Download Physics Unit 5 Waves

Physics
2015 - 2016
Brian Cranston, [email protected] x8395,
Jenn Pulliam, [email protected] x8833,
Jeffrey Thompson, [email protected] x8706,
Rich Watson, [email protected] x6627
Unit 5 – Waves
Transfer Goal –
Students will be able to independently use their learning to research, evaluate and assess scientific claims regarding wave behavior then engage in
argument based on the validity of available evidence
Stage 1 – Desired Results
Established Goals
Next Generation Science Standards
HS-PS4-1 Use mathematical representations to support a claim
regarding relationships among frequency, wavelength, and speed of
waves traveling in various media.
HS-PS4-4 Evaluate the validity and reliability of claims in published
materials of the effects that different frequencies of electromagnetic
radiation have when absorbed by matter.
Common Core State Curriculum Standards
RST.9-10.8 Assess the extent to which the reasoning and evidence in a
text support the author’s claim or a recommendation for solving a scientific
or technical problem.
RST.11-12.1 Cite specific textual evidence to support analysis of science
and technical texts, attending to important distinctions the author makes
and to any gaps or inconsistencies in the account. 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.
WHST.11-12.8 Gather relevant information from multiple authoritative
21st Century Themes
( www.21stcenturyskills.org )
___ Global Awareness
___Financial, Economic, Business and
Entrepreneurial Literacy
___Civic Literacy
___Health Literacy
___Environmental Literacy
21st Century Skills
Learning and Innovation Skills:
_X__Creativity and Innovation
_X__Critical Thinking and Problem Solving
_X__Communication and Collaboration
Information, Media and Technology Skills:
___Information Literacy
___Media Literacy
_X__ICT (Information, Communications and
LRHSD (2011) Adapted from ASCD © 2004
print and digital sources, using advanced searches effectively; assess the
strengths and limitations of each source in terms of the specific task,
purpose, and audience; integrate information into the text selectively to
maintain the flow of ideas, avoiding plagiarism and overreliance on any
one source and following a standard format for citation.
WHST.9-12.2 Write informative/explanatory texts, including the narration
of historical events, scientific procedures/ experiments, or technical
processes.
WHST.11-12.8 Gather relevant information from multiple authoritative
print and digital sources, using advanced searches effectively; assess the
strengths and limitations of each source in terms of the specific task,
purpose, and audience; integrate information into the text selectively to
maintain the flow of ideas, avoiding plagiarism and overreliance on any
one source and following a standard format for citation.
MP.2 Reason abstractly and quantitatively.
MP.4 Model with mathematics.
HSA.SSE.A.1 Interpret expressions that represent a quantity in terms of its
context.
HSA.SSE.A.3 Choose and produce an equivalent form of an expressio n
to reveal and explain properties of the quantity represented by the
expression.
HSA.CED.A.4 Rearrange formulas to highlight a quantity of interest, using
the same reasoning as in solving equations.
Graph functions expressed symbolically and show key features of the
graph, by in hand in simple cases and using technology for more
complicated cases.
Enduring Understandings:
Students will understand that . . .
Technology) Literacy
Life and Career Skills:
_X__Flexibility and Adaptability
_X__Initiative and Self-Direction
_X__Social and Cross-Cultural Skills
_X__Productivity and Accountability
_X__Leadership and Responsibility
Essential Questions:
EU 1
EU 1
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EU 2
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waves transport energy.
the behavior of a wave is dictated by the medium through which it
passes.
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Where do waves come from?
What evidence is there to support the idea that waves carry
energy?
How do we describe the behavior of a wave?
Do waves require a medium through which to travel?
EU 2
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What is the best medium through which waves can travel?
How can the speed of a wave be most effectively changed?
LRHSD (2011) Adapted from ASCD © 2004
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What exactly is light?
What are important and practical applications for the reflection
and refraction of light?
Is radiation good or bad?
Knowledge:
Students will know . . .
Skills:
Students will be able to . . .
EU 1
EU 1
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a medium is a physical environment through which a disturbance
can travel.
mechanical waves require a medium through which to travel.
the vibrations of a transverse wave are perpendicular to the wave
motion.
the vibrations of a longitudinal wave are parallel to the wave
motion
standing waves form from the interference of two identical waves
traveling in opposite directions.
sound is an example of a longitudinal wave.
the range of human hearing is from 0 dB to 130 dB.
moving wave sources or receivers cause an apparent change in
frequency which is known as the Doppler effect.
EU 2
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mechanical waves generally travel faster is a solid than in a liquid
or gas.
the speed of sound in air is approximately 343 m/s but this varies
with temperature.
the normal range of human hearing is from 20 Hz to 20,000 Hz.
light is a part of a larger family of radiation known as the
electromagnetic spectrum.
the properties of electromagnetic waves determine their uses.
the speed of light in a vacuum is 3.0 X 108 m/s and this value
approximates the speed of light in air.
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carry out an investigation that confirms and evaluates the
mathematical relationship between the frequency, wavelength
and speed of a wave.
construct and communicate an explanation that distinguishes
between particle vibration and overall wave motion.
utilize a graphical model to interpret and describe the differences
between transverse and longitudinal waves.
obtain and evaluate claims that waves transfer energy without
transferring matter.
develop an explanation that communicates the difference
between transverse and longitudinal waves.
obtain, evaluate and communicate evidence that relates the
physical properties of sound waves to perceived pitch and
loudness.
model the various parts of a standing wave then develop an
explanation of how they are produced.
describe how engineers continually modify systems by applying
scientific knowledge and engineering design practices.
utilize mathematical and computational thinking to demonstrate
an understanding of resonance.
design an investigation that demonstrates the Doppler effect then
obtain and communicate several applications of this principle.
demonstrate the principle of superposition and construct a model
that provides an explanation of wave interference.
construct an explanation of how beats occur and communicate
the result when two slightly different frequencies interfere.
