Unit Plan for NGSS and Model-Based Inquiry

Part 1: Unpack the NGSS Performance Expectations (http://nextgenscience.org/search-performance-expectations)

What performance expectation(s) will students be able to demonstrate with proficiency at the end of the unit?
HS-PS4-1: Use mathematical representations to support a claim regarding relationships among frequency,
wavelength, and speed of waves traveling in various media.
HS-PS4-2: Evaluate questions about the advantages of using a digital transmission and storage of information.
HS-PS4-3: Evaluate 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.
HS-PS4-4: Evaluate the validity and reliability of claims in published materials of the effects that different
frequencies of electromagnetic radiation have when absorbed by matter.
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.

Science and Engineering Disciplinary Core Ideas Cross-Cutting Concepts

Practices

Asking Questions PS4.A: Wave Properties: Cause and Effect

and Defining Problems:
Evaluate questions that
challenge the premise(s) of
an argument, the
interpretation of a data set,
or the suitability of a design
(HS-PS4-2)
Using
Mathematics and
Computational Thinking:
Use mathematical
representations of
phenomena or design
solutions to describe and/or
support claims and/or
explanations (HS-PS4-1)
Engaging in
Argumentation from
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 (HS-PS4-1)
Information can be digitized in this
form, it can be stored reliably in computer
memory and sent over long distances as a
series of wave pulses (HS-PS4-2) (HS-PS4-5)
Waves can add or cancel one another
as they cross, depending on their relative
phase, but they emerge unaffected by each
other. (Boundary: qualitative) (HS-PS4-3)
PS4.B Electromagnetic Radiation:
Electromagnetic radiation 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
Empirical evidence is
required to differentiate between
cause and correlation and make claims
about specific causes and effects (HS-
PS4-1)
Cause and effect
relationships can be suggested and
predicted for complex natural and
human designed systems by
examining what is known about
smaller scale mechanishms within the
system (HS-PS4-4)
Systems can be designed to
cause a desired effect. (HS-PS4-5)
Systems and System
Models
Models can be used to
simulate systems and interactions
 Unit Plan for NGSS and Model-Based Inquiry
Evidence: Evaluate the
claims, evidence, and
reasoning behind currently
accepted explanations or
solutions to determine the
merits of arguments. (HS-
PS4-3)
Obtaining,
Evaluating, and
Communicating
Information: Evaluate the
validity and reliability of
multiple claims that appear
in scientific and technical
texts or media reports,
verifying the data when
possible (HS-PS4-4).
Communicate technical
information or ideas in
multiple formats. (HS-PS4-
5)
features of electromagnetic radiation, and the
particle model explains other features (HS-
PS4-3)
When light or longer wavelength
electromagnetic radiation is absorbed in
matter, it is generally converted into thermal
energy. Shorter wavelength electromagnetic
radiation can ionize atoms and cause damage
to living cells (HS-PS4-4)
Photoelectric materials emit electrons
when they absorb light of a high enough
frequency. (HS-PS4-5)
PS4.C: Information Technologies
and Instrumentation
Multiple technologies based on the
understanding of waves and their interactions
with matter are part of everyday experiences
in the modern world and in scientific research.
They are essential tools for producing,
transmitting, and capturing signals and for
storing and interpreting the information
contained in them. (HS-PS4-5)
including energy, matter, and
information flowswithin and between
systems at different scales. (HS-PS4-
3)
Stability and Change
Systems can be designed for
greater or lesser stability (HS-PS4-2)
Interdependence of
Science, Engineering, and
Technology
Science and engineering
complement each other in the cycle
known as research and development
(HS-PS4-5)
Influence of Engineering,
Technology, and Science on
Society and the Natural World
Modern civilization depends
on major technological systems (HS-
PS4-2) (HS-PS4-5)
Engineers continuously
modify these technological systems by
applying scientific knowledge and
engineering design practices to
increase benefits while decreasing
costs and risks (HS-PS4-2)

Part 2: Identify a phenomenon (http://ambitiousscienceteaching.org/wp-content/uploads/2014/08/Practice-Tool-Planning-for-

Engagement.pdf)

What is the Big Idea (overarching topic) of this unit? This might be a process, thing, theory, or concept.
The overarching topic of this unit is different types of waves, their properties, and how we use them.

