Waves and Electromagnetic Radiation
In this instructional segment, students build basic mathematical models [SEP-2] of waves, understand how these models relate to and predict certain properties of actual physical waves, and learn the influence of waves in the natural world as well as how waves are employed in a variety of technologies Students learn how analog technologies encode information as superposition of waves (e g , radio signals) while digital technologies encode information as waves pulses.
California Department of Education. 2018. 2016 California Science Framework Chapter 8. Sacramento, CA: California Department of Education, 1198.
Big Idea Success Criteria
The categories and their related standards below unpack the success criteria of this big idea.
Guiding Questions
- How can we describe waves in a way that helps us predict their behavior?
- How have humans harnessed electromagnetic radiation to fuel innovations, both literally and figuratively?
- Is electromagnetic radiation dangerous?
Performance Expectations Students who demonstrate understanding can do the following:
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.]
HS-PS4-2. Evaluate questions about the advantages of using a digital transmission and storage of information. [Clarification Statement: Examples of advantages could include that digital information is stable because it can be stored reliably in computer memory, transferred easily, and copied and shared rapidly Disadvantages could include issues of easy deletion, security, and theft ]
HS-PS4-3. Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other. [Clarification Statement: Emphasis is on how the experimental evidence supports the claim and how a theory is generally modified in light of new evidence Examples of a phenomenon could include resonance, interference, diffraction, and photoelectric effect ] [Assessment Boundary: Assessment does not include using quantum theory.]
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. [Clarification Statement: Emphasis is on the idea that photons associated with different frequencies of light have different energies, and the damage to living tissue from electromagnetic radiation depends on the energy of the radiation. Examples of published materials could include trade books, magazines, web resources, videos, and other passages that may reflect bias ] [Assessment Boundary: Assessment is limited to qualitative descriptions.]
HS-PS4-5. Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy * [Clarification Statement: Examples could include solar cells capturing light and converting it to electricity; medical imaging; and communications technology ] [Assessment Boundary: Assessments are limited to qualitative information. Assessments do not include band theory.]
*The performance expectations marked with an asterisk
California Department of Education. 2018. 2016 California Science Framework Chapter 8. Sacramento, CA: California Department of Education, 1198.
Alternative Means of Expression
This big idea does not have created or curated examples of alternative means of expression due to the project scope and timeline. If you have example options you would like to share with the initiative team, please use the BYOT option.
Sample Coursework
Bring Your Own Task (BYOT)
A Call to IEP Teams
We want students’ IEP team members to share their ideas regarding viable alternative means of expression pertaining to this big idea for students with disabilities, including those eligible for the CAA, these teams serve. IEP teams can define viable alternative means of expression for an individual student with an IEP, as long as these mediums meet the local requirements of the coursework.
A Call to Content-based Educators
In addition to IEP teams, we know secondary teachers and district curriculum leads have a wealth of experience and ideas related to innovative ways to assess students’ understanding of this content. We are interested in sample alternative means of expression this community sees as viable assessments of this big idea.
Please use the entry boxes below to share these ideas.
Important Note —These assessment tools will not be shared outside the review of the initiative team and will remain the intellectual property of the users who have made this submission. Furthermore, feedback or comments from the initiative team will not be given to uploaded content, nor does uploading materials imply that the alternative means of expression strategy is a viable option for this big idea.
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