![]() ![]() The wavelength and frequency of a wave are related to one another by the speed of travel of the wave, which depends on the type of wave and the medium through which it is passing.Solar cells are human-made devices that likewise capture the sun’s energy and produce electrical energy.(HS-PS4-3)ĭisciplinary Core Ideas PS3.D: Energy in Chemical Processes If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence. A scientific theory is a substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment and the science community validates each theory before it is accepted.Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena ![]() about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically). Communicate technical information or ideas (e.g.Evaluate the validity and reliability of multiple claims that appear in scientific and technical texts or media reports, verifying the data when possible.Obtaining, evaluating, and communicating information in 9–12 builds on K–8 and progresses to evaluating the validity and reliability of the claims, methods, and designs. Obtaining, Evaluating, and Communicating Information Evaluate the claims, evidence, and reasoning behind currently accepted explanations or solutions to determine the merits of arguments.Arguments may also come from current scientific or historical episodes in science. (HS-PS4-1)Įngaging in argument from evidence in 9–12 builds on K–8 experiences and progresses to using appropriate and sufficient evidence and scientific reasoning to defend and critique claims and explanations about natural and designed worlds. Use mathematical representations of phenomena or design solutions to describe and/or support claims and/or explanations.Simple computational simulations are created and used based on mathematical models of basic assumptions. Mathematical and computational thinking at the 9-12 level builds on K-8 and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. ![]() Using Mathematics and Computational Thinking Evaluate questions that challenge the premise(s) of an argument, the interpretation of a data set, or the suitability of a design.Science and Engineering Practices Asking Questions and Defining ProblemsĪsking questions and defining problems in grades 9–12 builds from grades K–8 experiences and progresses to formulating, refining, and evaluating empirically testable questions and design problems using models and simulations. The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: Ĭommunicate 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.* Įvaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter. Įvaluate the claims, evidence, and reasoning behind the idea 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. Įvaluate questions about the advantages of using digital transmission and storage of information. Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. ![]() Students who demonstrate understanding can: HS-PS4-1. HS-PS4 Waves and their Applications in Technologies for Information Transfer ![]()
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