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Waves of Polymathy: Exploring and Applying Various Wave Properties

Grade 8, Science

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Description of Unit

In this task, eighth-grade students will research the three main categories of waves (longitudinal, transverse, and surface) and explore various applications to sound, light, electromagnetism, oceans, weather patterns, earthquakes, radio frequencies, and more. During this exploratory process, students will begin to identify connections and similarities among the different types of wave properties. Students will then research career fields that work with waves. They will hone in on one particular application of wave properties, do extensive research in that field, identify a career that uses the wave property (e.g. radiology, telecommunications, music), and either create or enhance an existing wave technology to make it more effective for the career.

This guide links the Waves of Polymathy: Exploring and Applying Various Wave Properties unit to the Texas Essential Knowledge and Skills (TEKS) for eighth graders. Waves of Polymathy is a science unit that allows students to use introductory wave theory to explore multiple real-world applications. For example, students will learn how electromagnetic waves vary in frequency and how this allows for radio transmissions and x-ray machines. The following document includes the applicable TEKS and the details of the Waves of Polymathy: Exploring and Applying Various Wave Properties unit. The final section of this document presents the applicable Texas College and Career Readiness Standards adopted by the Texas Higher Education Coordinating Board (THECB) on January 24, 2008.

Phase I. Learning Experiences

  1. Begin the unit by informally pre-assessing the students’ knowledge about wave properties by having them fill out the left column of the Know, Learn, Do (KLD) chart, “You KLD It!” This chart can continue to serve as a thinking map as the class moves into the next step (and even into the Phase II).
  2.  Introduce the students to the core concepts of the task by guiding them through resources that will impart knowledge about the three main categories of waves (longitudinal, transverse, and surface) and their real-world applications. You may put the students into pairs and have them explore all of the resources, or you can set up three concept stations for students to cycle through. There are many excellent online resources to use in teaching concepts to the students, and a few examples have been provided:
  3. Review the scientific concepts of wave properties by conducting classroom lab activities. The interactive activities will help students experience the connection between theory and application for the three types of waves:
  4. Guide the students in studying online wave simulations. You may search online for useful simulations or try one of the provided resources:
    • SciencePrimer: Types of Waves (http://scienceprimer.com/types-of-waves)
      With this simple simulation, students can visually see the movement of the three main categories of waves. They should use the Trace Path function to see how one object or particle moves within a wave.
    • PhET: Wave on a String (https://phet.colorado.edu/en/simulation/wave-on-a-string)
      Students can use the simulation to experiment with the amplitude and frequency of a wave. They should use the oscillate function to maintain a constant wave while they change other factors.

Phase II. Independent Research

A. Research process

  1. Selecting a topic. Each student will independently research different careers that use/study waves and wave properties (e.g., physicist, sound engineer, teacher, astronomer). The student should record the information from his or her research on the graphic organizer, “Careers with Waves.”
  2. Asking guiding questions. Once the student has researched various careers that use waves, he or she will develop three to five guiding questions to help transition to the next phase of the project. Example of guiding questions include the following:
    • Which of the careers surprised you?
    • Are there any careers that you had not heard of?
    • What type of schooling is necessary to be qualified for some of these jobs?
    • Which career field is most interesting to you?
    • Which jobs are most appealing to you?
    • Do you know of anyone who currently serves in the fields you researched?
    • How are the various careers similar? How are they different?
    • How are waves being used in your field of interest?
    • What type of schooling is required, and where would you need to go to attain this?
    • Can you make money pursuing this career, or will you have to be more entrepreneurial?
    • What are some of the technologies that these jobs/careers use?
    Based on these questions, the student will be able to guide his or her thinking toward a career he or she is interested in.
  3. Designing a research proposal. Each student will select a particular career and research its various components. He or she should pay particular attention to the use of technology in the field (e.g. seismologists use seismographs, computers, and graphical models). Using his or her limited knowledge of the career and the associated technologies, the student will propose an innovative piece of wave technology that will help someone in the field be more efficient. For example, a sound engineer may want augmented reality glasses that allow him or her to see how the sound waves will travel. The student will either propose a completely new technology or enhance an existing technology that uses wave properties.
  4. Conducting the research. After the teacher has approved the proposal, ensuring that the technological improvement is related to wave properties, each student will begin using resources to research the possible technological innovation. The student will need to keep a research log, note cards, or resource process sheet (available in Forms) of all the sources used and what he or she has learned from each one.

