HS-PS4-3   Waves and their Applications in Technologies for Information Transfer

Students who demonstrate understanding can:

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.]
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

Engaging in Argument from Evidence

Engaging in argument from evidence in 9–12 builds on K–8 experiences and progresses to using appropriate and sufficient evidence and scientific reasoning to defend and critique claims and explanations about natural and designed worlds. Arguments may also come from current scientific or historical episodes in science.

  - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

Connections to Nature of Science

 

Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena

Disciplinary Core Ideas

PS4.A: Wave Properties

PS4.B: Electromagnetic Radiation

Crosscutting Concepts

Systems and System Models

  • Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions—including energy, matter, and information flows—within and between systems at different scales.

Connections to other DCIs in this grade-band:

HS.PS3.D ; HS.ESS1.A ; HS.ESS2.D

Articulation of DCIs across grade-bands:

MS.PS4.B

Common Core State Standards Connections:

ELA/Literacy -
RST.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem. (HS-PS4-3)
RST.11-12.1Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-PS4-3)
RST.11-12.8Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. (HS-PS4-3)
Mathematics -
MP.2 Reason abstractly and quantitatively. (HS-PS4-3)
HSA-SSE.A.1 Interpret expressions that represent a quantity in terms of its context. (HS-PS4-3)
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-PS4-3)
HSA.CED.A.4Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. (HS-PS4-3)

HS-PS4-3   Waves and their Applications in Technologies for Information Transfer

Students who demonstrate understanding can:

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.]
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

Engaging in Argument from Evidence

Engaging in argument from evidence in 9–12 builds on K–8 experiences and progresses to using appropriate and sufficient evidence and scientific reasoning to defend and critique claims and explanations about natural and designed worlds. Arguments may also come from current scientific or historical episodes in science.

  - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

Connections to Nature of Science

 

Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena

Disciplinary Core Ideas

PS4.A: Wave Properties

PS4.B: Electromagnetic Radiation

Crosscutting Concepts

Systems and System Models

  • Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions—including energy, matter, and information flows—within and between systems at different scales.

Connections to other DCIs in this grade-band:

HS.PS3.D ; HS.ESS1.A ; HS.ESS2.D

Articulation of DCIs across grade-bands:

MS.PS4.B

Common Core State Standards Connections:

ELA/Literacy -
RST.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem. (HS-PS4-3)
RST.11-12.1Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-PS4-3)
RST.11-12.8Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. (HS-PS4-3)
Mathematics -
MP.2 Reason abstractly and quantitatively. (HS-PS4-3)
HSA-SSE.A.1 Interpret expressions that represent a quantity in terms of its context. (HS-PS4-3)
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-PS4-3)
HSA.CED.A.4Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. (HS-PS4-3)

HS-PS4-3   Waves and their Applications in Technologies for Information Transfer

Students who demonstrate understanding can:

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.]
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

Engaging in Argument from Evidence

Engaging in argument from evidence in 9–12 builds on K–8 experiences and progresses to using appropriate and sufficient evidence and scientific reasoning to defend and critique claims and explanations about natural and designed worlds. Arguments may also come from current scientific or historical episodes in science.

  - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

Connections to Nature of Science

 

Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena

Disciplinary Core Ideas

PS4.A: Wave Properties

PS4.B: Electromagnetic Radiation

Crosscutting Concepts

Systems and System Models

  • Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions—including energy, matter, and information flows—within and between systems at different scales.

Connections to other DCIs in this grade-band:

HS.PS3.D ; HS.ESS1.A ; HS.ESS2.D

Articulation of DCIs across grade-bands:

MS.PS4.B

Common Core State Standards Connections:

ELA/Literacy -
RST.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem. (HS-PS4-3)
RST.11-12.1Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-PS4-3)
RST.11-12.8Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. (HS-PS4-3)
Mathematics -
MP.2 Reason abstractly and quantitatively. (HS-PS4-3)
HSA-SSE.A.1 Interpret expressions that represent a quantity in terms of its context. (HS-PS4-3)
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-PS4-3)
HSA.CED.A.4Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. (HS-PS4-3)

* 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.

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Related Evidence Statements
HS-PS4-3-1 Evidence Statements
Related Quality Units
High School: OpenSciEd Unit P.5 Electromagnetic Radiation
Related Example Bundles
High School Conceptual Progression Model Course 1: Bundle 6
High School Domains Model Course 2: Physics: Bundle 4

How to Read the Standards

The standards integrate three dimensions within each standard and have intentional connections across standards. More...