SC15.PHYS.C
Waves and Their Applications in Technologies for Information Transfer
Waves and Their Applications in Technologies for Information Transfer
SC15.PHYS.C
SC15.PHYS.8
Investigate the nature of wave behavior to illustrate the concept of the superposition principle responsible for wave patterns, constructive and destructive interference, and standing waves (e.g., organ pipes, tuned exhaust systems).
Investigate the nature of wave behavior to illustrate the concept of the superposition principle responsible for wave patterns, constructive and destructive interference, and standing waves (e.g., organ pipes, tuned exhaust systems).
Unpacked Content
Scientific and Engineering Practices
Planning and Carrying out Investigations
Crosscutting Concepts
Structure and Function
Knowledge
Students know:
- The concept of the superposition principle.
- The relationship among frequency, wavelength and speed.
- The relationship between frequency and pitch.
- The relationship between wavelength and color.
Skills
Students are able to:
- Illustrate/model the concept of the superposition principle responsible for wave patterns.
- Illustrate/model waveforms to show interference.
- Illustrate/model waveforms to show standing waves.
- Explore wave behavior.
- Make predictions about wave behavior as applied to phenomena such as Doppler and SONAR.
- Locate information from multiple sources.
Understanding
Students understand that:
- When waves interfere they form wave patterns predicted by the law of superposition.
- Wave behavior, known as the Doppler Effect, can be used to determine the relative speed of objects producing or reflecting waves.
Vocabulary
- model
- Doppler Effect
- constructive interference
- destructive interference
- standing wave
- superposition principle
- wave
- wave speed
- frequency
- period
- speed of light
- speed of sound
- wavelength
- medium
- SONAR
- RADAR
- Red shift
- ultrasound
- crest
- trough
- amplitude
- node
- antinode
- sound
- mechanical
- electromagnetic
- compression
- rarefaction
- longitudinal
SC15.PHYS.8a
Predict and explore how wave behavior is applied to scientific phenomena such as the Doppler effect and Sound Navigation and Ranging (SONAR).
Predict and explore how wave behavior is applied to scientific phenomena such as the Doppler effect and Sound Navigation and Ranging (SONAR).
SC15.PHYS.9
Obtain and evaluate information regarding technical devices to describe wave propagation of electromagnetic radiation and compare it to sound propagation. (e.g., wireless telephones, magnetic resonance imaging [MRI], microwave systems, Radio Detection and Ranging [RADAR], SONAR, ultrasound).
Obtain and evaluate information regarding technical devices to describe wave propagation of electromagnetic radiation and compare it to sound propagation. (e.g., wireless telephones, magnetic resonance imaging [MRI], microwave systems, Radio Detection and Ranging [RADAR], SONAR, ultrasound).
Unpacked Content
Scientific and Engineering Practices
Obtaining, Evaluating, and Communicating Information
Crosscutting Concepts
Cause and Effect
Knowledge
Students know:
- How sound waves propagate.
- How electromagnetic waves propagate.
- General wave properties and wave behavior.
Skills
Students are able to:
- Conduct research.
- Evaluate the reliability of multiple sources.
- Effectively communicate results of research by designated means.
Understanding
Students understand that:
- Waves are used in modern technologies to obtain and transfer information.
Vocabulary
- evaluate
- model
- Doppler Effect
- constructive interference
- destructive interference
- standing wave
- superposition principle
- wave
- wave speed
- frequency
- period
- speed of light
- speed of sound
- wavelength
- medium
- SONAR
- RADAR
- Red shift
- ultrasound
- crest
- trough
- amplitude
- electromagnetic spectrum
- technical devices
SC15.PHYS.10
Plan and carry out investigations that evaluate the mathematical explanations of light as related to optical systems (e.g., reflection, refraction, diffraction, intensity, polarization, Snell’s law, the inverse square law).
Plan and carry out investigations that evaluate the mathematical explanations of light as related to optical systems (e.g., reflection, refraction, diffraction, intensity, polarization, Snell’s law, the inverse square law).
Unpacked Content
Scientific and Engineering Practices
Planning and Carrying out Investigations
Crosscutting Concepts
Cause and Effect
Knowledge
Students know:
- How light interacts at boundaries of different media.
- The wave properties of light.
- Basic trigonometric equations.
- How to do graphical analysis.
- Inverse and inverse square relationships.
- Types of images and how images are formed.
- Appropriate units of measure.
- How to identify a system.
Skills
Students are able to:
- Develop an appropriate experimental procedure.
