8th

Grade Science

Waves Unit Information

Milestones DomainWeight 40 Energy and Its Transformation

Content Map Waves Content Map

Content from Frameworks Waves Content Framework

Prerequisites Elementary Standards for Waves

Milestones StudyResource Guide for Waves

Unit Length Approximately 22 days

Waves Review Items

Waves Unit Test 1 Study Guide | Waves Unit Test 1 Study Guide KEY

Click on the links below for resources by Essential Question

EQ 1 What are the characteristics of mechanical and electromagnetic waves

EQ 2 How do changes in one part of a wave affect other parts of a wave

EQ 3 How are sound waves affected by changes in amplitude and pitch

EQ 4 How are sound waves affected by medium

EQ 5 How are characteristics of electromagnetic waves affected by medium

EQ 6 How are wavelengths detected by the human eye

Culminating Tasks for Unit Concert proposal (Can be enrichment activity or differentiated)

TCSS 8th

Waves Unit

TCSS 2282016 2

Essential Question and Standard(s)

Vocabulary Resources [Back to Top] Assessment

Standard

S8P4a Identify the characteristics of electromagnetic and mechanical waves

S8P4d Describe how the behavior of waves is affected by medium (such as air water solids)

S8P4f Diagram the parts of the wave and explain how the parts are affected by changes in amplitude and pitch

1 What are the characteristics of mechanical and electromagnetic waves

TEXTBOOK PAGES 462-468

Essential Vocabulary listed in the Standards Supplemental Vocabulary listed in the state frameworks andor other state document

Essential Wave Medium Amplitude Wavelength Mechanical Wave Supplemental Matter Energy Crest Trough Transverse Rarefaction Compression Compressional Wave

The resources below are set up in a model lesson format The ppt provides guidance for the entire lesson including activating teaching and summarizing strategies The activities listed below the ppt are used during the lesson and are identified in the ppt for use where they are most likely appropriate The resources can be used as an entire lesson or pulled out for use separately

Waves Activating Strategy Introduction to Waves PowerPoint Introduction to Waves Graphic Organizer | KEY Wave Diagram sheet Types of Waves Quad Clusters Anatomy of a Wave worksheet | Anatomy of a Wave worksheet Key Create a Wave Grid Diagrams for Labeling Waves Waves Review Sheet from Glencoe Directed Reading for Content

Mastery Electromagnetic Spectrum Sheet (just introduction to spectrum) Electromagnetic Spectrum Summary Sheet from BBC

Video Clips on Waves (Note showing all video clips is not required nor should every video clip be shown consecutively Rather video clips should be used throughout the year to teach remediate andor accelerate the concepts)

Wave Characteristics - Animated slide show illustrating frequency amplitude and wavelength from St Marys Physics

General Properties of Waves from BBC GCSE Bitesize Introduction to Waves (348) BrainPop video on Waves

LabsDemonstrationsActivities to illustrate waves The Wave Exercise - The GeologySeismic Waves part of the activity

is beyond the standard but may be used for acceleration Use a slinky to illustrate transverse and compression waves - Use as

either teacher demonstration or put students in small groups to do the activity

SimulationsInteractive Resources PBS Learning Media What is a Wave Simple animations of a wave

and how the density of the medium affects the wave Note If you have not already created a free login you may be prompted to create a login

Tutorials

These assessment items below cover multiple EQs GOFAR P Waves

and S Waves GOFAR

Mechanical Wave

TCSS 8th

Waves Unit

TCSS 2282016 3

Essential Question and Standard(s)

Vocabulary Resources [Back to Top] Assessment

General Properties of Waves from BBC GCSE Bitesize - Reviews general concepts of waves and provides a short shelf-check quiz Note pages 1-3 are the most appropriate for this standard Pages 4-7 describe wave speed refraction reflection diffraction However the quiz at the end is very basic in these regards

The Physics Classroom What is a wave - This page can provide remediation or acceleration of concepts It is not intended to be a Tier 1 teaching strategy

