MS-PS4-1 Waves and Their Applications in Technologies for Information Transfer
Students who demonstrate understanding can:
MS-PS4-1. 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.] [Assessment Boundary: Assessment
does not include electromagnetic waves and is limited to standard repeating waves.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts
Using Mathematics and Computational PS4.A: Wave Properties Patterns
Thinking A simple wave has a Graphs and charts can be used
Mathematical and computational thinking at the repeating pattern with a to identify patterns in data.
6–8 level builds on K–5 and progresses to specific wavelength,
identifying patterns in large data sets and using frequency, and amplitude.
mathematical concepts to support explanations
and arguments.
Use mathematical representations to
describe and/or support scientific conclusions
and design solutions.
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Connections to Nature of Science
Scientific Knowledge is Based on Empirical
Evidence
Science knowledge is based upon logical and
conceptual connections between evidence
and explanations.
Observable features of the student performance by the end of the course:
1 Representation
a Students identify the characteristics of a simple mathematical wave model of a phenomenon,
including:
i. Waves represent repeating quantities.
ii. Frequency, as the number of times the pattern repeats in a given amount of time (e.g., beats
per second).
iii. Amplitude, as the maximum extent of the repeating quantity from equilibrium (e.g., height or
depth of a water wave from average sea level).
iv. Wavelength, as a certain distance in which the quantity repeats its value (e.g., the distance
between the tops of a series of water waves).
2 Mathematical modeling
a Students apply the simple mathematical wave model to a physical system or phenomenon to identify
how the wave model characteristics correspond with physical observations (e.g., frequency
corresponds to sound pitch, amplitude corresponds to sound volume).
3 Analysis
a Given data about a repeating physical phenomenon that can be represented as a wave, and amounts
of energy present or transmitted, students use their simple mathematical wave models to identify
patterns, including:
i. That the energy of the wave is proportional to the square of the amplitude (e.g., if the height of
a water wave is doubled, each wave will have four times the energy).
ii. That the amount of energy transferred by waves in a given time is proportional to frequency
(e.g., if twice as many water waves hit the shore each minute, then twice as much energy will
be transferred to the shore).
b Students predict the change in the energy of the wave if any one of the parameters of the wave is
changed.
June 2015 Page 25 of 28