- Create a data sheet.
- Collect and organize experimental data.
- Follow written and verbal instructions.
- Make measurements using standard units.
- Effectively manipulate laboratory equipment.
- Work safely in collaborative lab groups.
- Manipulate equations.
- Interpret graphical data.
- Solve mathematical equations.
- Draw a light ray diagram and identify the location of an image.
Understanding
Students understand that:
- The behavior of light is predictable mathematically allowing the development of optical devices to improve vision macroscopically and microscopically.
Vocabulary
- medium
- model
- graph
- image distance
- object distance
- focal point
- magnification
- critical angle
- refraction
- reflection
- diffraction
- interference
- constructive interference
- destructive interference
- principal axis
- center of curvature
- intensity
- inverse
- angle of incidence
- angle of reflection
- angle of refraction
- index of refraction
- speed of light
- system
- velocity
- polarization
- minima
- maxima
- order
- slit width
- slit separation
- object
- image
- real
- virtual
- inverted
- erect
- spherical aberration
- chromatic aberration
- total internal reflection
- law of reflection
- Snell's lLaw
- prism
- ray
- concave
- convex
- plane
- divergent
- convergent
- ray diagrams
SC15.PHYS.11
Develop and use models to illustrate electric and magnetic fields, including how each is created (e.g., charging by either conduction or induction and polarizing; sketching field lines for situations such as point charges, a charged straight wire, or a current carrying wires such as solenoids; calculating the forces due to Coulomb’s laws), and predict the motion of charged particles in each field and the energy required to move a charge between two points in each field.
Develop and use models to illustrate electric and magnetic fields, including how each is created (e.g., charging by either conduction or induction and polarizing; sketching field lines for situations such as point charges, a charged straight wire, or a current carrying wires such as solenoids; calculating the forces due to Coulomb’s laws), and predict the motion of charged particles in each field and the energy required to move a charge between two points in each field.
Unpacked Content
Scientific and Engineering Practices
Developing and Using Models
Crosscutting Concepts
Cause and Effect
Knowledge
Students know:
- How to develop and use models.
- Understanding of static electricity.
- Phenomena of electric and magnetic fields.
- How charges interact and how they behave in a field.
- How fields interact.
Skills
Students are able to:
- Properly use a voltmeter or mulimeter.
- Develop and use models to make predictions and to illustrate explanations.
Understanding
Students understand that:
- Some forces act over a distance, creating fields.
- The behavior of objects in a field is predictable and caused by interaction of fields and charged particles.
Vocabulary
- voltmeter
- model
- fields
- field force
- energy
- potential energy
- electric potential
- electric charge
- positive
- negative
- like
- unlike
- electric field strength
- north and south magnetic poles
- magnet
- magnetic field strength
- conduction
- induction
- charge
- current
- conductors
- insulators
- compass
- multimeter
- work
- vector
- point charge
- test charge
- Coulomb's law
- proton
- electron
- attract
- repel
SC15.PHYS.12
Use the principles of Ohm’s and Kirchhoff’s laws to design, construct, and analyze combination circuits using typical components (e.g., resistors, capacitors, diodes, sources of power).
Use the principles of Ohm’s and Kirchhoff’s laws to design, construct, and analyze combination circuits using typical components (e.g., resistors, capacitors, diodes, sources of power).
Unpacked Content
Scientific and Engineering Practices
Analyzing and Interpreting Data
Crosscutting Concepts
Cause and Effect
Knowledge
Students know:
- The color code for the resistance of resistors.
- The basic principles of static electricity.
- How to construct electrical circuits.
- Several different components can be used to build an electrical circuit.
Skills
Students are able to:
- Design and use models.
- Develop an appropriate experimental procedure.
- Create a data sheet.
- Collect and organize experimental data.
- Follow written and verbal instructions.
- Make measurements using standard units.
- Effectively manipulate laboratory equipment.
- Work safely in collaborative lab groups.
- Manipulate equations.
- Interpret graphical data.
- Solve mathematical equations.
- Use a multimeter.
Understanding
Students understand that:
- Circuits are complete pathways through which current will flow predictably and will provide energy to the connected component(s).
- Circuits may be simple or complex.
Vocabulary
- ammeter
- voltmeter
- series
- parallel
- model
- Kirchhoff's laws
- Ohm's law
- resistance
- current
- electric potential
- multimeter
- positive
- negative
- electrical components
- circuit
- voltage source
- conductors
- resistor color code
- circuit diagram
- heat
- charge
- static electricity