The Physics Classroom The Anatomy of a Wave - This page can provide remediation or acceleration of concepts It is not intended to be a Tier 1 teaching strategy

The Physics Classroom Energy Transport and the Amplitude of a Wave - This page can provide remediation or acceleration of concepts It is not intended to be a Tier 1 teaching strategy

TCSS 8th

Waves Unit

TCSS 2282016 4

Essential Question and Standard(s)

Vocabulary Resources [Back to Top] Assessment

Standard

S8P4a Identify the characteristics of electromagnetic and mechanical waves

S8P4f Diagram the parts of the wave and explain how the parts are affected by changes in amplitude and pitch

2 How do changes in one part of a wave affect other parts of a wave

TEXTBOOK PAGES 466-470

Essential Vocabulary listed in the Standards Supplemental Vocabulary listed in the state frameworks andor other state document

Essential Wave

Medium

Amplitude

Wavelength

Mechanical Wave

Supplemental Matter Energy Crest Trough Transverse

Rarefaction

Compression Compressional wave

Changes in the Properties of Waves PowerPoint Changes in the Properties of Waves Student Notes Changes in the Properties of Waves Sorting Activity Changes in Wave Properties Grid - Students make waves

on a grid with lowhigh amplitude and lowhigh frequency Waves Song Wave Properties Review from Glencoe Reinforcement LabsDemonstrationsActivities

The Relationship Between Wavelength and Frequency in the Electromagnetic Spectrum - This activity might be more suitable for accleration or a Sponge Activity for additional resources Creating the model might take longer time than needed when the concepts can easily be seen through interactives

Video Clips (Note showing all video clips is not required nor should every video clip be shown consecutively Rather video clips should be used throughout the year to teach remediate andor accelerate the concepts)

Animated Slideshow of the relationship between Speed Frequency and Wavelength Note Equation is not required for our standards

SimulationsInteractive Resources Classzone Frequency amp Amplitude Simulation - Adjust

the frequency and amplitude of a wave and watch the effects of the wave in a boat animation

Introduction to Waves interactive - Manipulate the size of the amplitude and the wavelength to visualize the effect on a wave

National Geographic Wave Simulator Waves on a String (phet) - Adjust various aspects of a

wave to see the effects The activity sheets below were developed by other teachers who have used the simulation in their classroom The simulation may be used for teacher demonstration andor student exploration

The Assessment Items below cover multiple EQs GOFAR Wavelength

Frequency and Speed GOFAR Timer in a Jar

TCSS 8th

Waves Unit

TCSS 2282016 5

Essential Question and Standard(s)

Vocabulary Resources [Back to Top] Assessment

Waves on a String PrePost Lab (credit Jackie Esler)

Waves on a String Student Guide (credit Jackie Esler)

Waves on a String Student Learning Guide (credit

Kathleen Miller)

Waves on a String Properties of Waves (credit Kristi

Goodwin)

Plunger Control by Glencoe (follow instructions on left side of the screen)

TCSS 8th

Waves Unit

TCSS 2282016 6

Essential Question and Standard(s)

Vocabulary Resources [Back to Top] Assessment

Standard(s)

S8P4a Identify the characteristics of electromagnetic and mechanical waves

S8P4d Describe how the behavior of waves is affected by medium (such as air water solids)

3 How are sound waves affected by changes in amplitude and pitch

TEXTBOOK PAGES 465-466 473-476 490-499

Essential Vocabulary listed in the Standards Supplemental Vocabulary listed in the state frameworks andor other state document

Essential Sound Medium Pitch Air Water Solid Amplitude Mechanical wave Supplemental Volume Matter Frequency Vibrations Conductor Compression Transmission

