EDU 214 - 1001/1002 Final Project: Wave Assignment

Mark Trench Middle School

6/29/2019
BY Donald West
 Part 2: Position Paper
Technology has been growing in our society for many years and it will continue to
grow. As teachers it is our responsibility to prepare students to be functional citizens in
the world. “Technology is an integral thread woven into the fabric of our society. If
assists us in our personal, academic, and professional lives As a result, the ability to
use technology, or our technology literacy, has become an essential skill.”(page 2.)To
be functional in our world has many meanings but one of those is the ability to adapt
and grow our technology literacy as technology evolves year after year. To prepare
those for the ever changing technological society, we need to expose children to
technology before they get to adulthood. To do this schools have to play their part and
provide an environment for that exposure. Through proper student engagement and
exposure we can meet our goal for technology readiness. So what does that look like in
a school setting?
In the classroom we have opportunities to provide activities that involve the use
of technology devices such as computers and tablets. These devices let students work
on engaging software to teach a particular concept. This software may be online
simulations, problem-solving software, Drill-and-practice software, and educational
games. For example as a science teacher, you may need to get students to understand
the concept of Force and motion. To do that, having an online program that students
have access to can let them explore different objects with different weights, and apply
different quantities of forces to see how each object reacts as far as motion. This allows
students to manipulate the objects as much as they need to create a deeper
understanding about forces and motion.
By incorporating these experiences to students repeatedly over their educational
careers can prepare them for the adapting technological world. “Being conversant with
technology gives us the ability to function in the information age, and will become
increasingly important in our collective future.” (page 2) We need technology in our
schools integrated with subject content matter to provide students opportunities in the
future.
 Part 3: Identification of Standards
I have researched to different standards which were the International Society for
technology in education for students (ISTE)and The Nevada Computer and Technology
Standards. As a result both of these standards contain similar concepts. For example
when we look at the topic of Digital citizenship, both standards have a standard that
addresses this concept. The ISTE standard states: “​Students recognize the rights,
responsibilities and opportunities of living, learning and working in an interconnected
digital world, and they act and model in ways that are safe, legal and ethical.​” The
Nevada Computer and Technology Standards states “​ Students understand human,
cultural, and societal issues related to technology and practice legal and ethical
behavior.​” You can see these standards are virtually the same but they have different
verbiage.
One interesting thing that I noticed was the ISTE may have to two standards that
encompass one standard of The Nevada Computer and Technology Standards. For
Example looking at two standards in the ISTE: “​Innovative Designer-​ ​Students use a
variety of technologies within a design process to identify and solve problems by
creating new, useful or imaginative solutions. And ​Computational Thinker-​ Students
develop and employ strategies for understanding and solving problems in ways that
leverage the power of technological methods to develop and test solutions.” ​These
particular standards can be represented by the following Nevada Standard: “​Critical
Thinking, Problem Solving, and Decision Making:​ Students use critical thinking skills
to plan and conduct research, manage projects, solve problems, and make informed
​ sing one standard to address
decisions using appropriate digital tools and resources.” U
three important skills such as Critical Thinking, Problem Solving, and Decision Making
makes sense and is well phrased in The Nevada Computer and Technology Standards.
Overall both set of standards cover the same concepts as far as integrating
technology into the classroom. There were some differences in the specific objectives
under the standards between the ISTE and The Nevada Computer and Technology
Standards. For my lesson plan I will be utilizing the following ISTE standards for my
Lesson Plan:
● Innovative Designer: Students use a variety of technologies within a design
process to identify and solve problems by creating new, useful or imaginative
solutions.
● Computational Thinker: Students develop and employ strategies for
understanding and solving problems in ways that leverage the power of
technological methods to develop and test solutions.
● Global Collaborator:Students use digital tools to broaden their perspectives and
enrich their learning by collaborating with others and working effectively in teams
locally and globally.

