HS - PS4.A (B) - Digital Transmission and Storage - ASSIGNED (RC)

Module: Digital Transmission and Storage

DCI: PS4.A (B) Information can be digitized (e.g., a picture stored as the values of an array of pixels); in this form, it can be stored reliably in computer memory and sent over long distances as a series of wave pulses.

PE: HS-PS4-2 Evaluate questions about the advantages of using a digital transmission and storage of information.

PE: HS-PS4-5 Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.

[Clarification Statement: Examples could include solar cells capturing light and converting it to electricity; medical imaging; and communications technology.] [Assessment Boundary: Assessments are limited to qualitative information. Assessments do not include band theory.]

The ideas are: 

- information can be digitized

- in its digitized form, information can be stored reliably in computer memory

- digital information can also be sent over long distances as a series of wave pulses

We can ask students to explain why storing information digitally is advantageous to traditional means.

We can also capitalize on the idea that wave properties allow the use of digital transmission and storage. 

HS - PS4.C (1) and PS4.B (3) - Wave Interactions and Technology

Module: Wave Interactions and Technology

DCI: PS4.C (1) Multiple technologies based on the understanding of waves and their interactions with matter are part of everyday experiences in the modern world (e.g., medical imaging, communications, scanners) and in scientific research. They are essential tools for producing, transmitting, and capturing signals and for storing and interpreting the information contained in them.

DCI: PS4.B (3) Photoelectric materials emit electrons when they absorb light of a high-enough frequency.

 PE: HS-PS4-5 Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions to transmit and capture information and energy.

 [Clarification Statement: Examples could include solar cells capturing light and converting it to electricity; medical imaging; and communications technology.] [Assessment Boundary: Assessments are limited to qualitative information. Assessments do not include band theory.]

The ideas are 

- the understanding of waves and their interactions with matter is part of everyday experiences in the modern world

- this is essential for producing, transmitting, and capturing signals and for storing and interpreting the information contained in them

- photoelectric materials emit electrons when they absorb light of a high-enough frequency 

So, students really are supposed to be able to convey some amount of information about how wave behavior has lead to the ability to transmit and capture information in the form of energy. This is all qualitative... 

HS - PS4.B (A) - Wave Model Vs. Particle Model - ASSIGNED (WND 5/27/2014)

Module: Wave Model vs. Particle Model

DCI: PS4.B (A) Electromagnetic radiation (e.g., radio, microwaves, light) can be modeled as a wave of changing electric and magnetic fields or as particles called photons. The wave model is useful for explaining many features of electromagnetic radiation, and the particle model explains other features.

PE: HS-PS4-3 Evaluate the claims, evidence, and reasoning behind the data that electromagnetic radiation can be described either by a wave model or a particle model and that for some situations one model is more useful than the other.

[Clarification Statement: Emphasis is on how the experimental evidence supports the claim and how a theory is generally modified in light of new evidence. Examples of a phenomenon could include resonance, interference, diffraction, and photoelectric effect.] [Assessment Boundary: Assessment does not include using quantum theory.]

The ideas are: 

- EM radiation can be modeled as a wave of changing electric and magnetic fields

- EM radiation can be modeled as particles called photons

- The wave model is useful for explaining many features of EM radiation

- The particle model explains other features

HS - PS2 - Influences of molecular structure

Module: Influences of Molecular Structure

DCI: PS2.B (C) Attraction and repulsion between electric charges at the atomic scale explain the structure, properties, and transformations of matter, as well as the contact forces between material objects.

PE: HS-PS2-6 Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.

[Clarification Statement: Emphasis is on the attractive and repulsive forces that determine the functioning of the material. Examples could include why electrically conductive materials are often made of metal, flexible but durable materials are made up of long chained molecules, and pharmaceuticals are designed to interact with specific receptors.] [Assessment Boundary: Assessment is limited to provided molecular structures of specific designed materials.]

The basic content of the standard is as follows.

- The properties of matter can often be explained by the attractive and repulsive forces of electrical charges.

HS - PS4.B (B) - Wave Interactions In Matter - ASSIGNED (WND)

Module: Wave Interactions in Matter

DCI: PS4.B (B) When light or longer wavelength electromagnetic radiation is absorbed in matter, it is generally converted into thermal energy (heat). Shorter wavelength electromagnetic radiation (ultraviolet, X-rays, gamma rays) can ionize atoms and cause damage to living cells.

PE: HS-PS4-4 Evaluate the validity and reliability of claims in publishing materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.

