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

### Using Mathematics and Computational Thinking

Mathematical and computational thinking at the 6–8 level builds on K–5 and progresses to identifying patterns in large data sets and using mathematical concepts to support explanations and arguments.

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

### Scientific Knowledge is Based on Empirical Evidence

• Science knowledge is based upon logical and conceptual connections between evidence and explanations.

## Crosscutting Concepts

### Patterns

• Graphs and charts can be used to identify patterns in data.

Connections to other DCIs in this grade-band: N/A

Common Core State Standards Connections:

SL.8.5 ELA/Literacy - Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (MS-PS4-1) Mathematics - Reason abstractly and quantitatively. (MS-PS4-1) Model with mathematics. (MS-PS4-1) Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. (MS-PS4-1) Use ratio and rate reasoning to solve real-world and mathematical problems. (MS-PS4-1) Recognize and represent proportional relationships between quantities. (MS-PS4-1) Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. (MS-PS4-1)

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

### Using Mathematics and Computational Thinking

Mathematical and computational thinking at the 6–8 level builds on K–5 and progresses to identifying patterns in large data sets and using mathematical concepts to support explanations and arguments.

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

### Scientific Knowledge is Based on Empirical Evidence

• Science knowledge is based upon logical and conceptual connections between evidence and explanations.

## Crosscutting Concepts

### Patterns

• Graphs and charts can be used to identify patterns in data.

Connections to other DCIs in this grade-band: N/A

Common Core State Standards Connections:

SL.8.5 ELA/Literacy - Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (MS-PS4-1) Mathematics - Reason abstractly and quantitatively. (MS-PS4-1) Model with mathematics. (MS-PS4-1) Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. (MS-PS4-1) Use ratio and rate reasoning to solve real-world and mathematical problems. (MS-PS4-1) Recognize and represent proportional relationships between quantities. (MS-PS4-1) Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. (MS-PS4-1)

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

### Using Mathematics and Computational Thinking

Mathematical and computational thinking at the 6–8 level builds on K–5 and progresses to identifying patterns in large data sets and using mathematical concepts to support explanations and arguments.

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

### Scientific Knowledge is Based on Empirical Evidence

• Science knowledge is based upon logical and conceptual connections between evidence and explanations.

## Crosscutting Concepts

### Patterns

• Graphs and charts can be used to identify patterns in data.

Connections to other DCIs in this grade-band: N/A

Common Core State Standards Connections:

SL.8.5 ELA/Literacy - Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (MS-PS4-1) Mathematics - Reason abstractly and quantitatively. (MS-PS4-1) Model with mathematics. (MS-PS4-1) Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. (MS-PS4-1) Use ratio and rate reasoning to solve real-world and mathematical problems. (MS-PS4-1) Recognize and represent proportional relationships between quantities. (MS-PS4-1) Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. (MS-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.

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## How to Read the Standards

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