Part 4: Lesson Plan

● Name of lesson:​ Waves and their properties

● Grade Level Appropriateness​: 6-8
● Technology Content Standard Addressed:​ ISTE
○ Innovative Designer: Students use a variety of technologies within a
design process to identify and solve problems by creating new, useful or
imaginative solutions.
○ C​omputational Thinker: Students develop and employ strategies for
understanding and solving problems in ways that leverage the power of
technological methods to develop and test solutions.
○ Global Collaborator:Students use digital tools to broaden their
perspectives and enrich their learning by collaborating with others and
working effectively in teams locally and globally.
● Other Content Standard Addressed: ​Next Generation Science Standards:
MS-PS4-1. Use mathematical representations to describe a simple model for
waves that includes how the amplitude of a wave is related to the energy in a
 wave. [Clarification Statement: Emphasis is on describing waves with both
qualitative and quantitative thinking.] [Assessment Boundary: Assessment does
not include electromagnetic waves and is limited to standard repeating waves.]
● Objective:
○ Compare and contrast a longitudinal wave and a transverse wave;
○ Describe general wave properties; Define wave amplitude;
○ State how to measure the amplitude of transverse and longitudinal waves;
○ Explain what determines the amplitude of a wave.
● Materials needed to facilitate the lesson:
○ computer/laptop, word processing software, whiteboard with markers
● Suggested group size​:
○ 2 students working together
● Procedures:
1. SW open their laptop or turn on their computer and navigate to the following
Website: ​https://phet.colorado.edu/en/simulation/wave-on-a-string​. There student
will play with the simulation and produce a couple of waves to get use to the
controls of the simulation.
 2. SW design a lab using the simulation. The students will have the following
guidelines for this assignment:
a. Create a lab using this simulation. The lab will contain a total of 10
questions. These questions will be word processed. They can use
Google Docs or Microsoft word.
b. The lab that the students produce must have 10 questions and divided as
follows:
i. Provide some preliminary instructions for the lab before listing the
questions.
ii. 3 questions that require the drawing of a wave with its properties
labeled, (each question should produce a different wave.)
iii. 3 questions that require a wave description; (these can be
combined with the questions above.)
iv. 2 questions that show the relationship between the properties of the
wave
v. 2 questions that relate to wave interactions and wave interference
vi. Both student partners will enter their name on the lab.
vii. The lab will submitted in the Google Classroom drop box.
c. Once the group are finished making their lab. They will ask a neighboring
group to do a test run in which they will share the lab document they
created with the group that will do the test run.
d. When the test run is completed The group that provided that lab will
submit the test run in the Google Drop box.
● Assessment:​ Below is a grading rubric for the assignment:

Waves And Their Properties Assignment _____/20

3 questions that require the drawing of a

wave with its properties labeled, (each
___/4
question should produce a different
wave.)
 3 questions that identify the property
quantities of the waves; (these can be ___/4
combined with the questions above.)

2 questions that show the relationship

___/4
between the properties of the wave

2 questions that relate to wave

___/4
interactions and wave interference

Assignment Test Run ___/4

Total points is 20.
 Part 5: Student Sample
Go to the online simulator ​Wave on a string​ and complete the following questions using
the simulation.
1. On the top right hand corner of the screen select “Fixed End”. On the top Left
hand corner select oscillate. change the speed from “normal” to “slow motion”.
a. Adjust the Amplitude to 1.00 cm and Frequency to 1.50 Hz. Draw and
label the amplitude, wavelength, crest, and trough of the wave in the box
below

b. In a couple of sentences describe what you see happening to the wave as

it travels down the line.

2. On the top right hand corner of the screen select “Fixed End”. On the top Left
hand corner select oscillate. change the speed from “normal” to “slow motion”.
a. Adjust the Amplitude to 0.5 cm and Frequency to 1.00 Hz. Draw and label
the amplitude, wavelength, crest, and trough of the wave in the box below
 b. In a couple of sentences describe what you see happening to the wave as
it travels down the line.

3. On the top right hand corner of the screen select “Fixed End”. On the top Left
hand corner select oscillate. change the speed from “normal” to “slow motion”.
a. Adjust the Amplitude to 0.25 cm and Frequency to 0.50 Hz. Draw and
label the amplitude, wavelength, crest, and trough of the wave in the box
below

b. In a couple of sentences describe what you see happening to the wave as

it travels down the line.

4. What is the difference between the wave you drew on problem 1 and 2?
5. What is the difference between the wave you drew on problem 2 and 3?
6. change the speed from “slow motion” to “normal”, set the amplitude to 1.00 cm
and the frequency to 1.5 Hz. What happens when waves hit the clamp at the
fixed end. What do you notice?
a. If the wave is reflected, what happens to the reflected wave?
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