on the type of wave and the medium through which it is passing. • Empirical evidence is required to differentiate between cause and correlation and to make a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. Practices • Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. • Use algebraic relationships to quantitatively describe relationships among the frequency, wavelength, and speed of waves traveling in various media. Physics Unit 6 Wave Properties Bristol–Warren, Central Falls, Cranston, Cumberland, Tiverton, and Woonsocket, with process support from The Charles A. Dana Center at the University of Texas at Austin 5 • The geological record shows that changes to global and regional climate can be caused by interactions among changes in the sun’s energy output or Earth’s orbit, tectonic events, ocean circulation, volcanic activity, glaciers, vegetation, and human activities. These changes can occur on a variety of time scales from sudden (e.g., volcanic ash clouds) to intermediate (ice ages) to very long-term tectonic cycles. Number of Instructional Days Recommended number of instructional days: 28 (1 day = approximately 50 minutes) Note—The recommended number of days is an estimate based on the information available at this time. Teachers are strongly encouraged to review the entire unit of study carefully and collaboratively to determine whether adjustments to this estimate need to be made. Additional NGSS Resources The following resources were consulted during the writing of this unit: • NGSS Appendices L and M • A Framework for K–12 Science Education • Common Core State Standards for Mathematics and Common Core State Standards for Literacy in History/Social Studies, Science, & Technical Subjects   Physics Unit 6 Wave Properties Bristol–Warren, Central Falls, Cranston, Cumberland, Tiverton, and Woonsocket, with process support from The Charles A. Dana Center at the University of Texas at Austin 6