ABLE Unit Plan Design Template (Steps 1-5)

Step 1: Basic Information Content Area(s): Physics- Waves Grade Level(s): 11-12 College Preparatory Est. No. of Sessions: 2 weeks (about 10 sessions, and about 5 lab sessions) School(s): Ramapo High School

Designer(s):

Amanda Skuriat

District (s): Step 2: Analyzing and Targeting Standards NGSS: HS-PS41.

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. HS-PS45. 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. ABLE-specific Objectives: Students will be able to: Communicate technical information or ideas (e.g. about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically). * Explain that multiple technologies based on the understanding of waves and their interactions with matter are part of everyday experiences in the modern world (e.g., medical imaging, communications, scanners) and in scientific research. They are essential tools for producing, transmitting, and capturing signals and for storing and interpreting the information contained in them. * Identify the conditions of simple harmonic motion.

Explain how force, velocity, and acceleration change as an object vibrates with simple harmonic motion Calculate the spring force using Hookes Law Identify the amplitude of vibration Recognize the relationship between period and frequency Calculate the period and frequency of an object vibrating with simple harmonic motion Identify the positions of maximum and minimum displacement, velocity, and acceleration Explain how force, velocity and acceleration change as an object vibrates with simple harmonic motion. Understand the function of waves in transferring energy Distinguish local particle vibrations from overall wave motion Differentiate between pulse waves and periodic waves Interpret waveforms of transverse and longitudinal waves Apply the relationships among wave speed, frequency, and wavelength to solve problems* Calculate the various wave relationships involving frequency, period and velocity Apply wave knowledge to water, sound, and radio waves Relate energy and amplitude Apply the superposition principle Differentiate between constructive and destructive interference Predict when a new reflected wave will be inverted Predict whether specific traveling waves will produce a standing wave Identify nodes and antinodes of a standing wave Understand the formation of wave patterns such as reflection, refraction, interference, and diffraction.

Essential Exponential Question(s): Formulate the essential question(s) that specifically: consider Exponential Century Skills; align to the problem, product and/or performance that will be required of the students; and provoke student curiosity, focus lessons and stimulate inquiry. Record below:

Which types of technology that we utilize in our daily lives use the properties of waves and their interaction with matter to function? How do they allow these devices to operate? Katniss Everdeen employs 230N of force to stretch her bowstring back 0.40 cm. What is the spring constant of the bow? What are four examples of simple harmonic motion? How does the restoring force acting on a pendulum bob change as the bob swings toward the equilibrium position? How does the bobs acceleration (along the direction of motion) and velocity change?

How is the period of a simple harmonic vibration related to its frequency? What happens to the period of a simple pendulum when the pendulums length is doubled? What happens when the suspended mass is doubled? How would you sketch pulse and periodic waves that are longitudinal, and pulse and periodic waves that are transversal? Where would their crests, troughs, wavelengths, and amplitudes be located on a graph? What happens to the wavelength of a wave on a string when the frequency is doubled? What happens to the speed of the wave? A stretched spring fixed at both ends is 2m long. What are three wavelengths that will produce standing waves on this string? Name at least one wavelength that would not produce a standing wave pattern, and explain your answer. When two waves interfere, can the resultant wave be larger than either of the two original waves? If so, under what conditions?

Step 3: Creating the Authentic Performance Task (APT) to Support Your Unit Design

A.

Brief Description of the Authentic Context:

Students will further investigate the material theyve learned in this unit by researching technology used in everyday life that operates based on the properties of waves and their interaction with matter. Examples include active noise-reduction (ANR) technology used in noise-canceling headphones, medical imaging, communication, scanners, scientific research, etc. Applications include producing, transmitting, and capturing signals, and storing and interpreting information contained in these signals.
B. Describe the Assessment Type (i.e., type of product, presentation, performance)

Students will work together to create a digital brochure using Prezi, Weebly, or another approved format to explain how their choice of technology works. They will present the brochure in a formal oral presentation.
C. Performance Criteria

Identify 3-5 individual criterion below: 1. 2. 3. 4. 5. _Demonstrates Clear Understanding of Content Knowledge _Shows Evidence of the Ability to Apply Theory in Practice _ Quality and Overall Effectiveness of Presentation_ Ability to Respond to Feedback and Questions _____________________________________

D. Composing the Authentic Context/Overview Consider and complete the following: Describe the ROLE. You are.:

You and your partner work for a company which requires you to design a marketing campaign in order to receive the promotion youve been working towards. Specifically, they would like you to design a technological device using the properties and capabilities of waves. You must design a brochure explaining the design and function of your device and present your invention to a panel of experts.
Describe the AUDIENCE for whom students will produce, present, perform:

Students will present their project to a panel of experts (including the cooperating teacher and Professors from Ramapo College: possibly Dr. Chinni, Dr. Buna, and/or Dr. Anderson). Step 3: Creating the Authentic Performance Task (APT) to Support Your Unit Design (contd.)
D. Composing the Authentic Context/Overview (contd.)

You and your partner work for a company which requires you to design a marketing campaign in order to receive the promotion youve been working towards. Given your physics knowledge, they would like you to focus on a technological device which utilizes the properties and capabilities of waves. You must design a brochure explaining the design and function of your device and present your invention to a panel of experts. Note: You and your partner must select a topic and have it approved before you begin working on your project. In addition, you must submit a plan for splitting up the work for this assignment. You will have at least one class period to work on your project, but to maximize your time you should complete preliminary research on your own time. The presentation date will be announced in advance, but will take place at the conclusion of our unit on Waves. Waves are used to produce, transmit, and capture signals, as well as to store and interpret information contained in these signals. It is your job to explain how a specific technology uses this to work. Suggested Topics include: -sonar, radar, radiology applications, parking sensors, wifi, cellphones, gps, data storage active noise-reduction (ANR) technology used in noise-canceling headphones, medical imaging, communication applications, security scanners, scientific research, etc. Your work will be assessed based on the attached rubric. Presentations should be kept between 2-3 minutes, and your brochure must be created using Prezi, Weebly, or another approved format. Be prepared for questions from your audience. Creativity counts! Make sure you relate the content youve learned in class, and have fun with it!