[Clarification Statement: Emphasis is on the idea that photons associated with different frequencies of light have different energies, and the damage to living tissue from electromagnetic radiation depends on the energy of the radiation. Examples of published materials could include trade books, magazines, web resources, videos, and other passages that may reflect bias.] [Assessment Boundary: Assessment is limited to qualitative descriptions.]

The ideas here are: 

- longer wavelengths of light is converted into heat energy when it is absorbed by matter. 

- shorter wavelengths can ionize atoms and cause damage to living cells

So, basically, students have to know that only the types of EM radiation on the shorter end of the spectrum (UV, Xrays, Gamma rays) can cause damage to living cells.  The longer types of EM radiation are not dangerous. 

Students should know that the difference in these types of EM radiation has to do with their different frequencies, and thus the activities of the photons of light.  (Those with shorter wavelengths, have a higher frequency and thus a higher energy to damage cells). 

Possible Questions;
"In order to determine whether a particular type of electromagnetic radiation can cause damage to living cells, which of the following pieces of information must be known?"

"Provide an EM spectrum... which of the following types of waves would be carrying photons with the highest energies?"

HS - PS4.A (C) - Electromagnetic Waves - ASSIGNED (AM 5/10/2014)

Module: Electromagnetic Waves

DCI: PS4.A (C) Waves can add or cancel one another as they cross, depending on their relative phases (i.e., relative position of peaks and troughs of the waves), but they emerge unaffected by each other. (Boundary: The discussion at this grade level is qualitative only; it can be based on the fact that two different sounds can pass a location in different directions without getting mixed up.)

PE: HS-PS4-3 Evaluate the claims, evidence, and reasoning behind the data that electromagnetic radiation can be described either by a wave model or a particle model and that for some situations one model is more useful than the other.

[Clarification Statement: Emphasis is on how the experimental evidence supports the claim and how a theory is generally modified in light of new evidence. Examples of a phenomenon could include resonance, interference, diffraction, and photoelectric effect.] [Assessment Boundary: Assessment does not include using quantum theory.]

The ideas here are: 

- waves can add to each other as they cross

- waves can cancel each other as they cross

- the phase of each wave will determine whether they add or cancel

- after two waves cross each other, they come out unaffected

This PE will be tricky to write for, because this particular PE applies to another standard, which explicitly states that Electromagnetic waves can be explained with both a wave model and a particle model.  For this standard, the wave model is a better fit because no matter can occupy the same space at the same time.  So, the particle model of a wave is not useful when talking about constructive or destructive interference. 

Possible Questions: 

"The use of the wave model of Electromagnetic Radiation is more suitable to a discussion of how waves can cross each other without being affected because - "

We can use this image... from STEMscopes, to write a question.... 

HS - ESS3 - Natural hazards (FINAL CJT) 5-8-14

Module: Natural Hazards

DCI: ESS3.B Natural hazards and other geologic events have shaped the course of human history. They have significantly altered the sizes of human populations and have driven human migrations.

PE: HS-ESS3-1 Construct on explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.

[Clarification Statement: Examples of key natural resources include access to fresh water (such as rivers, lakes, and groundwater), regions of fertile soils such as river deltas, and high concentrations of minerals and fossil fuels. Examples of natural hazards can be from interior processes (such as volcanic eruptions and earthquakes), surface processes (such as tsunamis, mass wasting and soil erosion), and severe weather (such as hurricanes, floods, and droughts). Examples of the results of changes in climate that can affect populations or drive mass migrations include changes to sea level, regional patterns of temperature and precipitation, and the types of crops and livestock that can be raised.]

The basic content of the standard is as follows.

- Human history has been affected by hazards and other geologic events.

- The effects of hazards and geologic events on humans include changes to population size and migrations.

HS - ESS3 - Human activities and natural systems - (FINAL CJT) 5-9-14

Module: Human Activities and Natural Systems

DCI: ESS3.C (B) Scientists and engineers can make major contributions by developing technologies that produce less pollution and waste and that preclude ecosystem degradation.

PE: HS-ESS3-4 Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.

[Clarification Statement: Examples of data on the impacts of human activities could include the quantities and types of pollutants released, changes to biomass and species diversity, or areal changes in land surface use (such as for urban development, agriculture and livestock, or surface mining). Examples for limiting future impacts could range from local efforts (such as reducing, reusing, and recycling resources) to large-scale geoengineering design solutions (such as altering global temperatures by making large changes to the atmosphere or ocean).]

The basic content behind this standard is as follows.

- Scientists and engineers can help create technologies that pollute less.

- Scientists and engineers can help create technologies that preclude less ecosystem damage.

