# SCI-06 "I can ... statements"

## Physical Science

 MS-PS4 Categories All categories Not categorized MS-PS1 MS-PS2 MS-PS3 MS-PS4 Prioritized Standards Standard 2: Science Inquiry

# Waves and Their Applications in Technologies for Information Transfer

## Performance Expectations

PS4 help students formulate an answer to the question , “ What are the characteristic properties of waves and how can they be used ? ”

At the middle school level, the PS4 Disciplinary Core Idea is broken down into Wave Properties, Electromagnetic Radiation, and Information Technologies and Instrumentation. Students are able to describe and predict characteristic properties and behaviors of waves when the waves interact with matter. Students can apply an understanding of waves as a means to send digital information.

The performance expectation s in PS4 focus on students demonstrating proficiency in developing and using models, using mathematical thinking , and obtaining, evaluating and communicating information; and to use these practices to demonstrate understanding of the core ideas.

## Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.

#### SCI-MS.PS4.01

6th Grade (SCI) Physical Science Standards
[PS4] Waves and Their Applications in Technologies for Information Transfers

##### SCI-MS.PS4.01 Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave.

Clarification Statement: Emphasis is on describing waves with both qualitative and quantitative thinking.
Disciplinary Core Ideas
PS4.A: Wave Properties A simple wave has a repeating pattern with a specific wavelength, frequency, and amplitude.

## Student Learning Targets:

### Knowledge Targets

• I can define amplitude, energy, wavelength, frequency, etc.
• I can define a wave, wave crest/peak, wave trough/valley, etc.

### Reasoning Targets

• I can describe the difference between a longitudinal and transverse wave.
• I can characterize physical waves by frequency, wavelength, and amplitude.

### Skills (Performance) Targets

• I can apply these properties to the pitch and volume of sound waves and to the wavelength and magnitude of water waves.
• I can calculate the change in the energy of a wave given the change in the amplitude.

### Product Targets

• I can create a wave of given amplitude.
• I can create a wave with quadruple the energy of a given wave.

## Proficiency Scale

##### 1 Beginning
... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
• descriptors
##### 2 Developing
... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
• Key Vocabulary: Crest, Trough, Frequency, Amplitude, Speed, Wavelength, Transverse, Longitudinal, Electromagnetic, Mechanical, Rest
##### 3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
• predict the effects of changing frequency, wavelength and amplitude
• explain the relationship between amplitude and energy. (If energy increases, amplitude increases)
Sample Activity:
Use snakey springs/slinky to demonstrate how waves transfer energy

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
• descriptors

## Resources

### Vocabulary

• Crest
• Trough
• Frequency
• Amplitude
• Speed
• Wavelength
• Transverse
• Longitudinal
• Electromagnetic
• Mechanical
• Rest

### Websites

• Title of website with a URL to open in a new window

#### SCI-MS.PS4.02

6th Grade (SCI) Physical Science Standards
[PS4] Waves and Their Applications in Technologies for Information Transfers

##### SCI-MS.PS4.02 Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.

Clarification Statement: Emphasis is on both light and mechanical waves. Examples of models could include drawings, simulations, and written descriptions.
Disciplinary Core Ideas
PS4.A: Wave Properties A sound wave needs a medium through which it is transmitted.
PS4.B: Electromagnetic Radiation When light shines on an object, it is reflected, absorbed, or transmitted through the object, depending on the object’s material and the frequency (color) of the light. The path that light travels can be traced as straight lines, except at surfaces between different transparent materials (e.g., air and water, air and glass) where the light path bends. However, because light can travel through space, it cannot be a matter wave, like sound or water waves.

## Student Learning Targets:

• I can

### Reasoning Targets

• I can compare the refraction of visible light through different materials.
• I can predict how different surfaces and lenses affect the behavior of light waves and the resulting image.

• I can

• I can

## Proficiency Scale

##### 1 Beginning
... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
• descriptors
##### 2 Developing
... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
• recognize or recall specific terminology, such as:
• transparent, translucent, concave, convex.
• perform basic processes, such as:
identifies sources of light and describes evidence that it moves in a straight line.
Sample Activity:
Identify vocabulary words based on pictures provided showing types of lenses and the effects of transparency, etc…
Identify various pictures as sources of light (or not) and label a picture showing where light rays will go based on the origin of that light.

##### 3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
• compare the refraction of visible light through different materials (transparent and translucent).
• predict how different surfaces and lenses affect the behavior of light waves and the resulting image.
Sample Activity:
Predict/test the outcome of light refraction on various objects in an activity setting.
Create a chart of rules that states how light will behave when reflected and refracted by different surfaces and lenses.

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
• descriptors
Sample Activity:
Develop a company brochure including the benefits and restrictions of products offered using the reflection and refraction of light including lenses and mirrors

## Resources

• words
• list

### Websites

• Title of website with a URL to open in a new window

#### SCI-MS.PS4.03

6th Grade (SCI) Physical Science Standards
[PS4] Waves and Their Applications in Technologies for Information Transfers

##### SCI-MS.PS4.03 Evaluate how different forms of technology utilize different signals.

Clarification Statement: Emphasis is on a basic understanding that waves can be used for communication purposes. Examples could include using fiber optic cable to transmit light pulses, radio wave pulses in WiFi devices, and conversion of stored binary patterns to make sound or text on a computer screen.
Disciplinary Core Ideas
PS4.C: Information Technologies and Instrumentation Digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information.

• I can

• I can

• I can

• I can

## Proficiency Scale

##### 1 Beginning
... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
• descriptors
##### 2 Developing
... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
• descriptors
##### 3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
• descriptors