The student is expected to investigate Malus's Law and describe examples of applications of wave polarization, including 3-D movie glasses and LCD computer screens;
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.”
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;