What is an appropriate Puzzling Phenomenon for this unit? This should be an actual, observable event or set of events that kids
can come to a deep understanding of over a period of days.
 Unit Plan for NGSS and Model-Based Inquiry
How does a radio pick up a signal and use it to produce sound through a speaker? What are some things that can interfere with a radio signal?
What is the difference between a analog radio and a digital radio?
 Unit Plan for NGSS and Model-Based Inquiry

Part 3: Explain the phenomenon

Write a full, causal scientific explanation of the phenomenon. Include what happened, how it happened, and why it happened.

A radio station uses microphones to capture the vibration of air caused by peoples voices and turn it into electrical energy. The standard handheld
microphone has a bar magnet wrapped in a coil connected to a diaphragm. The diaphragm vibrates when sound reaches it. This moves the magnet.
The fluctuations in the magnetic field send a current through the wire. This electrical signal is then amplified (so that it can travel for long distances)
and is sent up the radio stations transmitter. As the electrons wiggle back and forth along the antenna in the transmitter, they create
electromagnetic radiation, specifically radio waves. These waves travel through the air to the antenna of the radio. When they flow through the
antenna, they cause those electrons to wiggle back and forth. This causes an electric current. That changing electric current flows through a coil of
wire. This wire becomes a temporary electromagnet which is attracted and repelled by a permanent magnet. This movement moves a diaphragm
which causes the air around the diaphragm to vibrate, creating sound.

Analog radio sends and receives information by changing the shapes of the waves. This means that information is represented as a direct physical
change. You can do this by changing the frequency of the waves, which is called frequency modulation (FM). Or, you can change the amplitude of
the waves, which is called amplitude modulation (AM). With analog radio, the signal is part of the wave. This means if something disrupts the wave,
the signal will get messed up (static).

Digital radio sends broadcasts in a coded numeric format. This way, interference with the carrying wave does not disrupt the actual signal. Digital
radio can also send and receive much more information at once. This minimizes the likelihood of error. It also means that radio can transmit much
more information than just the sound, like the names of the songs youre listening to.

Part 4: Uncover initial student ideas (http://ambitiousscienceteaching.org/wp-

content/uploads/2014/08/Practice-Tool-Eliciting-Students-Ideas.docx)

How will you introduce the phenomenon? Include how you will describe it (text, pictures, video, field trip, etc).
The students just did an activity where they built a simple electrical motor that uses induction. Many of the students tried shaving off all of the
insulation from the tips of their coils, which meant that the coils were still attached in the circuit when they flipped over and switched the direction of
the loops. This caused the current to flip directions, which caused the electromotive force to switch directions. Many of the students noticed that this
caused their coils to twitch.
So, I will ask them, what happens to the electromotive force when the current changes? Does it stay the same?
 Unit Plan for NGSS and Model-Based Inquiry
So, what do you think would happen if we had the coil fixed in one spot and allowed the magnet to move freely? (The students will probably say
that the magnet will spin because thats what the motor did) What if it is a bar magnet in a really long coil that has a changing current? We have
coils, bar magnets, and a magnetizer. What we dont have is a variable power source. All we have for power is batteries. We have some old
rheostats, so we might be able to vary the current through the coils. I will find a way to jerry rig this so that the kids can observe the phenomenon.

What happens if we switch the current from positive to negative really quickly? The kids will probably say that it will twitch. What happens when
we switch the current really really quickly? What is superfast twitching? (Hopefully the kids will say vibrating)

What do you think will happen if we glue a paper sheet or another flexible (bendable) substance? (It will cause the sheet to vibrate.)
The sheet is touching the air around it, what do you think the vibrating sheet does to the air? (Kids will probably say it pushes it) I have kids who
play instruments in each class. Hopefully one of them will make connection and say that the air is vibrating, which is sound.

How will you scaffold the modeling and explanation of their initial ideas?
See above

What initial ideas do you expect to be shared?