The resources below are set up in a model lesson format The first resource is a ppt which provides guidance for the entire lesson including activating teaching and summarizing strategies The activities listed below the ppt are used during the lesson and are identified in the ppt for use where they are most likely appropriate The resources can be used as an entire lesson or pulled out for use separately Sound Amplitude amp Pitch PowerPoint Sound Amplitude amp Pitch PowerPoint Notes Different Waves Sound worksheet Video Clips (Note showing all video clips is not required nor

should every video clip be shown consecutively Rather video clips should be used throughout the year to teach remediate andor accelerate the concepts) Sound Brain Pop (search for Sound Good Vibrations)

| Sound Student Worksheet | Sound KEY - this short video addresses the first essential question but also addresses the second essential question on sound

LabsDemonstrationsActivities Making Music Task from Sense the Wave Framework from

GaDOE Accelerate - Can you Hear This High frequency hearing

test SimulationsInteractive Resources

Engineering Interact Loudness of Sound module - This page can provide remediation or acceleration of concepts It is not intended to be a Tier 1 teaching strategy

Engineering Interact Pitch of Sound module - This page can provide remediation or acceleration of concepts It is not intended to be a Tier 1 teaching strategy

Changing Sounds from BBC Bitesize Sound Interactive from I Know That

Tutorials Sound and Light from BBC GCSE Bitesize - Page 1 of this

tutorial applies to this essential question

The Assessment Items below cover multiple EQs GOFAR Sound

Amplitude Pitch and Frequency

GOFAR Drums GOFAR Guitar

TCSS 8th

Waves Unit

TCSS 2282016 7

Essential Question and Standard(s)

Vocabulary Resources [Back to Top] Assessment

Standard(s)

S8P4e Relate the properties of sound to everyday experiences

S8P4d Describe how the behavior of waves is affected by medium (such as air water solids)

4 How are sound waves affected by medium

TEXTBOOK PAGES 465-466 473-476 490-499

Essential Vocabulary listed in the Standards Supplemental Vocabulary listed in the state frameworks andor other state document

Essential Sound Medium Pitch Air Water Reflection Amplitude Refraction Diffraction Absorption Mechanical wave Supplemental Convex Concave Transparent Electric field Visible light Magnetic field Electrogmagnetic wave

The resources below are set up in a model lesson format The first resource is a ppt which provides guidance for the entire lesson including activating teaching and summarizing strategies The activities listed below the ppt are used during the lesson and are identified in the ppt for use where they are most likely appropriate The resources can be used as an entire lesson or pulled out for use separately Sound Mediums PowerPoint (Note the PowerPoint and

notes are not intended to be shown over a long period of time Have students do activities throughout the slideshow using different mediums and activities demonstrating the reflection and diffraction of sound

Sound Mediums PowerPoint Notes Waves Whats Wrong with This Constructed Response LabsDemonstrationsActivities

Bouncing Sound - modified activity from GaDOE framework

Properties of Waves - modified activity from GaDOE framework

Sound Through Solids - modified activity from Ga DOE framework

Stereo Hanger Chicken Sounds from a Cup - Demonstration by

teacher to illustrate sound vibrations and a medium Video Clip (video states what is happening before you see the actual sound)

Video Clips on Sound (Note showing all video clips is not required nor should every video clip be shown consecutively Rather video clips should be used throughout the year to teach remediate andor accelerate the concepts)

Underwater Music Festival as an Activating Strategy

Study Jams video on Sound PBS Learning Media Video clip - simple illustration

of the ear and how our body hears sound Only the first minute and 15 seconds is appropriate for sound waves in our standards Note If you have

The Assessment Items below cover multiple EQs

GOFAR Sound and Light Waves

GOFAR Earthquake Waves

GOFAR Ocean Waves amp Light Waves

GOFAR Sound Waves GOFAR Monorail

TCSS 8th

Waves Unit

TCSS 2282016 8

Essential Question and Standard(s)

Vocabulary Resources [Back to Top] Assessment

not already created a free login you may be prompted to create a login

Effect of Sound Waves Animation by McGraw-Hill - animation of sound waves entering the ear and how different wavelengths are channeled Note The specific parts of the ear necessary for hearing sounds are not included in our standards

