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Campus: Princeton High School Author(s): Naureen Fielding Date Created / Revised: 30 March 2014 Six Weeks Period: 5th/6th Grade Level & Course: 11th & Physics Timeline: 15-17 Days (depending on testing) Unit Title: Waves: Sound and Light Stated Objectives: TEK # and SE Lesson # 12 P.7C Compare characteristics and behaviors of transverse waves, including electromagnetic waves and the electromagnetic spectrum, and characteristics and behaviors of longitudinal waves, including sound waves. P.7D Investigate behaviors of waves, including reflection, refraction, diffraction, interference, resonance and the Doppler effect. P.7E Describe and predict image formation as a consequence of reflection from a plane mirror and refraction through a thin convex lens. See Instructional Focus Document (IFD) for TEK Specificity Key Understandings Properties of waves can be used to understand many natural phenomena. Misconceptions Key Vocabulary Amplitude Quality Phase Synthesizer Octave Standing wave Attack Decay Doppler effect Speed of light Translucent Primary color Primary pigment Malus’s Law Image/virtual image Focal point Convex mirror Critical angle Convex lens Achromatic aberration Diffraction grating/pattern frequency overtones harmonics wavelength interference FFT pitch resonance acoustics luminous transparent secondary color secondary pigment specular reflection concave mirror focal length magnification total internal reflection Concave lens near sightedness Suggested Day 5E Model Instructional Procedures Day 1 Engage Engage: Use real or video of Bell Jar demonstration. Provide students with copies of Book Of Phz Bell Jar lab and question set. Students use demo from You Tube and iPads to timbre period spectrum speed of sound sonic boom Fourier analysis decibel refraction diffraction opaque luminance complementary color polarization diffuse reflection principal axis spherical aberration index of refraction dispersion chromatic aberration far sightedness Materials, Resources, Notes (Engage, Explore, Explain, Extend/Elaborate, Evaluate) http://phyz.org/phyz/BOP/PHY.09-WAVE/DBell_Jar.pdf complete answers. Properties of Sound Mini Labs. Set up 4 labs and have students rotate through. 1. Tuning Fork organizes by (pitch) frequency recording note, frequency and identifying possible properties that affect. 2. Tuning fork and pan of water, describing relationship between energy input and wave propagation. 3. Natural frequency drop, using past experience to identify and defend unsighted guess of various dropped objects. 4. Chicken in a cup, build and compare sound with and without sounding board. Explore: Bell ringer: Play musical road You Tube video clip of one of the world’s grooved, music playing roads. Students respond to questions about pitch, timbre, speed, grooves and how they help create the sound. (15 minutes) Explore: Have students begin exploring vocabulary and building schema about sound concepts by reviewing and constructing personal notes for chapter 25 in Conceptual Physics textbook. Due in one week. May be power notes, Cornell notes, and outline or structured as student desires. http://www.youtube.com/watch?v=AF9DYjkHXAE http://www.youtube.com/watch?v=YR5Cejq2uyc http://marge.ragesw.com/~phyzorg/phyz/BOP/PHY.09-WAVE/D-Science_is_Fun.pdf Day 3 Explain Explain: Lecture and demos and note extensions for longitudinal waves vs transverse waves focusing on direction of energy vs direction of wave. Description of wave types and sources of wave types. Draw and label wave types. Define and illustrate frequency, wavelength, wave speed, amplitude, point or line of equilibrium. Connect weighted spring and pendulum to sine wave. Demonstrate how sound waves can be transcribed and described as transverse waves. Use Physics Classroom website for graphics and demos. The Physics Classroom website Day 4 Engage Engage: View You Tube video with pendulums of various lengths and have students respond to questions: “Which factor(s) affect the period and wavelength of a pendulum?” Use Conceptual Physics Lab Manual and complete the Grandfather Clock Pendulum Lab with some modifications to identify pendulum length as the determining factor of period. Derive equation together and construct graphic relationship. Day 5 Exploration Exploration: Use Wave Simulator from Colorado Phet and Dave Baird’s modified wave exploration worksheet for students to work through construction