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Objectives:
BIG IDEA 3: The interactions of an object with other objects can be described by forces. BIG IDEA 5: Changes that occur as a result of interactions are constrained by conservation laws. BIG IDEA 6: Waves can transfer energy and momentum from one location to another without the permanent transfer of mass and serve as a mathematical model for the description of other phenomena. 3.B.3.1: The student is able to predict which properties determine the motion of a simple harmonic oscillator and what the dependence of the motion is on those properties. 3.B.3.2: The student is able to design a plan and collect data in order to ascertain the characteristics of the motion of a system undergoing oscillatory motion caused by a restoring force. 3.B.3.3: The student can analyze data to identify qualitative or quantitative relationships between given values and variables (i.e., force, displacement, acceleration, velocity, period of motion, frequency, spring constant, string length, mass) associated with objects in oscillatory motion to use that data to determine the value of an unknown. 3.B.3.4: The student is able to construct a qualitative and/or a quantitative explanation of oscillatory behavior given evidence of a restoring force. 5.B.2.1: The student is able to calculate the expected behavior of a system using the object model (i.e., by ignoring changes in internal structure) to analyze a situation. Then, when the model fails, the student can justify the use of conservation of energy principles to calculate the change in internal energy due to changes in internal structure because the object is actually a system. 5.B.3.1: The student is able to describe and make qualitative and/or quantitative predictions about everyday examples of systems with internal potential energy. 5.B.3.2: The student is able to make quantitative calculations of the internal potential energy of a system from a description or diagram of that system. 5.B.3.3: The student is able to apply mathematical reasoning to create a description of the internal potential energy of a system from a description or diagram of the objects and interactions in that system. 5.B.4.1: The student is able to describe and make predictions about the internal energy of systems. 5.B.4.2: The student is able to calculate changes in kinetic energy and potential energy of a system, using information from representations of that system. 6.A.1.1: The student is able to use a visual representation to construct an explanation of the distinction between transverse and longitudinal waves by focusing on the vibration that generates the wave. 6.A.1.2: The student is able to describe representations of transverse and longitudinal waves. 6.A.2.1: The student is able to describe sound in terms of transfer of energy and momentum in a medium and relate the concepts to everyday examples. 6.A.3.1: The student is able to use graphical representation of a periodic mechanical wave to determine the amplitude of the wave. 6.A.4.1: The student is able to explain and/or predict qualitatively how the energy carried by a sound wave relates to the amplitude of the wave, and/or apply this concept to a real-world example. 6.B.1.1: The student is able to use a graphical representation of a periodic mechanical wave (position versus time) to determine the period and frequency of the wave and describe how a change in the frequency would modify features of the representation. 6.B.2.1: The student is able to use a visual representation of a periodic mechanical wave to determine wavelength of the wave. 6.B.4.1: The student is able to design an experiment to determine the relationship between periodic wave speed, wavelength, and frequency and relate these concepts to everyday examples. 6.B.5.1: The student is able to create or use a wave front diagram to demonstrate or interpret qualitatively the observed frequency of a wave, dependent upon relative motions of source and observer. 6.D.1.1: The student is able to use representations of individual pulses and construct representations to model the interaction of two wave pulses to analyze the superposition of two pulses. 6.D.1.2: The student is able to design a suitable experiment and analyze data illustrating the superposition of mechanical waves (only for wave pulses or standing waves). 6.D.1.3: The student is able to design a plan for collecting data to quantify the amplitude variations when two or more traveling waves or wave pulses interact in a given medium. 6.D.2.1: The student is able to analyze data or observations or evaluate evidence of the interaction of two or more traveling waves in one or two dimensions (i.e., circular wave fronts) to evaluate the variations in resultant amplitudes. 6.D.3.1: The student is able to refine a scientific question related to standing waves and design a detailed plan for the experiment that can be conducted to examine the phenomenon qualitatively or quantitatively.6.D.3.2: The student is able to predict properties of standing waves that result from the addition of incident and reflected waves that are confined to a region and have nodes and antinodes. 6.D.3.3: The student is able to plan data collection strategies, predict the outcome based on the relationship under test, perform data analysis, evaluate evidence compared to the prediction, explain any discrepancy and, if necessary, revise the relationship among variables responsible for establishing standing waves on a string or in a column of air. 6.D.3.4: The student is able to describe representations and models of situations in which standing waves result from the addition of incident and reflected waves confined to a region.6.D.4.1: The student is able to challenge with evidence the claim that the wavelengths of standing waves are determined by the frequency of the source regardless of the size of the region. 6.D.4.2: The student is able to calculate wavelengths and frequencies (if given wave speed) of standing waves based on boundary conditions and length of region within which the wave is confined, and calculate numerical values of wavelengths and frequencies. Examples should include musical instruments.6.D.5.1: The student is able to use a visual representation to explain how waves of slightly different frequency give rise to the phenomenon of beats.
Interactive Video Lessons:
Interference & Diffraction (skip diffraction)
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