SimulationsInteractive Resources Engineering Interact Sources of Sound module -

This page can provide remediation or acceleration of concepts It is not intended to be a Tier 1 teaching strategy

Reflection of Sound from NDT Resource Center - Scroll down the page to see interactive using speakers and different surfaces

TCSS 8th

Waves Unit

TCSS 2282016 9

Essential Question and Standard(s)

Vocabulary Resources [Back to Top] Assessment

Standard(s)

S8P4b Describe how the behavior of light waves is manipulated causing reflection refraction diffraction and absorption

S8P4d Describe how the behavior of waves is affected by medium (such as air water solid)

5 How are the characteristics of electromagnetic waves affected by a medium

TEXTBOOK PAGES 520 550-556 562-563 Essential Vocabulary

listed in the Standards Supplemental Vocabulary listed in the state frameworks andor other state document

Essential Air Medium Solid Water Color Absorption Light wave Diffraction Reflection Refraction Electromagnetic wave Supplemental Convex Concave Transparent Electric field Visible light Magnetic field Electrogmagnetic wave

The resources below are set up in a model lesson format The first resource is a ppt which provides guidance for the entire lesson including activating teaching and summarizing strategies The activities listed below the ppt are used during the lesson and are identified in the ppt for use where they are most likely appropriate The resources can be used as an entire lesson or pulled out for use separately Electromagnetic Waves Medium PowerPoint Electromagnetic Waves Medium PowerPoint Graphic Organizer Electromagnetic Waves Medium Sorting Activity Light and Sound Wave Behaviors from Glencoe textbook resources -

Applies concepts for both light and sound Refraction Illustration Video Clips on Light (Note showing all video clips is not required nor should every video clip be shown consecutively Rather video clips should be used throughout the year to teach remediate andor accelerate the concepts)

Study Jams video on light Study Jams video on Light Absorption Reflection and

Refraction The Electromagnetic Spectrum from BBC GCSE Bitesize The Visible Spectrum (407) Refraction video (436)

LabsDemonstrationsActivities to illustrate Light Diffraction activity from Exploratorium Snacks Light Activities - Three activitiestasks suggested in the state

frameworks to illustrate the reflective properties of light SimulationsInteractive Resources

Glencoe Electromagnetic Spectrum Nova Self-Guided Tour of the Electromagntic Spectrum PBS Learning Media Frequency - Reviews the frequency of

waves and relates the frequency to the electromagnetic spectrum Note If you have not already created a free login you may be prompted to create a login

Basic Electromagnetic Wave Properties from Molecular Expressions - Interactive tutorial allows the frequency wavelength and amplitude of an electromagnetic wave to be manipulated to see the effects on the wave

Diffraction Interactive - Relates diffraction to both sound and

The Assessment Items below cover multiple EQs GOFAR Light

Waves GOFAR Laser

TCSS 8th

Waves Unit

TCSS 2282016 10

Essential Question and Standard(s)

Vocabulary Resources [Back to Top] Assessment

light wavelengths Diffraction Interactive with adjustable bars Engineering Interact module on Light Reflection Refraction Illustrations from St Maryrsquos Physics Microwaves simulation from PhET - Remediate concepts of

molecular movement and temperature while accelerating the concepts of electromagnetic waves by adjusting the frequency and ampltitude of microwaves

Radio Waves amp Electromagnetic Field simulation from PhET - Accelerate concepts by adjusting the frequency and amplitude of radio waves

Particle and Wave Refraction from Molecular Expressions AccelerateEnrich

Refraction and Reflection of Sound Waves from Glencoe textbook resources

Tutorials Sound and Light from BBC GCSE Bitesize - Pages 2-4 of this

tutorial applies to this essential question General Properties of Waves from BBC GCSE Bitesize -

Reviews general concepts of waves and provides a short shelf-check quiz Note pages 1-3 are the most appropriate for this standard Pages 4-7 describe wave speed refraction reflection diffraction However the quiz at the end is very basic in these regards