of a wave and its description with pulse and oscillation and fixed end, open end, free end, damping, calculating wave speed, measuring amplitude, frequency and wave length/period. Day 6 Evaluate Evaluate: Use Wave Quiz #3 to assess students’ comprehension of wave characteristics and behaviors covered so far. Correct together if possible so students can receive immediate Day 2 Explore feedback and ask questions to fill in misconceptions. Day 7 Explain Explain: Demo standing waves with demo tool. Have students discuss how the pattern had to set up and adjust. Brainstorm factors that were necessary for the establishment of standing waves and relate to simulation. Demo Doppler effect with videos and with tuning fork on string (also demos beat). Discuss Sonic Boom as a special situation of the Doppler and present graphics and video to support. Ask students how these phenomenons relate to bow waves that should have read about in their chapter 25 review and notes. Collect and assess notes. Day 8 Engage Engage: Complete Sound Mini Labs that introduce and identify 1) Natural Frequency, 2) Amplitude is Energy, 3) Frequency/Pitch is size related, 4) Resonating String of Chicken in A Cup. Students rotate through the 4 mini labs at five-minute intervals. For closure class discussion and completion of activity sheet with sharing and discussion. Day 9 Elaborate Elaborate: Demo resonating tubes for students and describe resonance again. Students complete resonating tuning fork lab in Conceptual Physics Lab Manual. Students complete mini lab report in science notebook to accompany lab. Focus on errors made by groups and explain how that was possible. Assign students notes for Light Chapter 26 in conceptual physics in preparation for six week’s test. Day 10 Extend Extend: Use wave simulator from Colorado Phet to discover the properties of standing waves and harmonics. Students use simulator and harmonics questionnaire to identify patterns for harmonics and mathematical derivations for wavelengths. Day 11 Extend Extend: Presentation of Characteristics of Waves PPT and accompany lecture/demos to link sound wave properties to light waves and review for fifth-six weeks test. Cover reflection, refraction, diffraction, dispersion, Doppler effect for sound and light and radar and red shift, polarization. Day 12 Evaluate Evaluate: Review and complete six week’s test. Introduce 2 projects for sixth six weeks. Rockets and Mindmaps. One is group and done mostly at home except for launching and data collection and Bottle rocket You Tube videos Mindmap websites Engage: Book of Phyz Mirror Misconceptions. Lab covers image, image location and orientation, mirror sizes. Multistep and requires group discussion. Will take two days to intro, read, complete and close. Day 13& 14 Engage Demo equipment for standing waves and Doppler http://marge.ragesw.com/~phyzorg/phyz/BOP/PHY.10LGHT/L-Mirror.pdf Extend: PPT and springboard for index of refraction and calculation of angles of incidence. Mirages and looming introduction and instruction. Use Book of Phyz quicktime movies and pdf worksheets as a class to instruct on concepts. Students may use teacher website to complete assignments with quick time movies uploaded for support. Day 16 Explain Explain: Use Stephen Murray worksheets to practice and explain and review any concepts regarding light that have not fully been developed in practice and classroom activities. Day 17 Elaborate Elaborate: Use Geometric Optics Colorado Phet Simulation to discover and apply reflection, refraction, focal point, focal length, convex and concave lenses. Complete activity sheet. Day 18 Evaluate Evaluate: Assess student’s understanding of light concepts in Quiz #1 designed to support light questions for sixth six week test. Day 15 Extend Accommodations for Special Populations http://marge.ragesw.com/~phyzorg/phyz/BOP/PHY.10LGHT/J-Refraction_Index-SB.pdf http://marge.ragesw.com/~phyzorg/phyz/BOP/PHY.10LGHT/J-Refraction_Index-SB-ans.pdf http://marge.ragesw.com/~phyzorg/phyz/BOP/PHY.10LGHT/J-Critical_Angle-LSB.pdf http://marge.ragesw.com/~phyzorg/phyz/BOP/PHY.10LGHT/J-Critical_Angle-LSB-ans.pdf http://marge.ragesw.com/~phyzorg/phyz/BOP/PHY.10LGHT/J-Mirage_Tank-LSB.pdf http://marge.ragesw.com/~phyzorg/phyz/BOP/PHY.10LGHT/J-Mirage_Tank-LSB-ans.pdf Accommodations for instruction will be provided as stated on each student’s (IEP) Individual Education Plan for special education, 504, at risk, and ESL/Bilingual.