Comprehensive Study Guide for Wave Properties and Light and Sound and Light Properties

Class Rosters and Attendance Tracking

• Block C Student List:

  • Juan Mi
  • Fabia
  • Mikela
  • Mila (Seat 1)
  • Thiago (Seat 2)
  • Leon
  • Almudena
  • Lorenzo DE OSMA (Seat 3)
  • Jaime (Seat 4)
  • Adriano
  • Sam
  • Ma… CORROCHANO (Seat 5)
  • Cristobal (Seat 6)
  • Aitana GARCIA
  • Mariano
  • Arianna BONFIL (Seat 7)
  • Sarah HERRERA (Seat 8)
  • Davi

• Block E Student List:

  • Emilia (Seat 1)
  • Manuel (Seat 2)
  • Roberto (Seat 3)
  • Gabriela
  • Raul
  • Cristina
  • Elias
  • Carrie-Ann
  • Zaira
  • Alec
  • Arantza (Seat 4)
  • Shada (Seat 5)
  • Vania (Seat 6)
  • Arianna
  • Maia
  • Gian Luca
  • Sofia
  • Irene
  • Giulia
  • Joaquin (Seat 7)
  • Yanay (Seat 8)
  • Emma
  • Alfredo
  • Mariano

• Block G Student List:

  • Julieta (Seat 1)
  • Felix (Seat 2)
  • Evelyn (Seat 3)
  • Ariana
  • Emanuel
  • Emilia
  • Isabella
  • Rafaela (Seat 4)
  • Kaito (Seat 5)
  • Min Gook (Seat 6)
  • Camila
  • Riley
  • Diana
  • Roberto (Seat 7)
  • Almudena (Seat 8)
  • Tomás

Course Standards and Learning Objectives

• Course Code and Date: SCI8 S2W14; May 18/19 (Monday/Tuesday).
• MS-PS4-1: Wave Properties: Focuses on using mathematical representations to describe a simple model for waves. This includes a specific emphasis on how the amplitude ($A$) of a wave is related to the energy ($E$) contained within that wave.
• MS-PS4-2: Wave Interactions: Development and use of models to describe how waves are reflected, absorbed, or transmitted through various materials.

Agenda and Formative/Summative Assessment Schedule

• Class Agenda for May 18/19:

  1. Questions and Review: Focused on formative review and vocabulary.
  2. Starter Activity: Identification of wave parts.
  3. Core Standards Discussion: Waves and Wave Technology (MS-PS4-1 and MS-PS4-2).
  4. Class Assignments:
  • Finish the Light Lab.
  • Check Wave Equations.
  • Generate a Light Mind Map.
  • Update the Waves Digital Portfolio.

• Key Assessment Dates:

  • Waves Digital Portfolio (FORMATIVE): Due May 25/26 (Monday/Tuesday).
  • Waves SUMMATIVE Assessment: Scheduled for June 4/5 (Thursday/Friday).

Oscilloscope Lab: Qualitative and Quantitative Relationships

• Pitch and Wavelength Relationship: Pitch is inversely proportional to wavelength. As the pitch increases, the wavelength ($\lambda$) will decrease.

• Pitch and Frequency Relationship: Pitch is directly proportional to frequency ($f$). As the pitch increases, the frequency ($f$) also increases.

• Volume and Amplitude Relationship: Volume is directly proportional to amplitude ($A$). As the volume increases, the amplitude ($A$) will increase.

• Lab Observations:

  1. Amplitude Analysis: Increasing the loudness of a sound resulted in a greater wave height (measured from the crest to the resting position or the trough to the resting position). This height is defined as the amplitude.
  2. Frequency Analysis: Increasing the pitch resulted in a higher number of waves visible on the oscilloscope screen. Frequency is explicitly defined as the number of cycles per second.
  3. Synthesis Example: A wave representing a sound that is both high-pitched and quiet would be drawn with many cycles per second (high frequency) but with a very low height (low amplitude).

Core Vocabulary for Wave Behavior

• 1. Absorption: Occurs when a wave hits an object and is "soaked up" instead of passing through or bouncing back.
• 2. Reflection: Occurs when a wave hits a surface and bounces off in a new, different direction.
• 3. Resonance: Occurs when the vibration of one object causes another object to begin vibrating at the same speed/natural frequency.
• 4. Refraction: The bending of a wave as it moves from one medium (e.g., air) into another medium (e.g., water) due to a change in speed.
• 5. Diffraction: The process of a wave squeezing through a gap or moving around a corner and spreading out.
• 6. Interference (Constructive/Destructive): Occurs when two waves meet and either combine to grow larger (constructive) or cancel each other out (destructive).

Science Digital Portfolio Requirements

• Due Date: May 25/26.
• Mandatory Contents:
  • Title Page (including the student's name).
  • Video Notes: "What is Matter? What is Energy?" (April 9/10).
  • Wave Stations Lab: Documentation of 5 videos, matter/energy connections, and lab rotation reflection questions (April 13/14, 20/21).
  • CER (Claim, Evidence, Reasoning) Matter and Energy Practice Warm-up (April 20/21).
  • Waves Properties Padlet Exploration (April 23/24).
  • Classifying Waves: Notes on Transverse, Longitudinal, and additional wave types (May 4/5).
  • Drawing and Labeling Waves Notes (May 7/8).
  • Drawing and Labeling Wave Practice (May 11/12).
  • Oscilloscope Investigation: Findings on the effects on Amplitude, Wavelength, and Frequency (May 11/12).
  • Light Lab: 6 stations including notebook work, photos, videos, and diagrams (May 14/15).
  • Light Lab Vocabulary Warm-up (May 14/15).
  • Wave Equations: Documentation of the Triangle Formula, units, and the problem handout (May 18/19).
  • Light Mind Map (May 18/19).
  • PhET Light and Color Lab (May 21/22).
  • All about the Eye documentation (May 25/26).

