A student expectation is directly related to the knowledge and skills statement, is more specific about how students demonstrate their learning, and always begins with a verb. Student expectations are further broken down into their component parts, often referred to as “breakouts.”
Vertical alignment shows student expectations in the same subject area at different grade levels that are related to or build upon one another.
S.8.8.A
compare the characteristics of amplitude, frequency, and wavelength in transverse waves, including the electromagnetic spectrum; and
S.8.8.B
explain the use of electromagnetic waves in applications such as radiation therapy, wireless technologies, fiber optics, microwaves, ultraviolet sterilization, astronomical observations, and X-rays.
IPC.6.F
construct and communicate an evidence-based explanation for how wave interference, reflection, and refraction are used in technology such as medicine, communication, and scientific research; and
IPC.7.E
explain how atomic energy levels and emission spectra present evidence for the wave particle duality; and
CHEM.6.C
investigate the mathematical relationship between energy, frequency, and wavelength of light using the electromagnetic spectrum and relate it to the quantization of energy in the emission spectrum;
PHYS.8.B
compare the characteristics of transverse and longitudinal waves, including electromagnetic and sound waves;
PHYS.8.C
investigate and analyze characteristics of waves, including velocity, frequency, amplitude, and wavelength, and calculate using the relationships between wave speed, frequency, and wavelength;
PHYS.8.D
investigate behaviors of waves, including reflection, refraction, diffraction, interference, standing wave, the Doppler effect and polarization and superposition; and
PHYS.9.B
investigate Malus's Law and describe examples of applications of wave polarization, including 3-D movie glasses and LCD computer screens;