TCSS 8th

Waves Unit

TCSS 2282016 11

Essential Question and Standard(s)

Vocabulary Resources [Back to Top] Assessment

Standard

S8P4c Explain how the human eye sees objects and colors in terms of wavelengths

6 How are wavelengths detected by the human eye TEXTBOOK PAGES 525-531 552-554

Essential Vocabulary listed in the Standards Supplemental Vocabulary listed in the state frameworks andor other state document

Essential Air Medium Solid Water Color Absorption Light wave Diffraction Reflection Refraction Electromagnetic wave Supplemental

The resources below are set up in a model lesson format The first resource is a ppt which provides guidance for the entire lesson including activating teaching and summarizing strategies The activities listed below the ppt are used during the lesson and are identified in the ppt for use where they are most likely appropriate The resources can be used as an entire lesson or pulled out for use separately Electromagnetic Waves Seeing Objects and Color PowerPoint Electromagnetic Waves Seeing Objects and Color PowerPoint

Notes Video Clips (Note showing all video clips is not required nor should every video clip be shown consecutively Rather video clips should be used throughout the year to teach remediate andor accelerate the concepts)

Light and Color Bill Nye Video (check out from media center) | Light and Color Bill Nye Video Notes

Science of Light video clip which introduces light and previous theories on how we see objects (259)

Color BrainPop | Color BrainPop Activity Sheet | KEY GOFAR Sample Question A student describes his recent trip to

Africa and makes the following statement I traveled with a native hunting tribe for nearly a month They did not bring along any supplies because the hunters see the heat of the prey as infrared radiation So even in the dark there was always fresh meat Do you take his claim seriously Explain your answer Exemplar

These assessment items below cover multiple EQs GOFAR Characteristics of

White Light GOFAR White Light amp

Prisms GOFAR Behavior of Light

Waves GOFAR Behavior of Light

Waves 2 GOFAR Flashlight

TCSS 8th

Waves Unit

TCSS 2282016 12

Waves Unit Review Items

Light and Sound Waves Venn Diagram

TCSS 8th

Characteristics of Science

TCSS 2282016 13

S8CS1 Students will explore the importance of curiosity honesty openness and skepticism in science and will exhibit these traits in their own efforts to understand how the world works

a Understand the importance ofmdashand keepmdashhonest clear and accurate records in science b Understand that hypotheses can be valuable even if they turn out not to be completely accurate

S8CS2 Students will use standard safety practices for all classroom laboratory and field investigations

a Follow correct procedures for use of scientific apparatus b Demonstrate appropriate techniques in all laboratory situations c Follow correct protocol for identifying and reporting safety problems and violations

S8CS3 Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations

a Analyze scientific data by using interpreting and comparing numbers in several equivalent forms such as integers fractions decimals and percents b Find the mean median and mode and use them to analyze a set of scientific data c Apply the metric system to scientific investigations that include metric to metric conversions (ie centimeters to meters) d Decide what degree of precision is adequate and round off appropriately e Address the relationship between accuracy and precision f Use ratios and proportions including constant rates in appropriate problems

S8CS4 Students will use tools and instruments for observing measuring and manipulating equipment and materials in scientific activities utilizing safe laboratory procedures

a Use appropriate technology to store and retrieve scientific information in topical alphabetical numerical and keyword files and create simple files

b Use appropriate tools and units for measuring objects andor substances c Learn and use standard safety practices when conducting scientific investigations

S8CS5 Students will use the ideas of system model change and scale in exploring scientific and technological matters

a Observe and explain how parts can be related to other parts in a system such as the role of simple machines in complex machines

b Understand that different models (such as physical replicas pictures and analogies) can be used to represent the same thing S8CS6 Students will communicate scientific ideas and activities clearly

a Write clear step-by-step instructions for conducting scientific investigations operating a piece of equipment or following a procedure

b Write for scientific purposes incorporating information from a circle bar or line graph data tables diagrams and symbols c Organize scientific information in appropriate tables charts and graphs and identify relationships they reveal