EU 2
LRHSD (2011) Adapted from ASCD © 2004
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the index of refraction for a particular transparent material is the
ratio of light’s speed in a vacuum compared to its speed that
medium.
light can refract when it enters a medium where its speed
changes.
total internal reflection occurs when light strikes and interface
beyond the critical angle.
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construct a graphical model that can be utilized to communicate
the difference between crest, trough, amplitude, and wavelength.
develop a mathematical model to relate wave speed to
wavelength and frequency.
apply the wave speed equation to predict the frequency and
wavelength of a wave in a particular medium.
use mathematical and computational thinking to relate a wave’s
speed to the medium through which it passes.
design and evaluate an investigation that describes how waves
are reflected and refracted at boundaries between media.
use a graphical model to demonstrate how the law of reflection
can be used to predict where a mirror will produce and image.
use Snell’s Law to model the refraction of light as it passes from
one medium to another.
construct an explanation of how total internal reflection occurs
then identify and communicate some important applications of the
principle.
use the ray model of light to predict the position of images
produced by either lenses or curved mirrors.
design and carry out an investigation to verify that the thin lens
equations are effective models to identify the type of images
produced and to calculate their positions.
employ the rays model of light to differentiate between a real and
a virtual image.
evaluate the validity of scientific claims regarding the effect that
various parts of the electromagnetic spectrum have when they
interact with matter.
obtain evidence to support an argument concerning the dangers
and hazards associated with particular types of electromagnetic
waves.
Stage 2 – Assessment Evidence
Recommended Performance Tasks: Each unit must have at least 1 Performance Task. Consider the GRASPS form.
Other Recommended Evidence: Tests, Quizzes, Prompts, Self-assessment, Observations, Dialogues, etc.
LRHSD (2011) Adapted from ASCD © 2004
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Informal lab investigations
Formal lab write ups
Checked homework
Class discussion
Summarizers
Stage 3 – Learning Plan
Suggested Learning Activities to Include Differentiated Instruction and Interdisciplinary Connections: Consider the WHERETO elements.
Each learning activity listed must be accompanied by a learning goal of A= Acquiring basic knowledge and skills, M= Making meaning and/or a T=
Transfer.
Discussion: What is a medium? What type of waves need a medium? (A)
Demo- Reflection of a wave as it travels from one medium to another.(M)
Discussion: Parts of the wave and how does frequency and period relate to the speed of a wave. (A)
Students will practice calculating speed, frequency and wavelength of a wave.(M)
Lab- Speed of a mechanical wave on a Slinky. (M)
Teacher led discussion: Properties of Waves-Reflection, Refraction, Interference, & Diffraction. (A)
Lab- How do you make the best “2 cups and a wire phone”. (T)
Demo- Intensity and Frequency Range of the human ear. Speaker, Frequency Generator Software (A)
Teacher led discussion: Resonance- musical instruments, “marching over a bridge”, earthquakes and building heights.
Demo- How do musical instruments work? String and sound board or air column.
Lab- Speed of sound in a closed end tube.(M)
Lab- Build a musical instrument that can play three (3) notes. (T)
Discussion: Doppler Effect - Ambulance passing you,” Redshift”, Radar guns, Weather Radar
Teacher led discussion: Why is there a frequency shift? Developing the formulas needed to calculate a shift in frequency. (A)
Students will practice solving problems with doppler shifted frequencies.(M)
Discussion: What is light and how is it similar and different from a mechanical wave ?(A)
Teacher led discussion: Electromagnetic Spectrum, higher frequency = higher energy waves.(A)
Discussion: How does light travel through different materials? What happens to its speed and direction, Index of Refraction (A)
Activity: Students will look at various lenses and mirrors to see what happens to light when it reflects or refracts off of or through the material. (M)
Activity: Ray tracing (T).
Teacher led discussion: Lens Makers Equation(A)
Students will practice calculating image distance, object distance and focal length using the formula. (M)
Lab - Find the focal length of a lens with a bulb/candle and prove it using the lens makers equation.(M)
Teacher led discussion: Snell’s Law, Why is spear fishing difficult? (Movie-Castaway), Pencil in a cup of water.(A)
LRHSD (2011) Adapted from ASCD © 2004
Discussion: TIR (Total Internal Reflection) Diamond Cutting, Fiber Optics and High Speed Telecommunications.
Students will practice solving problems using Snell’s Law (A)
Lab- Find the angle change of a light as it travels through a clear material using pins.(M)
Lab- Build an optical device using more than one lens, mirror or optical device. ( microscope, telescope, binoculars, projector, camera) (T)
Video/Discussion: Tacoma Narrows Bridge collapse.
Mechanical Universe Videos- Resonance, Waves, Optics, Michelson-Morley Experiment. (A)
Phet Simulations- Wave Interference, Radio Waves & Electromagnetic Fields, Sound, Wave on a String. (A/M)
LRHSD (2011) Adapted from ASCD © 2004