- Students should be looking at alternative technologies and evaluating them for how they pollute or degrade ecosystems.

- Students should use data to do the above. 

- Data includes

     - how much pollution

     - kinds of pollution

     - changes to biomass

     - changes to species diversity

     - areal (?) changes to land surface

     

- Human efforts could include

     - reduce, reuse, recycle

     - making global changes (?)

HS - ESS3 - Responsible management of natural resources

Module: Responsible Management of Natural Resources

DCI: ESS3.C (A) The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources.

PE: HS-ESS3-3 Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.

[Clarification Statement: Examples of factors that affect the management of natural resources include costs of resource extraction and waste management, per-capita consumption, and the development of new technologies. Examples of factors that affect human sustainability include agricultural efficiency, levels of conservation, and urban planning.] [Assessment Boundary: Assessment for computational simulations is limited to using provided multi-parameter programs or constructing simplified spreadsheet calculations.]

The basic content of the standard is as follows.

- Humans must responsibly manage natural resources to preserve biodiversity in order to support society.

- Students will have to use simulations that include computations in order to figure out how natural resources interact with biodiversity and humans.

- 

HS - ESS3 - Simulations of ocean, atmosphere and biosphere interactions

Module: Simulations of Ocean, Atmosphere and Biosphere Interactions

DCI: ESS3.D (B) Through computer simulations and other studies, important discoveries are still being made about how the ocean, the atmosphere, and the biosphere interact and are modified in response to human activities.

PE: HS-ESS3-6 Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.

[Clarification Statement: Examples of Earth systems to be considered are the hydrosphere, atmosphere, cryosphere, geosphere, and/or biosphere. An example of the far-reaching impacts from a human activity is how an increase in atmospheric carbon dioxide results in an increase in photosynthetic biomass on land and an increase in ocean acidification, with resulting impacts on sea organism health and marine populations.] [Assessment Boundary: Assessment does not include running computational representations but is limited to using the published results of scientific computational models.]

The content of the standard is as follows.

- Humans are still learning about the interactions between air, water and living things interact in response to human activity.

- Computer simulations (and other studies?) help with these discoveries.

- The PE implies that students should be able to use computational models of the interactions talked about above.

HS - ESS3.A (B) - Energy and Mineral Resources - ASSIGNED (AuMy 4/30/2014)

Module: Energy and Mineral Resources

DCI: ESS3.A (B) All forms of energy production and other resource extraction have associated economic, social, environmental, and geopolitical costs and risks as well as benefits. New technologies and social regulations can change the balance of these factors.

PE: HS-ESS3-2 Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.

[Clarification Statement: Emphasis is on the conservation, recycling, and reuse of resources (such as minerals and metals) where possible, and on minimizing impacts where it is not. Examples include developing best practices for agricultural soil use, mining (for coal, tar sands, and oil shales), and pumping (for petroleum and natural gas). Science knowledge indicates what can happen in natural systems—not what should happen.]

The ideas here are: 

- the production of energy is associated with environmental, social, economic, and geopolitical costs. 

- the extraction of other resources are associated with those same costs. 

- in addition to the risks discussed, there are also benefits

- technology and regulations can change the balance of the risk/benefit factors. 

We did something similar to this in middle school - here's an example question...

Some factories that burn coal produce smoke with harmful chemicals, such as sulfur. Scrubbers are devices that are attached to the smokestacks to reduce the amount of sulfur put into the atmosphere. To evaluate the effectiveness of these devices, what data would need to be collected

This particular question does a fair job at addressing the PE, because students are evaluating a design solution for managing a mineral resource.  The thing it fails at, is comparing competing design solutions.  So, we can use this as a start, but we have to add more information.  The students need to be looking for a solution that provides the best benefit vs. risk (including the cost).  We can't make up any data, so we might have to do quite a bit of research in finding out how companies make these decisions. 

We need to also think about comparing forms of energy here, because various types of energy production do different amounts of damage. 

Question Ideas: 

- Maybe we could simplify this into an easy to read table: 

The source of this diagram is here: http://www.nzdl.org/gsdlmod?e=d-00000-00---off-0hdl--00-0----0-10-0---0---0direct-10---4-------0-1l--11-en-50---20-help---00-0-1-00-0-0-11-1-1utfZz-8-00&cl=CL1.16&d=HASHbdde2fe3749493c1a0de2d.4.3&gc=1

We can ask, based on the information in the table, which of the following soil conservation practices would best fit a situation in which X, Y, and Z were high priorities?

- Which of the following provides the best solution to decreasing the impact from the damages done by the practice of metal mining? (recycling?)