Jefferson County Science Scope and Sequence
Courses: Physical Science
Course Codes: 200330
Quarter: 2B ~ 3 weeks
Topic(s) of Study: Waves and Optics
Bodies of Knowledge: Nature of Science; Physical Science
Standards(s): 1: The Practice of Science, 3: The Role of Theories, Laws, Hypotheses, and Models, 4:
Science and Society, 10: Energy, 12: Motion
Essential Questions: Why do the unique characteristics of the electromagnetic field produce distinct
phenomenon? How do scientists design an investigation to answer a scientific question and
communicate their findings?
NGSSS
SC.912.P.10.18 Explore the
theory of electromagnetism by
comparing and contrasting the
different parts of the
electromagnetic spectrum in
terms of wavelength, frequency,
and energy, and relate them to
phenomena and applications.
Cognitive Complexity: High
SC.912.P.10.21 Qualitatively
describe the shift in frequency in
sound or electromagnetic waves
due to the relative motion of a
source or a receiver. Cognitive
Complexity: Moderate
OUTLINE OF
(CONTENT /CONCEPT)
I. Electromagnetic Waves (EM)
(including light waves)
a.The EM spectrum is a
continuous range of waves
extending from radio waves
(low frequency/high
wavelength) to gamma rays
(high frequency/low
wavelength).
b. All EM waves move with
the same speed, c= 3x108
m/s, through a vacuum.
c. The energy of each EM
wave is proportional to the
frequency and give by, E=hf
where h=Planck’s constant.
SC.912.P.12.7 Recognize that
II. Waves - Overview
nothing travels faster than the
a.A wave is a motion of
speed of light in vacuum which is
energy, NOT matter.
the same for all observers no
b. In a transverse wave the
matter how they or the light
vibration of the medium is
source are moving. Cognitive
perpendicular to the motion
Complexity: Low
of the energy and in a
longitudinal wave the
SC.912.N.1.1 Define a problem
vibration of the medium is
based on a specific body of
parallel to the motion of the
knowledge, for example: biology,
energy.
chemistry, physics, and
c. Light moves as a transverse
earth/space science, and do the
wave and sound moves as a
OBJECTIVES
 Identify and calculate wavelength,
frequency, period, and amplitude of
a transverse wave using a sinusoidal
wave diagram (I)
 Solve problems using the equation
v= f and E=hf (I,II)
 Demonstrate constructive and
destructive interference of
transverse waves by drawing the
result of two interfering waves using
superposition (II)
 Explain refraction by examining the
behavior of waves as they travel
between media (II)
 Explain reflection, diffraction and
interference by examining the
behavior of waves as they meet a
boundary (II, III)
 Construct the electromagnetic
spectrum with the relationships of
frequency and wavelength
illustrated (I, II)
 Validate the relationship between
wavelength, frequency, and energy
of different waves in the
electromagnetic spectrum (I, II)
 Discuss the relationships among
electromagnetic quantities and
technological practical applications
involving them (I)
Jefferson County Science Scope and Sequence
following(Cognitive Complexity:
High):
longitudinal Water waves
are more complicated, but
with small amplitudes they
can be modeled as
transverse waves.
d. Wave quantities of
speed, wavelength,
frequency, and amplitude
can be defined by
examining wave diagrams.
The speed, wavelength and
frequency are related by
the equation, v=f.
e.Frequency can be observed
as the pitch of a sound
wave or the color of a light
wave.
f. Amplitude can be observed
by the loudness of a sound
wave or the intensity of a
light wave.
1. pose questions about the
natural world,
2. conduct systematic
observations,
3. examine books and other
sources of information to
see what is already
known,
4. review what is known in
light of empirical
evidence,
5. plan investigations,
6. use tools to gather,
analyze, and interpret
data (this includes the
use of measurement in
metric and other
systems, and also the
generation and
interpretation of
III. Waves – Properties and
graphical representations
Phenomena
of data, including data
a.Reflection – The bouncing
tables and graphs),
back of a wave that strikes a
7. pose answers,
boundary between two
explanations, or
media.
descriptions of events,
b. Refraction – When a
8. generate explanations
wave crosses from one
that explicate or describe
medium into another AND
natural phenomena
its speed changes, the
(inferences),
wavelength MUST change
9. use appropriate evidence
and the wave MAY change
and reasoning to justify
direction.
these explanations to
c. Diffraction – The bending of
others,
a wave around a barrier
10. communicate results of
such as an obstacle or the
scientific investigations,
edges of an opening.
and
d. Interference – When
11. evaluate the merits of the
two waves occupy the same
explanations produced by
place at the same time the
others.
principle of superposition
states that the resulting
wave’s amplitude will be
SC.912.N.3.1 Explain that a
the sum of the two
 Describe how light travels and
explain why its speed is independent
of the source (II)
Objectives below are from Quarter
1A and should be embedded in this
topic of study.
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Define a scientific problem or
question based on the specific body
of knowledge correlated to the
Physical Science course
Use appropriate reference materials
to support scientific investigations of
various types, such as systematic
observation or experiments
Explain that science is based on
evidence based facts
Determine tools and methods that
should be used to collect valid data
Compare and contrast the terms that
describe examples of scientific
knowledge such as: theory, law,
hypothesis, and model
Distinguish science from other
activities involving thought (
Explain why models are used in
science to observe processes that
happen too slowly, too quickly, or
are too small or vast for direct
observation
Give examples of visual/physical,
mathematical, and conceptual
models as used in science
Jefferson County Science Scope and Sequence
scientific theory is the
culmination of many scientific
investigations drawing together
all the current evidence
concerning a substantial range of
phenomena; thus, a scientific
theory represents the most
powerful explanation scientists
have to offer.
Cognitive Complexity: High
SC.912.N.3.5 Describe the
function of models in science,
and identify the wide range of
models used in science.
Cognitive Complexity: Moderate
MA.912.S.1.2 Determine
appropriate and consistent
standards of measurement for
data to be collected in a survey
or instrument.
interfering waves’
amplitudes. This can lead
to constructive interference
(two crests make a larger
crest or two troughs make a
larger trough) or destructive
interference (a crest and a
trough partially or fully
cancel each other).
e.Doppler Effect – The
APPARENT change in the
frequency of a wave due to
motion of the source and/or
observer. Examples include
the change in pitch of a race
car engine as it
approaches/recedes from a
microphone and the red
shift/blue shift of stars and
distant galaxies as they
move relative to us.
f. The red shift of every
distant galaxy was part of
the evidence used to
theorize that the universe is
constantly expanding and
thus must have originated
as a singularity that
exploded in a big bang.
g.Advances in astrophysics
have been made by the use
of electromagnetic
observations throughout
the spectrum including the
observation of the
microwave background
radiation from the original
big bang.