ESSENTIAL QUESTION: What is the electromagnetic spectrum?
RELEVANCE: How do I interact with the electromagnetic spectrum?
NGSSS: SC.912.P.10.1; MAFS.912.N-Q.1.1; LAFS.910.WHST.1
LEARNING OBJECTIVES: Students will be able to:
-Identify the general properties of all electromagnetic waves.
-compare and contrast the types of radiation in the electromagnetic spectrum according to wavelength and frequency.
-continue quarterly project how does pH affect plant growth.
BELL RINGER: Label the types of wavelengths on the wavestown diagram. Compose a mnemonic devise to remember the order of the waves/problems from problem set
VOCABULARY: wavelength, frequency, speed, electromagnetic spectrum, hertz
HOME LEARNING: notebook update
AGENDA
WHOLE GROUP
We reviewed the interdisciplinary connections with ELA and other subjects.
Our bell ringer was to label, in correct order, the waves of the electromagnetic spectrum on the Wavestown handout received last class.
We continued to review problem sets so that students fully understand how to solve the frequency and wavelength problems.
Classes worked on their project by measuring and planting the plants in their garden bed. Although each class is responsible for a different bed, all data will be shared with all chemistry classes. For each day we measure, you must record the conditions (including pH of soil, temperature, sunlight/shade, watering).
For the plants, record the height of the tallest leaf/stem and the general health of the plant.
SMALL GROUP/INDEPENDENT PRACTICE/DI
Students who compete work early should go to CK-12.org (log in with username and password) and do the physics simulation light wave.
HOTS:
-Why do gamma rays cause more damage than microwaves?
-Based on what you’ve learned about the EM Spectrum, justify a situation where it might be beneficial to use gamma rays or x-rays and explain why.