See above

How will you (and the students) use this information? What will this show you about student understanding of the Disciplinary
Core Ideas and Cross-Cutting Concepts?
Once students understand how speakers work, we will discuss how microphones work. Once the students understand that microphones create a
changing electric signal from vibrations, which we can also depict graphically as a wave, we will talk about amplifiers, frequency modulation (FM),
and amplitude modulation (AM). Then we talk about how that is transmitted and received, and what affects those waves as they travel. Then we talk
about the differences between analog and digital radio.
I will use the discussion of sound as a vibration of air to introduce basic properties of waves. The discussion of amplifiers, frequency modulation,
and amplitude modulation will deepen and cement their understanding of wave properties. Then we talk about how they are transmitted through
electromagnetic radiation. We can discuss what affects/interferes with that radiation. (Why is it difficult to get a good signal in the mountains/a big
city? Can these waves pass through objects? What happens to them when they do?) Then I will introduce what a digital radio is, how it uses waves
to transmit information differently, and how much data it can transmit.
 Unit Plan for NGSS and Model-Based Inquiry

Part 5: Designing learning experiences (http://ambitiousscienceteaching.org/wp-content/uploads/2014/08/Practice-Tool-Supporting-

changes-in-student-thinking.docx, http://www.lewiscenter.org/documents/AAE/Science/NGSS/Analyzing%20Curriculum%20and%20Instruction%20with
%20NGSS_v1.docx)

Targeted ideas in the Investigation description Evidence (including Why it happens (including
phenomenon (including Science and Disciplinary Core Ideas and/or Disciplinary Core Ideas and/or
explanation Engineering Practices) Cross-Cutting Concepts) Cross-Cutting Concepts)

1 Changing current changes
emf
Emf causes stuff to move
Stuff moving really quickly is
vibration
Name: How do speakers work? Observed twitching with motor The changing current causes the
SEP: Engaging in argument from project. Might be able to rig a magnet to move via electromagnetic
evidence system so they can see a coil induction. The magnet moves the
DCI: sound is vibrating air (not in moving a magnet. diaphragm which moves the air.
high school DCIs but probably in This produces sound.
middle?), Information
Technologies and Instrumentation
CCC: Cause and Effect,
Interdependence of Science,
Engineering, and Technology;
Influence of Engineering,
Technology, and Science on
Society and the Natural World
Description: Students use what
they learned about induction and
emfs to figure out how a speaker
works through a series of
questions posed by the teacher.
Students are most likely working
in large groups or participating in
class discussions due to limited
resources.

2 Amplitude -> volume in
sound
Frequency -> pitch in sound
Wavelength and frequency
are inversely proportional
(observable on stringed
instruments)
Name: Bring your instrument to
class day
SEP: Science Models, Laws,
Mechanisms, and Theories
Explain Natural Phenomena
DCI: Wave Properties
CCC: Cause and Effect
Students are observing people
demonstrating/playing musical
instruments
We perceive different aspects of air
pressure waves as different aspects
of sound. This is easiest to observe
when musicians play music
because they are doing specific
actions to manipulate the waves,
which they can explain.
 Unit Plan for NGSS and Model-Based Inquiry
Chords -> waves can add Description: The students and I
onto each other bring in our instruments to share
with the class. The musicians
describe what they do to create
specific effects like changes in
pitch or volume. The class takes
notes and compares the results of
many instrument descriptions to
determine how different aspects
of sound and music are
represented by different wave
properties. These might be hard
to grasp with wind and brass
instruments, but I will have my
viola (stringed instrument) which
allows students to see vibrations.

3 Opposite of a speaker
Name: Discussion, how do I can show the students that A vibration (speaking, music, etc.)
microphones pick up sound moving a magnet through a coil moves air. Air moves the
and convert it to electricity? produces a current. diaphragm. The diaphragm moves
SEP: Engaging in Argument from The students have discussed how the magnet. The magnet induces a
Evidence diaphragms move air. They should current in the coil whenever it
DCI: Information Technologies be able to figure out that air moves moves.
and Instrumentation diaphragms.
CCC: Interdependence of
Science, Engineering, and
Technology
Description: Ask students how
they would record or capture
sound. After small discussion,
remind them about how speakers
work. Use this to help them
understand how microphones
work and produce electric signals
from sounds.

