What's in a Wave?


TEACHER TIPS & TOOLS
resources, lessons, and forms to support the implementation of the
research models
TARGETED LEARNING STYLES
Field Dependent Field Independent

Visual

Auditory

Kinesthetic

Tactile

Active

Reflective

Global Understanding

Analytical Understanding
TIME FRAME:


recommeded time frame for completion
2-3 Days

 Unit:

    Electromagnetic Spectrum

FOCUS:
Essential Question

   Compare and contrast the types of waves that compromise the electromagnetic spectrum.

MSDE Voluntary State Curriculum for Science:
BCPS Physics Curriculum Indicator:

   Indicator 1.7.1 The student will apply the skills, processes, and concepts of biology, chemistry, phisics, and science to societal issues.
Indicator 1.7.2 The student will identify and evaluate the impact of scientific ideas and/or advancements in technology on society.
Indicator 5.4 The student will explain and demonstrate how vibrations and waves provide a model for our understanding of various physical phenomena.

MD flagMSDE Library Media VSC

 

2A
1. Match resources to topic of interest or need.
3A
1. Students will use print resources efficiently and effectively.
3. Students will use computer/online/digital resources efficiently and effectively.
7. Use appropriate graphic organizers or note cards to record relevant information. 
8. Use own words to capture concepts and avoid plagiarism.
5A
2. Apply critical thinking and problem solving strategies.
6A
1. Make decisions to facilitate effective communication of ideas.

National Science Curriculum Standards

   The Physical Setting Content Standard F

Motion
Accelerating electric charges produce electromagnetic waves around them. A great variety of radiations are electromagnetic waves. These wavelengths vary from radio waves, the longest, to gamma rays, the shortest.

amflagAASLStandards for the 21st-Century Learner

 

Learners use skills, resources and tools to:

  • Inquire, think critically, and gain knowledge.
  • Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
  • Share knowledge and participate ethically and productively as members of our democratic society.
  • Pursue Personal and aesthetic growth.

ISTC NETS for Students

Performance Standards and Indicators:

 

Grades 9- 12
  • Use technology tools and resources for managing and communicating personal/professional information (e.g., finances, schedules, addresses, purchases, correspondence). (3, 4)
  • Routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications, and productivity. (4, 5, 6)
  • Select and apply technology tools for research, information analysis, problem-solving, and decision-making in content learning. (4, 5)
  • Collaborate with peers, experts, and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works. (4, 5, 6)

Last update: June, 2010
Created by
Elizabeth Shapiro, Library Media Specialist BCPS
William Dunkerton Jr., Physics Teacher BCPS

 

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