B. The product

Each student will present his or her final product in the form of a product proposal pitch. The product proposal pitch will include information about the career he or she selected, how waves are used in this career, information about the current technology utilized within the career, and how the proposed new or improved technology would benefit the job/career/field.

C. Communication

The student will assume the role of an inventor presenting a product proposal to a company in his or her selected career field. He or she should share his or her accumulated knowledge about the career and the current technology it utilizes in order to better present the value of the proposed, transformative technology.

D. A completed project consists of:

  1. The completed “Careers with Waves” graphic organizer
  2. A research proposal
  3. A research log, note cards, or resource process sheet
  4. A product proposal pitch for a new or improved technology in a selected career field

This unit may address the following TEKS.

110.24., English Language Arts and Reading, Grade 8, Adopted 2017

110.24(b)(12)
Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
110.24(b)(5)(G)
evaluate details read to determine key ideas;
110.24(b)(5)(C)
make, correct, or confirm predictions using text features, characteristics of genre, and structures;
110.24(b)(6)(I)
reflect on and adjust responses as new evidence is presented
110.24(b)(6)(F)
respond using newly acquired vocabulary as appropriate;
110.24(b)(6)(E)
interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
110.24(b)(6)(A)
describe personal connections to a variety of sources, including self-selected texts;
110.24(b)(8)(D)(iii)
multiple organizational patterns within a text to develop the thesis;
110.24(b)(8)(D)(i)
the controlling idea or thesis with supporting evidence;
110.24(b)(8)(D)(ii)
features such as footnotes, endnotes, and citations
110.24(b)(12)(F)
synthesize information from a variety of sources;
110.24(b)(1)
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.

112.20, Science, Grade 8

112.20(b)(3)
Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists.
112.20(b)(8)
Earth and space. The student knows characteristics of the universe.
112.20(b)(8)(C)
explore how different wavelengths of the electromagnetic spectrum such as light and radio waves are used to gain information about distances and properties of components in the universe;

113.20, Social Studies, Grade 8

113.20(b)(27)
Science, technology, and society. The student understands the impact of science and technology on the economic development of the United States.
113.20(b)(28)
Science, technology, and society. The student understands the impact of scientific discoveries and technological innovations on daily life in the United States.
113.20(b)(29)
Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology.
113.20(b)(30)
Social studies skills. The student communicates in written, oral, and visual forms.
113.20(b)(31)
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.

This unit may address the following Texas College and Career Readiness Standards.

Science:

S.III.C.1
Prepare and present scientific/technical information in appropriate formats for various audiences.
S.III.D.1
Use search engines, databases, and other digital electronic tools effectively to locate information.
S.III.D.2
Evaluate quality, accuracy, completeness, reliability, and currency of information from any source.
S.VIII.G.2
Understand the difference between transverse and longitudinal waves.
S.VIII.G.3
Understand wave terminology

Cross-Disciplinary Standards:

CDS.I.F.2
 Evaluate sources for quality of content, validity, credibility, and relevance.
CDS.II.A.1
 Use effective prereading strategies.
CDS.II.A.4
 Identify the key information and supporting details.
CDS.II.A.5
 Analyze textual information critically.
CDS.II.A.6
 Annotate, summarize, paraphrase, and outline texts when appropriate.
CDS.II.C.2
 Explore a research topic.
CDS.II.C.3
 Refine research topic based on preliminary research and devise a timeline for completing work.
CDS.II.C.4
 Evaluate the validity and reliability of sources.
CDS.II.C.5
 Synthesize and organize information effectively.
CDS.II.C.7
 Integrate source material.
CDS.II.C.8
 Present final product.
CDS.II.D.3
 Present analyzed data and communicate findings in a variety of formats.
CDS.II.E.1
 Use technology to gather information.
CDS.II.E.2
 Use technology to organize, manage, and analyze information.
CDS.II.E.3
 Use technology to communicate and display findings in a clear and coherent manner.
CDS.II.E.4
 Use technology appropriately.

English Language Arts:

ELA.V.C.1
Integrate and organize material effectively.
ELA.V.C.3
Follow relevant rules governing attribution.
ELA.V.C.2
Use and attribute source material ethically.
ELA.V.B.3
Assess the relevance and credibility of sources.
ELA.V.B.1
Explore and collect a range of potential sources.
ELA.V.A.1
Articulate and investigate research questions.
ELA.V.A.2
Explore and refine a research topic.
ELA.V.A.3
Devise a plan for completing work on time.
ELA.V.B.2
Distinguish between and among primary and secondary sources.
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