APS Science Curriculum Unit Planner

APS Science 2011

Grade Level/Subject Physics - Waves

Stage 1: Desired Results

Enduring Understanding

All waves, regardless of origin or type, transmit energy from one place to another and share a common set of characteristics that explain their behavior. Wave behavior can be used to understand and explain many everyday phenomena.

Correlations

Unifying Understanding

VA SOL PH.8 The student will investigate and understand wave phenomena. Key concepts include a) wave characteristics; b) fundamental wave processes; and c) light and sound in terms of wave models.

PH.9 The student will investigate and understand that different frequencies and wavelengths in the electromagnetic spectrum are phenomena ranging from radio waves through visible light to gamma radiation. Key concepts include a) the properties, behaviors, and relative size of radio waves, microwaves, infrared, visible light, ultraviolet, X-rays, and gamma rays; b) wave/particle dual nature of light; and c) current applications based on the respective wavelengths.

NSES (grade level) Grades 9-12, Standard B  essay, pages 177-178  Interactions of Energy and Matter, page 180

AAAS Atlas Waves, Pages 64-65

Essential Questions

 How do wave characteristics determine their behavior?

Knowledge and Skills

Students should know:

1 APS Science 2011

 •Mechanical waves transport energy as a traveling disturbance in a medium.  •In a transverse wave, particles of the medium oscillate in a direction perpendicular to the direction the wave travels.  •In a longitudinal wave, particles of the medium oscillate in a direction parallel to the direction the wave travels.  •Wave velocity equals the product of the frequency and the wavelength.  •For small angles of oscillation, a pendulum exhibits simple harmonic motion.  •Frequency and period are reciprocals of each other.  •Waves are reflected and transmitted when they encounter a change in medium or a boundary.  •The overlapping of two or more waves results in constructive or destructive interference.  •When source and observer are in relative motion, a shift in frequency occurs (Doppler effect).  •Sound is a longitudinal mechanical wave that travels through matter.  •Light is a transverse electromagnetic wave that can travel through matter as well as a vacuum.  •Reflection is the change of direction of the wave in the original medium.  •Refraction is the change of direction of the wave at the boundary between two media.  •Diffraction is the spreading of a wave around a barrier or an aperture.  •The pitch of a note is determined by the frequency of the sound wave.  •The color of light is determined by the frequency of the light wave.  •As the amplitude of a sound wave increases, the loudness of the sound increases.  •As the amplitude of a light wave increases, the intensity of the light increases.  •Electromagnetic waves can be polarized by reflection or transmission.  •Polarizing filters allow light oriented in one direction (or component of) to pass through.  •Frequency, wavelength, and energy vary across the entire electromagnetic spectrum.  •The long wavelength, low frequency portion of the electromagnetic spectrum is used for communication (e.g., radio, TV, cellular phone).  •Medium wavelengths (infrared) are used for heating and remote control devices.  •Visible light comprises a relatively narrow portion of the electromagnetic spectrum.  •Ultraviolet (UV) wavelengths (shorter than the visible spectrum) are ionizing radiation and can cause damage to humans. UV is responsible for sunburn, and can be used for sterilization and fluorescence.  •X-rays and gamma rays are the highest frequency (shortest wavelength) and are used primarily for medical purposes. These wavelengths are also ionizing radiation and can cause damage to humans.

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Students should be able to:

 Identify examples of and differentiate between transverse and longitudinal waves, using simulations and/or models.  Illustrate period, wavelength, and amplitude on a graphic representation of a wave.  Solve problems involving frequency, period, wavelength, and velocity.  Distinguish between superimposed waves that are in-phase and those that are out-of-phase.  Graphically illustrate reflection and refraction of a wave when it encounters a change in medium or a boundary.  Graphically illustrate constructive and destructive interference.  Identify a standing wave, using a string.  Describe the change in observed frequency of waves due to the motion of a source or a receiver (the Doppler effect).  Identify common uses for radio waves, microwaves, X-rays and gamma rays.

Stage 2: Assessment Evidence

Prior Knowledge and Skills

 Determination of the speed of an object  Rudimentary familiarity with important wave concepts such as wavelength and amplitude

Formative Assessment Summative Assessment

 Mid-unit quiz  End of unit cumulative assessment

Stage 3: Learning Plan

References to Adopted Materials

 See textbook correlation below

Suggested Investigations

 Various laboratory experiences using microphones and data logger software to analyze sound waves  Investigation of the various properties of waves using slinkys

Outdoor Education Applications

 None currently stated

Resources

Web Sites

 Waves: http://www.glenbrook.k12.il.us/gbssci/phys/Class/waves/wavestoc.html  Sound: http://www.glenbrook.k12.il.us/gbssci/phys/Class/sound/soundtoc.html

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 standing waves simulation http://phet.colorado.edu/simulations/sims.php?sim=Wave_on_a_String  bugle harmonics: http://www.philtulga.com/TubeFinished.swf  interference simulation: http://www.falstad.com/interference/  http://www.colorado.edu/physics/2000/applets/fourier.html  http://phet-web.colorado.edu/simulations/waveinterference/waveinterference.jnlp  Beat frequency simulation: http://www.mta.ca/faculty/science/physics/suren/Beats/Beats.html  doppler: http://www.walter-fendt.de/ph11e/dopplereff.htm  doppler: http://www.lon-capa.org/~mmp/applist/doppler/d.htm

Videos

 None currently stated

Online clips

 None currently stated

Field Trips

 None currently stated

Other

 None currently stated

Textbook Correlations

Topic Intensified Physics Regular Physics Principles of Physics

Wave terminology Cutnell & Johnson Hsu, Foundations of Hsu, Physics – A First Physics, Ch 16.1-2 Physics, Ch 13.1, Course, Ch 19.1-2, 14.1-2 20.1

Longitudinal vs. Cutnell & Johnson Hsu, Foundations of Hsu, Physics – A First Transverse waves Physics, Ch 16.5, 17.5 Physics, Ch 14.1 Course, Ch 20.1

Doppler Effect Cutnell & Johnson Hsu, Foundations of Hsu, Physics – A First Physics, Ch 16.9 Physics, Ch 15.2 Course, Ch 21.1

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Wave superposition Cutnell & Johnson Hsu, Foundations of Hsu, Physics – A First Physics, Ch 17.1-2, Physics, Ch 14.2 Course, Ch 20.3 17.4, 27.1

Musical instruments Cutnell & Johnson Hsu, Foundations of Hsu, Physics – A First (strings and pipes) Physics, Ch 17.5-6 Physics, Ch 15.2-3 Course, Ch 21.3