Difference between revisions of "MS-PS4-1"
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{{Navlinks|MS-PS3-6|MS-PS4-2|← MS-PS3-6|MS-PS4-2 →}}{{learningstandard | {{Navlinks|MS-PS3-6|MS-PS4-2|← MS-PS3-6|MS-PS4-2 →}}{{learningstandard | ||
| ls = Develop a model and use mathematical representations to describe waves that includes frequency, | | ls = Develop a model and use mathematical representations to describe waves that includes frequency, | ||
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| Level4 = Develop a model and use mathematical representations to describe waves that includes frequency, wavelength, and how the amplitude of a wave is related to the energy in a wave and predict what would happen if one of these variables was changed. | | Level4 = Develop a model and use mathematical representations to describe waves that includes frequency, wavelength, and how the amplitude of a wave is related to the energy in a wave and predict what would happen if one of these variables was changed. | ||
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| − | + | * [[Questions:Energy Transfer by Waves#q1|Energy Transfer by Waves Q1]] | |
| + | * [[Questions:Energy Transfer by Waves#q5|Energy Transfer by Waves Q5]] | ||
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* Graphs and charts can be used to identify patterns in data. | * Graphs and charts can be used to identify patterns in data. | ||
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| − | | SUBJECT = [[ | + | | SUBJECT = [[MS]] |
| TOPIC = MS. Waves and Electromagnetic Radiation | | TOPIC = MS. Waves and Electromagnetic Radiation | ||
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<metadesc>NYS Standard MS-PS4-1: Develop a model and use mathematical representations to describe waves that includes frequency, wavelength, and how the amplitude of a wave is related to the energy in a wave.</metadesc> | <metadesc>NYS Standard MS-PS4-1: Develop a model and use mathematical representations to describe waves that includes frequency, wavelength, and how the amplitude of a wave is related to the energy in a wave.</metadesc> | ||
Latest revision as of 20:41, 11 May 2025
Develop a model and use mathematical representations to describe waves that includes frequency, wavelength, and 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 is limited to comparing standard repeating waves of only one type (transverse or longitudinal).
Performance Level Descriptions
PLDs communicate the knowledge and skills expected of students to demonstrate proficiency in each Learning Standard. NYS assessments classify student performance into one of four levels.
Develop a model and use mathematical representations to describe waves that includes frequency, wavelength, and how the amplitude of a wave is related to the energy in a wave and predict what would happen if one of these variables was changed.
Develop a model and use mathematical representations to describe waves that includes frequency, wavelength, and how the amplitude of a wave is related to the energy in a wave.
Given a model, qualitatively identify the frequency, wavelength, or amplitude of a wave or explain the relationship between the amplitude and energy in a wave.
Given a model, identify the frequency, wavelength, or amplitude of a wave or identify a relationship between them.
Resources
Examples and discussion of resources for the learning, teaching, and assessment of MS-PS4-1.
This section could be expanded upon. You can help out by adding to this section.
Assessment
What assessment of MS-PS4-1 might look like on a NY state exam.
NGSS Dimensions
Performance expectation MS-PS4-1 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
- Use mathematical representations to describe and/or support scientific conclusions and design solutions.
Disciplinary Core Ideas
- PS4.A: Wave Properties
- A simple wave has a repeating pattern with a specific wavelength, frequency, and amplitude.
Crosscutting Concepts
- Patterns
- Graphs and charts can be used to identify patterns in data.