TCSS 8th

Characteristics of Science

TCSS 2282016 14

S8CS7 Students will question scientific claims and arguments effectively

a Question claims based on vague attributions (such as ldquoLeading doctors sayrdquo) or on statements made by people outside the area of their particular expertise b Identify the flaws of reasoning in arguments that are based on poorly designed research (eg facts intermingled with opinion

conclusions based on insufficient evidence) c Question the value of arguments based on small samples of data biased samples or samples for which there was no control d Recognize that there may be more than one way to interpret a given set of findings

S8CS8 Students will be familiar with the characteristics of scientific knowledge and how it is achieved Students will apply the following to scientific concepts a When similar investigations give different results the scientific challenge is to judge whether the differences are trivial or significant which often requires further study Even with similar results scientists may wait until an investigation has been repeated many times before accepting the results as meaningful b When new experimental results are inconsistent with an existing well-established theory scientists may pursue further experimentation to determine whether the results are flawed or the theory requires modification c As prevailing theories are challenged by new information scientific knowledge may change

S8CS9 Students will understand the features of the process of scientific inquiry

Students will apply the following to inquiry learning practices a Investigations are conducted for different reasons which include exploring new phenomena confirming previous results testing how well a theory predicts and comparing different theories Scientific investigations usually involve collecting evidence reasoning devising hypotheses and formulating explanations to make sense of collected evidence b Scientific investigations usually involve collecting evidence reasoning devising hypotheses and formulating explanations to make sense of collected evidence c Scientific experiments investigate the effect of one variable on another All other variables are kept constant d Scientists often collaborate to design research To prevent this bias scientists conduct independent studies of the same questions

e Accurate record keeping data sharing and replication of results are essential for maintaining an investigatorrsquos credibility with other scientists and society f Scientists use technology and mathematics to enhance the process of scientific inquiry

g The ethics of science require that special care must be taken and used for human subjects and animals in scientific research Scientists must adhere to the appropriate rules and guidelines when conducting research

TCSS 8th

Characteristics of Science

TCSS 2282016 14

S8CS7 Students will question scientific claims and arguments effectively

a Question claims based on vague attributions (such as ldquoLeading doctors sayrdquo) or on statements made by people outside the area of their particular expertise b Identify the flaws of reasoning in arguments that are based on poorly designed research (eg facts intermingled with opinion

conclusions based on insufficient evidence) c Question the value of arguments based on small samples of data biased samples or samples for which there was no control d Recognize that there may be more than one way to interpret a given set of findings

S8CS8 Students will be familiar with the characteristics of scientific knowledge and how it is achieved Students will apply the following to scientific concepts a When similar investigations give different results the scientific challenge is to judge whether the differences are trivial or significant which often requires further study Even with similar results scientists may wait until an investigation has been repeated many times before accepting the results as meaningful b When new experimental results are inconsistent with an existing well-established theory scientists may pursue further experimentation to determine whether the results are flawed or the theory requires modification c As prevailing theories are challenged by new information scientific knowledge may change

S8CS9 Students will understand the features of the process of scientific inquiry

Students will apply the following to inquiry learning practices a Investigations are conducted for different reasons which include exploring new phenomena confirming previous results testing how well a theory predicts and comparing different theories Scientific investigations usually involve collecting evidence reasoning devising hypotheses and formulating explanations to make sense of collected evidence b Scientific investigations usually involve collecting evidence reasoning devising hypotheses and formulating explanations to make sense of collected evidence c Scientific experiments investigate the effect of one variable on another All other variables are kept constant d Scientists often collaborate to design research To prevent this bias scientists conduct independent studies of the same questions

e Accurate record keeping data sharing and replication of results are essential for maintaining an investigatorrsquos credibility with other scientists and society f Scientists use technology and mathematics to enhance the process of scientific inquiry

g The ethics of science require that special care must be taken and used for human subjects and animals in scientific research Scientists must adhere to the appropriate rules and guidelines when conducting research