Advanced Wave Definitions and Behaviors

• Reflection: The bouncing back of a ray of light, sound, or heat when the ray hits a surface that it does not go through.
• Diffraction: The bending of a wave as it moves around an obstacle or passes through a narrow opening.
• Refraction: The bending of a wave as it passes at an angle from one medium to another.
• Absorption: To take in light; the opposite of reflection.
• Resonance: One object vibrating or oscillating at the natural frequency of another object forces the other object to vibrate at a higher amplitude. In specific contexts, it forces the second object to vibrate at a frequency higher than its natural frequency.
• Constructive Interference: Interference occurring when waves combine to produce a wave with a larger amplitude.
• Destructive Interference: Interference occurring when two waves combine to produce a wave with a smaller amplitude (potentially canceling out).

Wave Equations and Mathematical Practice

• The Fundamental Wave Equation:

  • $v = f \times \lambda$
  • Where $v$ is wave speed ($m/sec$), $f$ is frequency ($Hz$), and $\lambda$ is wavelength ($m$).

• Algebraic Rearrangements:

  • $f = \frac{v}{\lambda}$
  • $\lambda = \frac{v}{f}$

• Calculation Practice Problems:

  1. Given: $f = 10\,Hz$ and $v = 100\,m/sec$. Solution: $\lambda = \frac{100}{10} = 10\,m$.
  2. Given: $f = 70\,Hz$ and $\lambda = 40\,m$. Solution: $v = 70 \times 40 = 2800\,m/sec$.
  3. Given: $v = 24\,m/sec$ and $\lambda = 6\,m$. Solution: $f = \frac{24}{6} = 4\,Hz$.
  4. Given: $f = 9\,Hz$ and $v = 3.6\,m/sec$. Solution: $\lambda = \frac{3.6}{9} = 0.4\,m$.
  5. Given: $f = 10\,Hz$ and $\lambda = 80\,m$. Solution: $v = 10 \times 80 = 800\,m/sec$.
  6. A sound wave with $f = 110\,Hz$ and $\lambda = 3\,m$. Find speed. Answer: $v = 110 \times 3 = 330\,m/sec$.
  7. A tidal wave with $v = 30\,m/sec$ and $\lambda = 60\,m$. Find frequency. Answer: $f = \frac{30}{60} = 0.5\,Hz$.
  8. A wave with $f = 20\,Hz$ and $\lambda = 20\,m$. Find speed. Answer: $v = 20 \times 20 = 400\,m/sec$.
  9. Longitudinal waves with $v = 84\,m/sec$ and $f = 4\,Hz$. Find wavelength ($\lambda$). Answer: $\lambda = \frac{84}{4} = 21\,m$.

Light Mind Map and Vocabulary Categorization

• Resources for Mind Map:

  • Ducksters Physics for Kids: Wave Physics Glossary.
  • Quizlet Flashcards: "Waves Waves Waves Waves".

• Category 1: Electromagnetic (EM) Spectrum:

  • 1. Radio waves
  • 2. Microwaves
  • 3. Infrared
  • 4. Visible Spectrum
  • 5. Ultraviolet
  • 6. X-Rays
  • 7. Gamma Rays

• Category 2: Optical Properties and Anatomy:

  • 1. Opaque
  • 2. Absorption
  • 3. Transparent
  • 4. Transmit (transmission)
  • 5. Translucent
  • 6. Lens
  • 7. Pupil/Iris
  • 8. Retina
  • 9. Cornea
  • 10. Optic Nerve

• Category 3: Wave Phenomena:

  • 1. Refraction
  • 2. Diffraction
  • 3. Reflection
  • 4. Dispersion
  • 5. Resonance
  • 6. Interference (Constructive or Destructive)

Light Rotation Stations Lab Procedure

• Rotation Mechanics: Groups of students cycle through stations 1-6 in order (1 to 2, 6 to 1).

• Duration: 6 minutes per station.

• Documentation Requirements: For each station, students must create a slide in their Digital Portfolio with:

  • Station Number and a brief description.
  • A photo, video, or written explanation of the activity.
  • A reflection explanation of the experience.
  • A connection between the experience and the vocabulary words on the board.

• Station-Specific Focus:

  • Station 1 (Reflection): Bouncing light rays off a surface.
  • Station 2 (Refraction): Measuring light bending through different media.
  • Station 3 (Absorption): Using a cell phone flashlight to observe how materials take in light.
  • Station 4 (Diffraction): Observing light bending around obstacles or through narrow slits.
  • Station 5 (Interference): Observing constructive and destructive wave patterns.
  • Station 6 (Resonance): Utilizing a tuning fork to determine if it can force vibration in another object at the same frequency.