Step 4: Evaluating and Scoring Building Your Evaluative Instrument/Rubric Exemplary-4

Brochure includes at least 3 specific physics facts related to Waves, and flawlessly integrates them to describe how the chosen device uses wave properties to function. It is clearly evident that the students understand how to connect theoretical concepts to realworld applications through their explanation of how the device operates.

Accomplished-3
Brochure includes at least 2 specific physics facts related to Waves, and integrates them to describe how the chosen device uses wave properties to function. It is evident that the students have a general understanding of how to connect theoretical concepts to realworld applications through their explanation of how the device operates. Presenters exhibit good eye contact, posture, and speaking skills throughout the presentation. Presentation is professional and engaging, as well as organized. Timing may be one minute over/under. Students demonstrate a general understanding of the material when receiving feedback/questions, and respond appropriately.

Developing-2
Brochure includes 1 specific physics fact related to Waves, and attempts to describe how the chosen device uses wave properties to function.

Beginning-1
Brochure does not include specific physics facts related to Waves, and makes either no attempt or an unclear attempt to describe how the chosen device uses wave properties to function. It is evident that the students do not understand how to connect theoretical concepts to realworld applications through their explanation of how the device operates.

Demonstrates Clear Understanding of Content Knowledge

Shows Evidence of the Ability to Apply Theory in Practice

It is somewhat evident that the students understand how to connect theoretical concepts to realworld applications through their explanation of how the device operates. Presenters exhibit inconsistent eye contact, posture, and speaking skills throughout the presentation. Presentation is somewhat professional and engaging, as well as organized. Timing is 2 minutes over/under. Students demonstrate a lack of understanding of the material when receiving feedback/questions, and may respond inappropriately.

Quality of Overall Effectiveness of Presentation

Ability to Respond to Feedback and Questions

Presenters exhibit excellent eye contact, posture, and speaking skills throughout the presentation. Presentation is extremely professional and engaging, as well as organized. Timing is between 2-3 minutes. Students demonstrate a firm understanding of the material when receiving feedback/questions, and respond appropriately.

Presenters exhibit poor eye contact, posture, and speaking skills throughout the presentation. Presentation is not professional or engaging, and is disorganized. Timing is more than 2 minutes over/under. Students demonstrate no understanding of the material when receiving feedback/questions, and may respond inappropriately.

Points Earned: ______/__16__ Comments/Feedback:

Step 5: Building Your Instructional Blueprint Planning Lesson Sessions Objectives -Identify the conditions of simple harmonic motion. -Explain how force, velocity, and acceleration change as an object vibrates with simple harmonic motion -Calculate the spring force using Hookes Law -Identify the amplitude of vibration -Recognize the relationship between period and frequency -Calculate the period and frequency of an object vibrating with simple harmonic motion -Distinguish local particle vibrations from overall wave motion -Differentiate between pulse waves and periodic waves -Interpret waveforms of transverse and longitudinal Activities -Smartboard Presentation/Interactive Problems -Demonstration/ Simulation Resources -Textbook 11.1 -Smartboard -http://www.wiley.
com/ college /halliday/ 0470469080/ simulations/ sim15/sim15.html

Session 1

Assessments -Next Sessions Laboratory Report and Quiz -Homework Problems

Session 2

-Smartboard Presentation/Interactive Problems -Simple Harmonic Motion Mass on a Spring Lab (Vernier) -Demonstration/ Simulation

-Textbook 11.2 -Vernier Lab -Smartboard -HMDScience. com

-Do-Now -Laboratory Writeup/Questions -Quiz on Sections 1 and 2 -HW problems

Session 3

-Smartboard -Textbook 11.3 Presentation/Interactive -Smartboard Problems -Demonstration/ Simulation

-Do Now -Next sessions Laboratory Report and Quiz -HW problems

Session 4

waves -Apply the relationships among wave speed, frequency, and wavelength to solve problems* -Calculate the various wave relationships involving frequency, period and velocity -Apply wave knowledge to water, sound, and radio waves -Relate energy and amplitude -Apply the superposition principle -Differentiate between constructive and destructive interference -Predict when a new reflected wave will be inverted -Predict whether specific traveling waves will produce a standing wave -Identify nodes and antinodes of a standing wave -Understand the formation of wave patterns such as reflection,

-Smartboard Presentation/Interactive Problems -Slinky Laboratory -Demonstration/ Simulation

-Textbook 11.4 -Smartboard -http://www.cabrillo.

-Do-Now -Laboratory Writeedu/ up/Questions ~jmccullough/Applets/ -Quiz on Sections Applets_by_Topic/ 3 and 4 Superposition -HW problems _Interference.html

Session 5

refraction, interference, and diffraction. -Communicate technical information or ideas (e.g. about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically). * -Explain that multiple technologies based on the understanding of waves and their interactions with matter are part of everyday experiences in the modern world (e.g., medical imaging, communications, scanners) and in scientific research. They are essential tools for producing, transmitting, and capturing signals and for storing and interpreting the information

-Students will be given 1-2 periods to research their specified topic and begin work on their presentation. -Presentations for panel will take place at the conclusion of the unit (1-2 sessions)

-Weebly, Prezi -Various web resources researched by students

Presentations for panel will take place at the conclusion of the unit (1-2 sessions)

contained in them. *

Final Assessment: Unit Exam