Chapter 14: Vibrations and Waves

Vibrations and Waves

The unit introduces the concept of periodic motion and the nature and characteristics of mechanical waves. Several types of wave behavior - reflection, refraction, and interference - are discussed.

Power Standards:

Students will be able to read and solve physics problems by writing down what is given in the problem, choosing the correct equation, and calculating the correct answer with the appropriate unit.
Students will be able to read laboratory investigations, follow the directions, use laboratory equipment properly, follow safety instructions, and analyze the data to help apply physics concepts learned.
Students will be able to apply the concepts of waves in various mediums to identify illustrate, and interpret transverse and longitudinal waves and their individual parts.

Learning Targets:

Learning targets are what the students will be assessed on.

Physics Knowledge:

PK 14.1 - I can use periodic motion to describe motion of a pendulum and Hooke's law. Chapter 14, Lesson 1
PK 14.2 - I can classify and describe waves (longitudinal and transverse.) Chapter 14, Lesson 2
PK 14.3 - I understand the relationship between wave characteristics and phenomena such as frequency, period, amplitude, wavelength, and velocity. Chapter 14, Lesson 2
PK 14.4 - I can recognize interference and standing wave patterns and can explain nodes and antinodes. Chapter 14, Lesson 2
PK 14.5 - I can understand and connect the following terms to real life examples of wave motion: reflection, refraction, and diffraction, by drawing resulting waves when each of these three concepts occur. Chapter 14, Lesson 3

Math:

M 14.6 - I can use the five steps to calculate the unknown physics variable in this chapter. Chapter 14, Lesson 4
M 14.7 - I know the abbreviations/units for all the physics terms in this chapter. Chapter 14, Lesson 4

Standards Based Grading Scale:

All of the above learning targets will be assessed with the following scale:

4 - Advanced. The learner has demonstrated a high level of conceptual and procedural understanding of the specific knowledge and skills.

3 - Proficient. The learner has demonstrated understanding of the specific knowledge and skills.

2 - Beginning. The learner is emerging but does not yet demonstrate understanding of specific knowledge and skills.

1 - The learner has provided some evidence, but not enough to assess proficiency.

0 - The learner has provided no evidence of the skill.

Learning targets will be added to MiStar at the beginning of the chapter and grades (0-4) will be entered as the students meet with the teacher and demonstrate their understanding of the learning targets. Learning target grades may not be added at the same time. If there is a blank, then the student may not have had the opportunity to demonstrate thier knowledge yet. A grade entered as zero means that they had the opportunity to demonstrate their knowledge and they chose not to.

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