4 Changing V = changing E Name: How do radio stations Bring in a transistor radio if Changing V = changing E field
field send those electric signals? possible? This is not a concept that Changing I -> changing B field
Changing I -> changing B SEP: Asking Questions is easy to observe When electrical signal reaches the
field DCI: Electromagnetic Radiation end of the antenna, it changes

When electrical signal
reaches the end of the
antenna, it changes direction
and is bounced back. This
causes propagating E and B
fields, or electromagnetic
radiation
Info sent with waves by
changing the frequency of
the waves, or the amplitude
of the waves. (FM and AM
radio)
5 Determine what are some
other forms of
electromagnetic radiation.
Discuss possible
experiments.
Do experiments on how light
reflects, what happens when
it passes through materials,
why does it pass through
some materials and not
others.
Unit Plan for NGSS and Model-Based Inquiry
CCC: Systems and System
Models; Interdependence of
Science, Engineering, and Tech
Description: Probably going to be
direct instruction with questions
interspersed because its a
relatively dense topic.
Name: What causes those
signals to get broken up? How
do we test this in our lab, where
radio waves are hard to
produce?
SEP: Asking Questions and
Defining Problems; Using
Mathematics and Computational
Thinking; Engaging in
Argumentation from Evidence;
Obtaining, Evaluating, and
Communicating Info
DCI: Wave Properties,
Electromagnetic Radiation
CCC: Systems and System
Models
Description: Long sequence
where I guide students through
experimental design and
execution. I will probably have
different groups do different
experiments and then present
their findings. Experiments will be
on reflection, refraction, and
absorption of EMwaves
direction and is bounced back. This
causes propagating E and B fields,
or electromagnetic radiation
Info sent with waves by changing
the frequency of the waves, or the
amplitude of the waves. (FM and
AM radio)
Shine a flash light at a colored filter There are many different types of
to see what happens to it. Light will EMwaves. Light is the most familiar.
come through on the other side with
weaker intensity and the same Filter absorbs certain wavelengths
color as the filter. Students can of EMwaves and reflects others due
move a screen (white paper) to properties of the material.
around to see if the light was
reflected. Other frequencies are Light bends when it passes
nowhere to be seen so they must through mediums of different
have been absorbed. Justified by densities because its speed
fact that filter would warm up after changes.
long exposure.
Light can bounce of things.
Students use lasers/lights to figure
out how light is reflected.
Shine light through different
mediums to see how it is affected.
Introduce Snells law after students
observe how light bends in different
materials.
Present and summarize how these
might also affect radio waves.

6 Analog -> physical
properties of wave are the
signal
Digital -> wave only carries
encoded information, can
carry much more
information, disruption of
one part of the wave does
not disrupt entire signal.
Unit Plan for NGSS and Model-Based Inquiry
Name: How is digital better than
analog?
SEP: Engaging in Argument from
Evidence
DCI: Information Tech and
Instrumentation
CCC: Interdependence of Sci,
Eng, and Tech; Influence of Eng,
Tech, and Sci on Society
Description: Give the students
short readings on digital vs analog
sound reproduction and
transmission. (digital radio v
analog radio) (sound bites/files v
instruments and record players) I
will also see if I can bring in
record player to class so they can
listen to one. Then I will have the
students (maybe debate?) or write
on pros and cons of both.
Students refer to information and
evidence they have collected
throughout the unit and to
information in readings.
Analog -> physical changes cause
physical changes
Digital -> numerical / data / value
changes cause physical changes
Analog radio is easier to mess up.
Analog recordings/performances
have more authentic/warmer
sounds
Digital radio is not as easy to mess
up.
Digital recordings lose some of their
intricacy in translation.
 Unit Plan for NGSS and Model-Based Inquiry

Part 6: Model and explanation revisions (http://ambitiousscienceteaching.org/wp-

content/uploads/2014/08/Practice-Tool-Pressing-for-Explanations.docx)

How will you scaffold the revision of models and explanations in the middle of the unit?
In one lesson at the beginning of the unit, I will ask students how they think radios work. After we work through each chunk (speakers, sound,
microphones; antennas, disruption + receiving signals; digital v analog) I will ask them to add to/revise this model.

How will you scaffold the creation of a final model and explanation at the end of the unit?
When the students are comparing digital vs analog media, they will have to compile all of their materials, including models and explanations, to form
and express their opinions.

Part 7: Application of student learning / summative assessment

How will students demonstrate the performance expectations in the context of a new phenomenon?
The students will take a test during finals week.