HS-PS4-1 Waves and their Applications in Technologies for Information Transfer

HS-PS4-1   Waves and their Applications in Technologies for Information Transfer

Students who demonstrate understanding can:

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.]
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

Using Mathematics and Computational Thinking

Mathematical and computational thinking at the 9-12 level builds on K-8 and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions.

  • Use mathematical representations of phenomena or design solutions to describe and/or support claims and/or explanations.

Disciplinary Core Ideas

PS4.A: Wave Properties

Crosscutting Concepts

Cause and Effect

  • Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.

Connections to other DCIs in this grade-band:

HS.ESS2.A

Articulation of DCIs across grade-bands:

MS.PS4.A ; MS.PS4.B

Common Core State Standards Connections:

ELA/Literacy -
RST.11-12.7Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. (HS-PS4-1)
Mathematics -
MP.2 Reason abstractly and quantitatively. (HS-PS4-1)
MP.4 Model with mathematics. (HS-PS4-1)
HSA-SSE.A.1 Interpret expressions that represent a quantity in terms of its context. (HS-PS4-1)
HSA-SSE.B.3 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. (HS-PS4-1)
HSA.CED.A.4Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. (HS-PS4-1)

HS-PS4-1   Waves and their Applications in Technologies for Information Transfer

Students who demonstrate understanding can:

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.]
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

Using Mathematics and Computational Thinking

Mathematical and computational thinking at the 9-12 level builds on K-8 and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions.

  • Use mathematical representations of phenomena or design solutions to describe and/or support claims and/or explanations.

Disciplinary Core Ideas

PS4.A: Wave Properties

Crosscutting Concepts

Cause and Effect

  • Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.

Connections to other DCIs in this grade-band:

HS.ESS2.A

Articulation of DCIs across grade-bands:

MS.PS4.A ; MS.PS4.B

Common Core State Standards Connections:

ELA/Literacy -
RST.11-12.7Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. (HS-PS4-1)
Mathematics -
MP.2 Reason abstractly and quantitatively. (HS-PS4-1)
MP.4 Model with mathematics. (HS-PS4-1)
HSA-SSE.A.1 Interpret expressions that represent a quantity in terms of its context. (HS-PS4-1)
HSA-SSE.B.3 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. (HS-PS4-1)
HSA.CED.A.4Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. (HS-PS4-1)

HS-PS4-1   Waves and their Applications in Technologies for Information Transfer

Students who demonstrate understanding can:

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.]
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

Using Mathematics and Computational Thinking

Mathematical and computational thinking at the 9-12 level builds on K-8 and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions.

  • Use mathematical representations of phenomena or design solutions to describe and/or support claims and/or explanations.

Disciplinary Core Ideas

PS4.A: Wave Properties

Crosscutting Concepts

Cause and Effect

  • Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.

Connections to other DCIs in this grade-band:

HS.ESS2.A

Articulation of DCIs across grade-bands:

MS.PS4.A ; MS.PS4.B

Common Core State Standards Connections:

ELA/Literacy -
RST.11-12.7Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. (HS-PS4-1)
Mathematics -
MP.2 Reason abstractly and quantitatively. (HS-PS4-1)
MP.4 Model with mathematics. (HS-PS4-1)
HSA-SSE.A.1 Interpret expressions that represent a quantity in terms of its context. (HS-PS4-1)
HSA-SSE.B.3 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. (HS-PS4-1)
HSA.CED.A.4Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. (HS-PS4-1)

* The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.

The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated and reprinted with permission from the National Academy of Sciences.